Reve Preparatory Charter School NAME of PROPOSED GENERATION TWENTY-THREE CHARTER SCHOOL Reve Preparatory, Inc

Page 1of120 RFA 701-17-104 APPLICATION COVERSHEET Reve Preparatory Charter School NAME OF PROPOSED GENERATION TWENTY-THREE CHARTER SCHOOL Reve Preparatory, Inc. NAME OF SPONSORING ENTITY

The sponsoring entity is a: [giSOl (c)(3) Nonprofit Organization 0Governmental Entity 0College or University

I. CONTACT INFORMATION Contact Name: Traci Thibodeaux

Applicant Mailing Address (for correspondence regarding this application.): 2424 Sawyer Heights St. Apt 3S2, Houston, TX 77007

Contact E-mail Address: Contact Phone#: 713-898-7825

II. GEOBOUNDARIES/FACILITIES/OPERATIONS Ill. GOVERNANCE/LEADERSHIP Number of Board Members: 7 Number of Campuses Being Requested: 2 --- Chairperson of the Governing School Board Number of Districts within GeoBoundary: 11 --- Erik Gomez Address of Proposed Administrative Offices {if different from above): Chief Executive Officer of the Sponsoring Entity: Traci Thibodeaux

Physica l Address of Each Proposed Campus (Please Superintendent of Proposed Charter School: include street address, city, state, zip, and county). If the specific address is unknown at this time, please provide To be hired the county and general location of the proposed campus: Board Member Who Attended an Applicant Conference: Harris County, Central Southwest Houston Sameer Soleja

IV. ENROLLMENT PROJECTIONS State the estimated enrollment and check all grade levels to be served for each school year. By Year 3, at least one grade in which assessments are administered must be offered.

Year 1: Estimated Enrollment: 180 OEE-3 0Pre-K4 [gi K [gi1 02 03 04 Os 06 07 Os 09 010 011 012 Year 2: Estimated Enrollment: 270 OEE-3 0 Pre-K4 [gi K [gi1 [gi2 03 04 Os 0 6 0 7 Os 09 010 011 012 Year 3: Estimated Enrollment: 360 OEE-3 0 Pre-K4 [gi K [gi1 [gi2 [gJ 3 04 Os 06 07 Os 09 010 011 012 Year 4: Estimated Enrollment: 450 OEE-3 0 Pre-K4 [gi K [gi1 [gi2 [gl3 [gl4 Os 06 07 Os 09 010 011 012 Year 5: Estimated Enrollment: 720 OEE-3 0Pre-K4 [gi K [gi1 [gi2 [gl3 [gl4 [gis 0 6 07 Os 09 010 011 0 12 At Capacity: Maximum Enrollment: 1,620 OEE-3 0Pre-K4 [gi K [gi1 [gi2 [gl3 [gl4 [gis [gJ 6 [gl7 [gis 09 010 011 012

I certify that I have the authority to submit this application and that a ll information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award . In accordance with TEC 12. 120, I further certify that no members of the governing body of the sponsoring entity or of the proposed c harter school or any officers or employees of the proposed school have been convicted of a misdemeanor involving moral turpitude or of any felony. I understand that incomplete applications will not be considered. As part of the application submission process, I certify that I have read and reviewed the Generation Twenty-Three Open-Enrollment Charter Application Subchapter D Instructions and Guidelines document.

Dec 2, 2017 Traci Thibodeaux (BLU E I Date Printed Name Traci Thibodeaux Dec 2, 2017 ntity Date Printed Name Page 2 of 120 MEMBER PROFILES

I. APPLICATION TEAM MEMBERS Include names, current employment, and position with proposed school

Traci Thibodeaux Fellow, Building Excellent Schools School Director Alexandra Arroyo Director- Talent Development/ YES Prep Director Toscha Dickerson Global Commodity Lead/Honeywell Director Jean Ekwenibe Cardiologist/AdvaCardio, PLLC Director Erik Gomez Strategy & Corp. Dev. Director/RigNet Director Jessica Guobadia Attorney/Law Office of Jessica Guobadij Director Kevin Kebede President and CEO/Heads UP Houston Director Sameer Soleja Founder and CEO/Molecule Software Director

II. BOARD OF DIRECTORS Ill. APPLICATION PREPARATION/SUPPORT SERVICES Include names of gl[ board members. List any individual(s)/organizations(s)/firm(s) that prepared,assisted,and(or) provided professional advice on Alexandra Arroyo the contents of the application herein. Toscha Dickerson Building Excellent Schools Denise Nance Pierce Jean Ekwenibe Erik Gomez Jessica Guobadia Kevin Kebede Sameer Soleja Were the above-mentioned paid? Yes D No ~

IV. OUT OF STATE OPERATIONS

Does this applicant have charter school applications under consideration by any other authorizer(s)? D Yes l:8:J No If yes, complete the table below.

Does this applicant have new schools/campuses scheduled to open in the 2018-19 or 2019-20 school years? D Yes l:8:J No If yes, complete the table below.

Does this applicant have new schools/campuses approved, but scheduled to open in years beyond 2019-20 school year? D Yes l:8:J No If yes, complete the table below.

Page 3 of 120 GEOGRAPHIC BOUNDARIES

Reve Preparatory Charter School Reve Preparatory, Inc. Proposed Generation Twenty-Three Charter Name Name of Sponsoring Entity State the proposed school's attendance boundary by providing an alphabetical list of the traditional school districts from which the proposed charter school will accept students. If the charter school will accept students from only a portion of a school district or districts, state exactly what the boundary will be. Do not list the charter schools located within the designated geographic boundary.

A primary attendance boundary is a subset of school districts within the approved attendance boundary. The proposed charter may admit students who reside outside of the primary boundary once all eligible applicants who reside within the primary attendance boundary have submitted a timely application and have been enrolled. 19 Texas Administrative Code (TAC}, § 100.1207(f)

If the proposed charter school will have a primary attendance boundary, list all school district(s) that will establish the boundary. Do not list the charter schools located within the designated geographic boundary.

Attendance Boundary Primary Attendance Boundary [if applicable] Aldine Independent School District Fort Bend Independent School District Alief Independent School District Houston Independent School District Cypress-Fairbanks Independent School District Stafford Municipal School District Fort Bend Independent School District Houston Independent School District Katy Independent School District Pasadena Independent School District Pearland Independent School District Spring Independent School District Spring Branch Independent School District Stafford Municipal School District

Page 4 of 120 GLOSSARY OF TERMS AND RESOURCES ASSESSMENT & ACCOUNTABILITY LEGISLATION cont. Academic Accountability Rating TEC. Chapter 37 [Discipline Law and Order] Alternative Accountability Rating TEC. Chapter 38 [Health and Safety] Charter FIRST Rating TEC. Chapter 39 [Public School System Accountability] Charter School Performance Framework [CSPF] TEC. Chapter 44 [Fiscal Management] English Language Proficiency Standards [ELPS] TEC. Chapter 45 [School District Funds]

State of Texas Assessments of Academic Readiness [STAAR] OPERATIONS FEDERAL LAW Admission and Enrollment Everv Student Succeeds Act [ESSA] Amendments and Expansions Family Educational Rights and Privacy Act [FERPA] Annual Review and Dismissal [ARD] . Individuals with Disabilities Education Act [IDEA] Ask Texas Education Directory [AskTED] FUNDING Depository Contracts Average Daily Attendance [ADA] Disciplinarv Policies Facilities Funding and Standards/Bonds Guarantees Educator Certification Charter Start-Up Program [CSP] Educational Materials Web Application [EMA T] Electronic Grants [eGrants] Fingerprinting Foundation School Program [FSP] Manifestation and Determination Review High Quality Prekindergarten Program Grant Meals Instructional Minutes for Purposes of Funding Renewal of Charter/Denial of Renewal/Expiration Introduction to Charter School Funding School Nurse

GOVERNANCE Student Teacher Ratio/Class Size Conflict(s) of Interest [Nepotism] Teacher Appraisal School Board Member Training Texas Education Agency Security Environment [TEASE] Texas Education Agency Login [TEAL] INSTRUCTION and GRADUATION Transportation Bilingual Education Tuition and Fees Career and Technical Education RECORDS and REPORTING REQUIREMENTS Curriculum Standards Academic Achievement Records [AAR] Graduation Requirements Alternative Compensatory Education Reporting System Homeless Education Annual Charter School Board Governance Reporting Promotion and Retention Federal Fiscal Compliance and Reporting Texas Essential Knowledge and Skills [TEKS] Public Education Information Management System [PEIMS]

LEGISLATION Texas Academic Performance Report [TAPR] TEC. Chapter 12, Subchapter D [Open-Enrollment Charters] Texas Records Exchange [TREx] TEC. Chapter 12, Subchapter E [College/University Charters] SPECIAL POPULATIONS TEC. Chapter 25 [Admission, Transfer, and Attendance] Early Education TEC. Chapter 29 [Educational Programs] Gifted and Talented TEC. Chapter 31 [Instructional MaterialsJJ Limited English Proficient [LEP] TEC. Chapter 33 [Service Programs/ Extracurricular Activities] Special Education

Page 5 of 120 TABLE OF CONTENTS

Profile Information Page Application Title Page...... 1 ------Application Coversheet ...... 2 ------Application Team Profile ...... 3 ------Geographic Boundaries ...... 4 ------Glossary of Terms and Resources...... 5 ------Table of Contents (this page)...... 6 ------Narrative Section ...... 8 Educational Plan ...... 8 ------Assessment and Evaluation ...... 57 ------Community...... 61 ------Operations...... 65 Students ...... ------7-1 Faculty and Staff...... 82 ------Governance...... 90 ------Financial Information ...... 106 ------Out of State Information ......

Application Attachments...... 118 Attachment Al -Applicant Information Session Documentation...... 118 Attachment A2- Published Notice(s) of Public Meetings ...... ------=1,...,,2=0 Attachment A3 - Certified Mail Receipts or Return Cards...... 125 Attachment A4 - Evidence of Community Support ...... ----~1-3-5

Attachment El - Admissions and Enrollment Policy...... 159 Attachment E2 - Discipline Policy ...... ------=1....,,6"'""6 Attachment E3 - Gun-Free School Policy...... 180

Attachment Fl - Financial Plan Workbook...... 182 Attachment F2 -Audit Report ...... ------.1..,.8..,.4 Attachment F3 - Credit Report...... 188 Attachment F4 - (IRS) Form 990, Form 990-N, or Form 990-EZ...... -----~190 Attachment F5 - Evidence of other Financial Support ...... ------.1""'9=2

Attachment Gl - 501 (c)(3) Determination Letter...... 198 Attachment G2 - Articles of Incorporation ...... ------,2=0,....1 Attachment G3 - Bylaws of the Sponsoring Entity...... 213 Attachment G4 - Board Member Biographical Affidavit Form ...... ------.2=2~6 Attachment G5 - Governing Board Code of Ethics and Conflict of Interest Policy...... 269 ------Attachment 01 - Organization Chart(s) ...... 293 Attachment 02 - Staff Chart ...... _____2_9_8 Attachment 03 - Supplemental Human Resources Information Form...... 301 ------Attachment OS - State Performance Data ...... Attachment OS - Financial and Business Plan ...... ----- Attachment OS - Related Business Entities ...... ------Attachment OS - Current or Past Litigation ......

Page 6 of 120 TABLE OF CONTENTS cont.

Charter Management Organization Information Addendum (If Applicable) .... Overview ...... ------Selection Process ...... ------Management History ...... Legal Relationships ...... ----- Organizational Structure ...... ' ...... ------Expansion Management ...... Performance Management ...... ------Performance Evaluation Information ...... ----- Business Plan ...... Addendum Attachment MOl - Management Agreement ...... ------Addendum Attachment M02 - Organizational Chart ...... ------Addendum Attachment M03 - Current or Past Litigation ...... ------Addendum Attachment M04 - Organization and Related Businesses ...... ------

Letter of Special Assurances ...... 340

Once the application is complete and the attachment page numbers have been manually entered on all pages, return to this Table of Contents and key in the corresponding page number for the page where each response begins and for each attachment coversheet. This will ensure that the applicant has provided all of the information required by the Request for Application (RFA).

Page 7 of 120 I. Applicant is a: 181 In-State Organization D Out-of-State Organization

THIS PAGE IS ONLY TO BE COMPLETED BY ... board member(s) of the Sponsoring Entity. If this proposal is invited to participate in a capacity interview; authors of this section should be available to discuss the information provided.

II. Authoring Board Member(s): !Erik Gomez

The purposes of Charter Schools (in the state of Texas) are to (1) improve student learning; (2) increase • the choice of learning opportunities within the public school system; (3) create professional opportunities that will attract new teachers to the public school system; (4) establish a new form of accountability for public schools; and to (5) encourage different and innovative learning methods. TEC§12.001

NARRATIVE (1) - State the mission and vision of the proposed charter school.

NARRATIVE (2) - Describe the process by which the mission and vision was established. Identify all stakeholders, specific board members, and other individuals that contributed to the creation of the mission and vision.

NARRATIVE (3) - Provide a succinct overview of how the school's m1ss1on is aligned with the proposed instructional program. Provide any related research or experience that indicates why the applicant has chosen to use this approach among the anticipated student population. Include any innovative attributes to the proposed mission and vision.

This application measures Innovation across five attributes. An applicant should be able to demonstrate (i) relative madvantage(s) over what is currently used; (ii) compatibility with the impacted population; (iii) ideas/innovations that will be learnable among those who will implement the components; (iv) usability among those who will implement; and (v) observable benefits for everyone involved.

Page 8 of 120 NARRATIVE (1) - State the mission and vision of the proposed charter school.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

MISSION STATEMENT Educating kindergarten through grade eight students for success in high school, college, and beyond, Reve Preparatory Charter School ensures rigorous academics, individualized supports, and purposeful character development for every student, every day.

VISION STATEMENT At Reve Preparatory Charter School ("Reve Prep"), a proposed K-8 charter school for Houston, Texas, we believe that all students deserve a comprehensive, rigorous K-8 education that ensures their measurable readiness for secondary and post-secondary education and life's economic opportunities, and that fortifies them with the internal ethical compass and characteristics that will allow them to be the best version of themselves as they mature into strong, motivated members in their community.

The word "reve" means dream in French, and at Reve Prep, we believe "a dream written down with a date becomes a goal. A goal broken down into steps becomes a plan. A plan backed by action makes your dreams a reality" (Greg S. Reid). We will instill this mindset in all of our students so that they know that they truly can achieve whatever they believe.

Reve Prep is based upon the fundamental belief that with high-quality instruction, which requires rigorous curriculum, individualized supports, and character development, every student will be challenged and will excel academically. We believe that an excellent education that sets ambitious academic and life goals, and which is backwards planned from those goals, starting in kindergarten and planned vertically across all grades, is directly correlated to a positive life trajectory, including access to educational and professional opportunities - specifically attending and graduating from a competitive high school, attending and graduating from a four-year college, and achieving ambitious career goals.

In alignment with TEC § 12.001, the Reve Prep mission and vision seek to improve student learning for K-8 students, be a high-quality school choice for families in Houston, specifically in the targeted community, be a leader in cultivating a professional education environment that attracts highly qualified new teachers to the public school system, raise the bar in terms of accountability for all schools, and promote innovative learning methods that support our students to securely be on the path to success in high school, college, and beyond.

Between 2015 and 2016, Houston was one of the top ten fastest growing cities in our nation (https:// www.census.gov/newsroom/press-releases/2017/cb17-81-population-estimates-subcounty .html) and has been identified as one of the most diverse cities in the country. That distinction is a key reason the city and the state thrive in terms of attracting the best talent and resources in the country. We have both a moral imperative, and an economic one, to ensure that we also grow the best talent and resources in all of our own communities.

To prepare our citizens to drive the innovation required to continue to grow our economy, we must set ambitious goals for the education of all of our children, regardless of their race, ethnicity, socio-economic status, home language, or disability status. That focus is imperative as we face the fact that "Black and Hispanic individuals are three times more likely to live below the federal poverty level than their White counterparts in Houston" and that "currently, 353 of Houston children live below the poverty level" (http:// www.childrenatrisk-org.vps-texasschoolguide-org.vps.ezhostingserver.com/wp-content/uploads/2017/06/ GUiH-2017-pdfl .pdf). As identified by a 2015 Rice University study, one of the key indicators that a child would eventually drop out of school in Houston Independent School District (HISD) was the fact that the student lived in poverty. We believe that just because a child is born into poverty, they do not have to remain in poverty - and we must give then an education starting in elementary school that will inspire them to work hard and to dream of a future that their education can open up for them. We believe education is one of the best, if not the best, pathways to financial stability. We believe that all children should have access to a high-quality education to ensure they have the all the tools to compete for higher education opportunities and the careers they hope to have as adults. We believe that the high expectations we set for our children are a direct input for producing a stronger and more educated populous for our state. We are informed by high-poverty, high-achieving schools across the country that demonstrate that demographics do not need to determine destiny.

Page 9 of 120 ccor 1ng o e 1 ren a 1s ous on epo , ua 1y 1n ergar en roug gra e public schools are essential in adequately preparing students for postsecondary academic and career success, especially in a region where 583 of students are identified as economically disadvantaged" (http:// www.childrenatrisk-org.vps-texasschoolguide-org.vps.ezhostingserver.com/wp-content/uploads/2017/06/ GUiH-2017-pdfl .pdf). Further, "[B]y 2020, 653 of jobs will require a post-secondary education and training"(http://childrenatrisk-org. vps-texasschoolguide-org. vps.ezhostingserver.com/wp-content/ uploads/2017 /06/GUiH-2017-pdfl .pdf). However, in Houston ISD, of the Class of 2016, only 6.53 of Black and 7.53 of Hispanic students scored at or above criterion on the SAT or ACT to be eligible for college ("2016-17 Houston ISD Texas Academic Performance Report," Texas Education Agency, 2017, https:// rptsvrl .tea.texas.gov) and therefore are unable to obtain the higher education required to compete for the jobs of tomorrow. We believe in providing the tools to our students to have agency over their lives and to grow into the true leaders they have the potential to be. One of the strongest tools we can give them is a K-8 education that establishes a powerful literacy and math foundation, instills self-confidence and a goal-driven mindset, and opens their minds to all the possibilities for success in their lives. As our nation and state agree, college readiness is pertinent to fulfilling that goal.

Reve Prep will add value to our community, city, and state, by efficiently and strategically working towards, and never forgetting, our primary focus and obligation is to educate our children to a measurable and high degree, setting them on a trajectory for school and life success. We believe that the consistency of a school culture, with high behavioral and academic expectations provided within an achievement-oriented community, afforded for some of our most vulnerable children and at-risk learners for the first nine years of their education, will set a bedrock foundation and an irreversible mindset focused on academic achievement and aspirations for all that life in our city, state, and country have to offer. We will cultivate a culture of excellence that will serve as a concrete foundation for our students as they matriculate to the most acclaimed high schools in the city. Through purposeful and informed activities aligned tightly to our ambitious mission, every minute of every day will be designed to develop the minds and characters of our students. We will aggressively support our students' individual growth needs by closely analyzing student performance on standard-based assessments and well-respected national reading assessments to provide the resources necessary to accomplish their goals. We will strive to make Reve Prep a leading force in preparing our K-8 students to thrive in the economy of the future.

Reve Prep's vision is established upon the following six core principles.

A Strong Mind Opens Doors A rigorous K-8 curriculum, aligned to state and national standards, including an intensified focus on literacy and math, best prepares students to achieve at high levels of academic proficiency. An unapologetic focus on academic rigor will allow our students to fully develop the content knowledge, skill sets, and critical thinking necessary to compete with their peers in our city and state and across the nation and globe. By preparing our students with the fundamental tools of literacy, reading, writing, and speaking with clarity, comprehension, and insight, and by preparing them with mathematical acumen, computing with accuracy, and problem-solving through conceptual understanding and well-developed mathematical schema, our students will be positioned to successfully compete for coveted opportunities in the highest academically ranked high schools in Houston. This access to academically challenging secondary schools will best keep our students on the path to college acceptance to the nation's best colleges and universities. The path of obtaining higher education will help improve the social mobility opportunities for our students and will allow them to create the lives they choose for themselves, and for their families (https://edtrust.org/the-equity-line/ higher-eds-pivotal-role-in-breaking-the-cycle-of-poverty/). The impact of one student being the first in her or his family to graduate from college will have 0 positive ripple effect across our entire community.

Purposeful Data Analysis Closes Academic Gaps Research-based, data-driven instruction that includes targeted and timely personalized interventions for all students is necessary to increase and ultimately ensure students' understanding of core academic concepts. Through the strategically timed assessment schedule for our school, we will be able to gather the informative data to quickly address any academic gaps of our students. The internal and external assessments we will use, in addition to STAAR, will be aligned to the TEKS and be able to give our leadership team and teachers the information they will need to drive students' academic success. We will implement formal assessments in literacy and math throughout the year, in addition to informal assessments that will provide immediate feedback on which students need additional tutoring or one-on-one support. Additionally, we will have scheduled time allocated throughout the school year, Data Days, for teachers and staff to perform in-depth analysis of assessment results to further identify key content areas that may need to be retaught and assess whether our curriculum and instruction is achieving the academic results we expect. When the data shows

Page lO of 120 a s u en s require a 11ona ins rue ion on previous y aug con en , we w1 a so ave e res ays o allow teachers the time and opportunity to re-teach material through a new approach to ensure students obtain a strong comprehension prior to moving on to more advanced subject material.

A Strong Teacher Ensures Academic Growth Comprehensive, practice-based professional development ensures teachers who are prepared and equipped with all of the tools necessary to deliver high-quality instruction, and is, therefore, critical to our students' academic success. A rigorous curriculum is dependent upon a keen plan for developing and supporting our teachers through comprehensive professional development. Indeed, we believe that a strong teacher is "the most important factor affecting student learning" (http://www.ascd.org/publications/ books/l 04136/chapters/The-Power-of-an-Effective-Teacher-and-Why-We-Should-Assess-It .aspx).

Our school model of having two teachers in grades K-2 serves two primary purposes. Most importantly, successful schools have proven that the two-teacher model drives literacy gains, as seen in BES schools Purpose Preparatory and Nashville Classical in Nashville, TN (http://www.purposeprep.org and http:// www.nashvilleclassical.org). The two-teacher model in those grades will allow our teachers to be best positioned to implement our rigorous literacy curriculum and instruction with the goal of having all students reading at or above grade level by the end of their second-grade year. Additionally, our two-teacher model will incorporate a Lead Teacher with three or more years of experience and proven results in attaining growth with students and a secondary teacher with a complementary skillset. The two teachers will be a cohesive team and the Lead Teacher will also play the role of a coach for the secondary teacher. In addition to allowing a student to teacher ratio of 1: 15 or less, we will be developing both teachers in their teaching and leadership abilities to possibly tak.e on higher level positions in the future ..

A Focused Support System Drives Achievements Specialization to strategically support the academic success of our students will be an aspect necessary to attain our goals. We will develop a team dedicated to supporting both students and staff in the specific areas of (a) math, (b) literacy, (c) high school acceptance, and (d) health and wellness will maximize our core curriculum. Based on high-performing schools across the country, the two-teacher classroom model has proven to drive academic growth with students early in their academic experience. Having two teachers helps to support our students and provides support for our teaching professionals. We will have this structure in our kindergarten through second grade classrooms.

Beginning in third grade, we will have both a math and a literacy specialist to further support the academic growth of our students and primary classroom teachers. As our students enter fifth grade, they will begin having one-on-one meetings with our High School Specialist, who will specialize in the transition process of our students leaving the eighth grade and entering the highest performing high schools in Houston.

Our belief that health and wellness also directly support academic learning drives our strategic hiring of a staff person with this unique background, in Year 3, that will be able to teach our students about nutrition and overall health in mind and body. This staff person will also be able to provide training for our teachers and staff to further support, not only their own health and wellness, but to continue to support our students' understanding of these key life concepts. We plan to hire a Dean of Students and Culture in Year 3 that has this unique background and expertise to support our education model.

A Strong Community Fosters Success We believe that consistent and meaningful communications and engagements with the families of our students will promote unity in our focused approach to academic achievement for all students. We will begin to build close relationships with families at the beginning of the school year by holding small family meetings with three to five families and the School Director and/or the Dean of Curriculum and Instruction. We believe that we will maximize time by clearly sharing information and details about the educational program at the beginning of the school year that will help parents support the academic growth of their students and by building early strong relationships with families through this small-setting approach in welcoming families to the school. Two weeks prior to the first day of school, we will have a full family orientation and two weeks after the first day of school, we will have a Back to School night to allow families to meet their students' teachers and get more indoctrinated into the Reve Prep community. Throughout the school year, families will have access to an electronic portal that allows them to see both the academic and behavior performance of their student. There will also be monthly newsletters and three family celebration events throughout the academic year. Every activity is done with the intention of further supporting the academic growth of our students by having a cohesive and aligned support system including their Reve Prep teachers, staff and their families.

Page 11 of 120 Values and Habits Build Community We believe that a daily focus on developing our REVED-UP values- Respect, Excellence, Virtue, Enthusiasm, Determination and Understanding, Preparedness - will ingrain the characteristics necessary to ensure a safe learning environment and develop the habits required for our students to overcome challenges and reach their goals. We believe in a safe and structured school environment, and our strategically designed community is imperative to fostering the school culture at Reve Prep.

Respect - We treat all people, including ourselves, with kindness. Excellence-We always do our very best. Virtue - We do the right thing, at all times. Enthusiasm-We do things with eager enjoyment. Determination - We keep trying and do not give up. Understanding - We care about how others feel. Preparedness - We are always ready.

FUNDAMENTAL CORE ELEMENTS Increased Focus on Literacy and Math A core foundational element to our educational model is increased instructional time in literacy and math. Informed by the success of high-performing schools in high-poverty communities, the additional time students have for reading, writing, and math has proven to be a best practice. In kindergarten through fifth grade, the crucial years in building a strong academic foundation, students will receive 120 minutes of literacy instruction and 110 minutes of math instruction every day, except for early dismissal days when students will receive 105 minutes of literacy instruction and 45 minutes of math instruction.

By preparing students with the powerful tools of reading and writing, and by preparing them with mathematical computation and problem-solving skills, our students will be positioned to compete for coveted opportunities in the highest academically ranked high schools in Houston.

Strategic Character Development As a values-based school, we will take a focused approach to developing character. Our REVED-UP values Respect, Excellence, Virtue, Enthusiasm, Determination and Understanding, Preparedness - encapsulate the key values that we will develop within our students to ensure they practice the values consistently, thus developing these values into habit-based actions, and developing their growing sense of being highly impactful and productive global citizens in their school, family, and community. We believe that everyone involved at the school, from the School Director to teachers to parents and students, will actively be expected display actions that reflect REVED-UP values, as we know that these values will lead to a safe and supportive learning environment and drive academic success.

8th Grade Algebra Our approach towards having all students take Algebra I in eighth grade does not begin in eighth grade, or even sixth or seventh grade. We begin preparing our students in kindergarten by implementing a rigorous academic plan, complemented by data-driven instruction and time for one-on-one support to thoroughly provide our students with all of the knowledge and resources necessary to achieve proficiency and mastery in math. Our dual emphasis on literacy and math informs all that we do, specifically allocating 11 Ominutes of daily instruction time for math beginning in kindergarten through fifth grade (45 minutes on early dismissal days). By the time our students reach sixth grade, they will have 60 minutes of math instruction daily and additional support from a math specialist starting in third grade.

We believe Algebra I is a ""gateway" course for the sequence of mathematics and science courses that prepares students for success in later schooling" (Matthews and Farmer 2008). In alignment with our mission, preparing students to be on a path to complete "higher-level mathematics courses is related to a higher likelihood of entering a 4-year college or university" (Schneider, Swanson, and Riegle-Crumb 1998). Furthermore, The National Mathematics Advisory Panel in 2008 noted that "completing Algebra II coursework during high school correlates positively with college graduation and employment income" and also "suggested that elementary and middle school mathematics curricula should put students on a path to learn algebra and have more students prepared to enroll in Algebra by the eighth grade" (National Mathematics Advisory Panel in 2008). Additionally, students have higher expectations for their future education based on whether they were enrolled in Algebra or more advanced course while they were in the eighth grade. (https://nces.ed.gov/pubs2010/2010016.pdf, October 2010). Studies have shown that 713 of students from low-income households that take Algebra I in eighth grade and Geometry in ninth grade go to college

Page 12 of 120 The Minimum High School Program outlined in TEC §74.72 requires at least three mathematics credits, of which two must be Algebra I and Geometry, and the Recommended High School Program outlined in TEC §74.73 requires at least four mathematics credits, of which three must be Algebra I, Algebra II, and Geometry. By preparing our students for and offering Algebra I in eighth grade, we will be supporting our mission by allowing all students to begin accumulating high school graduation credits prior to entering high school and thus placing them in a competitive position for acceptance into Houston's highest performing high schools and being increasingly prepared to succeed in high school and college.

Looping We will have two teachers per classroom of 30 students in grades kindergarten through second grade. These two teachers will loop with their kindergarten class to second grade. Looping is a technique that will serve all of our students, especially students with any learning disabilities. We believe that our use of time is crucial, and one way to maximize the learning time with our students is to minimize the ramp up time necessary for students and teachers to acclimate themselves to each other every new school year (http://www.ascd.org/ publications/newsletters/education-update/mar98/vol40/num02/Looping.aspx).

We also believe that looping will allow our teachers to hone their craft by having a wider understanding of the grade level requirements across two levels. Teachers will know first-hand, for example, where their kindergarten class needs to be by the end of the year for them to start strong in the first grade on the path to b.e prepared to transition to second grade.

INNOVATIONS Espanol para Todos (Spanish for All) Houston is one of the most diverse cities in the nation and continues to lead the nation in new immigrants choosing Houston to be their adopted home. While English literacy will be a core focus at Reve Prep, we believe that native Spanish speakers who gain Spanish proficiency will be better positioned in their ability to learn English more expeditiously and proficiently. Based on the demographics of our targeted community, we estimate that approximately 303 of our students will come from homes where Spanish is the home language. We believe that developing the Spanish language proficiency of this segment of our student population will directly lead to English language proficiency and mastery.

Equally important, we believe that there is a tremendous value in teaching our native English speakers a world language. We identified Spanish as the language that would most benefit students because they live and will eventually work in a city like Houston where 1.3 million residents speak Spanish as a first or second language (http://www.houstonchronicle.com/news/houston-texas/amp/Houstonians-speak-at-least-145 languages-at-home-6613182.php). Additionally, an increased knowledge of Spanish prepares our students to take the two to three years of Spanish in high school which is an application requirement for most four-year colleges and universities. Starting in kindergarten, students will take 30 minutes of Spanish every day. Beginning in third grade, daily Spanish study will increase to 45 minutes and by sixth grade to 60 minutes.

While we are not proposing to be a Dual Language school, as all classes outside of Spanish class will be taught solely in English, we do believe that integrating Spanish vocabulary into our school design further supports our students. For example, as seen in high performing charter schools, such as Neighborhood Charter School Harlem (http://www.ncsharlem.org/), we will use English and Spanish signs to label most physical objects in the school. For example, the library section of each classroom will have a sign that says "Library/Biblioteca" so that all students will be able to start learning and reinforcing English and Spanish words for everything they see and use at school.

Although the Minimum High School Program does not require credits in a Language other than English, the Recommended High School Program does require two credits of the same language, and according to TEC §74.74 outlining the Advanced High School Program, requires students to obtain at least three credits in a Language other than English. Reve Prep students will be highly prepared to succeed in advanced high school programs with nine years of Spanish language instruction from their K-8 educational experience.

International Sister School To support multiple aspects of our core curriculum, Reve Prep plans to cultivate a strong relationship with an international sister school in a Spanish-speaking country. We will be able to support our social studies, ELA, math, and Spanish curriculum by activities tied to learning about the country of our sister school and communicating with that school community. For example, in kindergarten and first grade, students will learn

Page 13 of 120 a ou e coun ry an ow o spe e name o e coun ry. uar ery, we w1 sc e u ea ype v1 eo conference call that allows students in both schools to talk to each other in their native language and present information to them. As Reve Prep students advance in grade levels, they will write letters or emails in Spanish to their sister school counterparts and receive letters in English from their counterparts. Additionally, our Beyond the Block program easily connects to having an international sister school as we expect that our eighth-grade students will be able to take a field trip to the sister school and meet their counterparts with whom they have communicated over the past nine years. We plan to fundraise and seek grants to support this trip for all students who choose to participate.

Beyond the Block Program One of the identified issues in impoverished neighborhoods is the fact that children lack access to a wide variety of professional role models. The access to interact with a doctor, lawyer, or veterinarian, for example, does not exist every day for most of our students. Additionally, many children and residents in impoverished neighborhoods never have the opportunity or the financial means to travel outside of their community to explore their city or state. At Reve Prep, we will combat these issues in two strategic ways.

First, we will implement a career day on the last Friday of each month. On that career day, one professional will be invited to speak at the school about their personal and professional journey and highlight how a college education opened the doors for them to reach their goals. They will also speak to what a day looks like in their career and the key activities students can do now to learn more or prepare themselves to do the same. The career day will reinforce key aspects of the curriculum study from the previous month and reinforce the value of attaining a college degree.

Second, we will organize four Saturday field trips throughout the year to give students the opportunity to explore the broader Houston and Texas communities. This aspect of the program was driven by feedback from the community and the numerous instances of children not getting the exposure necessary to fuel their career aspirations and all the possibilities of what they can accomplish. For example, in Year 1, students might attend a ballet performance of The Nutcracker or attend the symphony; in Year 2, they may tour the Buffalo Soldiers Museum and in Year 3 take a trip to San Antonio to visit the Alamo. We believe that these opportunities will expand the minds of our students and reinforce both our commitment to college attendance and developing character skills. Eventually, we expect to take our students on at least one international field trip to a Spanish-speaking country. We have allocated $2,000 in Year 1 to support this educational experience to foster exposing our students to a broader view on the world they live in.

Additionally, each classroom will include a Beyond the Block Corner ("BBC"). The BBC will include a career profile, suggested reading, and possibly a video clip for students to explore during advisory periods. The profile will be updated every two weeks to allow every student enough time to explore the corner as well as allow as many profiles to be highlighted throughout the year.

Health and Wellness Focus Reve Prep will introduce and encourage our students to own the agency over the health and wellness of their mind and body. Demonstrated by a school district that implemented a "twice daily meditation program in some of its high-risk schools - and saw suspensions decrease, and GPAs and attendance increase" (https://www.forbes.com/sites/alicegwalton/2016/1O/l8/the-many-benefits-of-meditation-for children/#6b7 61927dbe3), Reve Prep will work with the community part-time health and wellness coach to teach our staff how to take care of their bodies and minds to best support their overall health and their ability to productively learn at the highest level. This training would take place once per month during early dismissal days. We believe this thoughtful approach to increasing the knowledge of health and wellness for our teachers will further allow our teachers to regenerate their stamina so that they can continue to embody our Reve Prep values and serve as primary role models for our students, as well as, be able to teach every student at a high level, every day.

We will also implement a sequential and clear progression of activities to develop this skill in our students: (1) Daily Intention - Students and staff will write a specific and measurable goal every morning. (2) Meditation/ Deep Breathing - We will implement a Meditation Moment at the beginning and close of each school day. The practice of meditation is "to focus one's thoughts on" an idea. All Reve Prep staff and students will practice one minute of deep breathing to contemplate and reflect on their daily intention. (3) Nutrition Curriculum will be incorporated to teach our students about the need for balanced food groups, nutrition, health, and access to healthy foods. (4) Yoga - Students will be taught yoga-influenced stretching exercises practiced during recess and Physical Education classes. Students will spend 15 minutes a day learning yoga.

Page 14 of 120 The primary focus of our mission is that our students are educated at a high level to ensure success in high school, college, and beyond. To fulfill that promise, we set high expectations in terms of academic achievement. Reve Prep has precise and measurable goals that are communicated to all stakeholders and we will measure our progress to attain these specific goals by using metrics that clearly show our growth and how we compare to other students nationally, in our state, and in our city. We will analyze and share our progress to all stakeholders, including but not limited to, school staff, our school community, and the Texas Education Agency (TEA). We will measure student proficiency and mastery of the TEKS standards using the State of Texas Assessment of Academic Readiness (STAAR) assessment. We will also use nationally-normed standardized tests, such as the Northwest Education Association Measure of Academic Progress (NWEA MAP).

Our academic goals keep us firmly focused on achieving our mission and provide us with the data to confirm our progress to reach those goals. We believe that many of our students will enter Reve Prep behind grade level. We believe that having at least two years to have a student in our educational model will allow us the time to substantially impact their knowledge and skill attainment in all core academic areas. However, in our first two years, though we will not have state or national assessments, we will still measure our academic success by evaluating student growth data when comparing our results from our Beginning-of-year and End of-year Assessments. We will analyze those results to track the effectiveness of our curriculum and instruction, as well as to confirm we are on track to having all of our students on or above grade level prior to entering the third grade. Additionally, we will have an attendance goal of 933 in Year 1 and 973 in Year 2, because we believe attaining and maintaining a high expectation of student attendance supports our educational model of having the necessary time with our students to prepare them for our rigorous academic goals. Our goals and the metrics we use to track our progress will guide us on a clear path to attain our goals or inform any necessary adjustments to close any academic comprehension gaps.

PLEASE NOTE - The plans described in this section are based on the design and training provided by BES to Traci Thibodeaux as part of her BES Fellowship. Thus, similarity in language and plans described in other charter applications submitted by BES Fellows is by design and authorized by BES.

Goal 1: Students will achieve mastery in Reading and English Language Arts. 1.1 (Absolute and Longitudinal) - 703 of students who have attended the school for two or more years will score Satisfactory or Advanced on the STAAR Reading. 803 of students who have attended the school for three or more years will score Satisfactory or Advanced on the STAAR Reading. 903 of students who have attended the school for four or more years will score Satisfactory or Advanced on the STAAR Reading. 703 of students who have attended the school for two or more years will score Satisfactory or Advanced on the STAAR Writing. 803 of students who have attended the school for three or more years will score Satisfactory or Advanced on the STAAR Writing. 903 of students who have attended the school for four or more years will score Satisfactory or Advanced on the STAAR Writing.

1.2 (Absolute and Longitudinal) -At least 753 of each cohort of students attending for two or more years will read at or above grade level as defined by performance on the NWEA MAP Reading Comprehension or similar reading assessment. At least 803 will read at or above grade level after three years in the school and at least 903 after four years in the school. 1.3 (Comparative) -All students who have attended the school for two or more years, on average, will attain a scale score on the STAAR Reading at least 103 higher than that of the surrounding district average.

1.4 (Comparative) -All racial, socioeconomic, ability, and language subgroups will, on average, score at the same rates of Satisfactory and Advanced on the STAAR Reading as the school's average rate of Satisfactory and Advanced. 1.5 (Comparative and Longitudinal) - In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Reve Preparatory students on the Reading Comprehension section of the NWEA MAP will average a minimum of 5 percentiles of growth per year until the average percentile score reaches 75.

Goal 2: Students will achieve mastery in Mathematics. 2.1 (Absolute and Longitudinal) - 703 of students who have attended the school for two or more years will score Satisfactory or Advanced on the STAAR Mathematics. 803 of students who have attended the school for three or more years will score Satisfactory or Advanced on the STAAR Mathematics. 903 of students who have attended the school for four or more years will score Satisfactory or Advanced on the STAAR Mathematics.

Page 15 of 120 2.3 (Comparative) -All racial, socioeconomic, ability, and language subgroups will, on average, score at the same rates of Satisfactory and Advanced as the school's average rate of Satisfactory and Advanced on the STAAR Mathematics. 2.4 (Comparative and Longitudinal) - In a cohort analysis of longitudinal growth, the average annual increase of percentiles among Reve Preparatory students on the Mathematics section of the NWEA MAP will average a minimum of 5 percentiles of growth per year until the average percentile score reaches 75.

Goal 3: Students will achieve mastery in Science. 3.1 (Absolute and Longitudinal) - 703 of all students who have attended the school for two or more years will score Satisfactory or Advanced on the STAAR Science. 803 of students who have attended the school for three or more years will score Satisfactory or Advanced on the STAAR Science. 903 of students who have attended the school for four or more years will score Satisfactory or Advanced on the STAAR Science. 3.2 (Comparative) -All students who have attended the school for two or more years, on average, will attain a scale score on the STAAR Science at least 103 higher than that of the surrounding district average.

Goal 4: Students will achieve mastery in Social Studies. 4.1 (Absolute and Longitudinal) - 703 of all students who have attended the school for two or more years will score Satisfactory or Advanced on the STAAR Social Studies. 803 of students who have attended the school for three or more years will score Satisfactory or Advanced on the STAAR Social Studies. 903 of students who have attended the school for four or more years will score Satisfactory or Advanced on the STAAR Social Studies. 4.2 (Absolute) - 8th grade students will write a historical narrative that will be assessed on a standards-based, qualitative, and quantitative rubric by an external panel of evaluators. On this authentic writing assessment, as measured by the external evaluators, 903 of students will demonstrate proficiency, and 303 will demonstrate mastery.

4.3 (Comparative) -All students who have attended the school for two or more years will, on average, attain a scale score on the STAAR Social Studies at least 103 higher than that of the surrounding district average.

Goal 5: School will achieve TEA Accountability Rating of "Met Standard". 5.1 (Absolute) - School will get "Met Standard" rating in all four indexes after three years of operations. 5.2 (Absolute) - School will receive distinctions in ELA and Math after five years of operations.

NARRATIVE (2) - Describe the process by which the m1ss1on and v1s1on was established. Identify all stakeholders, specific board members, and other individuals that contributed to the creation of the mission and vision.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. The mission and driven was established by the founding team, led by proposed School Director Traci Thibodeaux. Ms. Thibodeaux is a native Houstonian, spent several years growing up in the targeted community, and continues to have personal ties to the community. While Ms. Thibodeaux was growing up in the community, she had to travel up to two hours, depending on mode of transportation, to attend a high-quality public school outside of the community. Many years later, the educational opportunities in the targeted community have not significantly improved. In addition to her personal K-12 educational experience, after having extensive conversations with members of the community and analyzing quantitative data about the existing school choices in the community,

Ms. Thibodeaux crafted the mission and vision. As the founding team developed, each member shared their own beliefs about education, which matched and informed the growing vision for Reve Prep. All members of the founding team reviewed and analyzed the mission and vision to fully assess if the statements were thorough and rooted in the needs of the community. In one-on-one

Page 16 of 120 conversa ions, eac oun 1ng earn mem er an s. 1 o eaux ex ens1ve y 1scusse e m1ss1on and vision and how they related to the needs of the targeted community and to the City of Houston. During the initial founding team meeting, as a group, the founding team members dissected each segment of the mission, shared their understanding of what it meant to them, and why it was important as we defined our root purpose for founding Reve Prep. In attendance in the initial meeting were Toscha Dickerson, Erik Gomez, Kevin Kebede, Sameer Soleja, and Traci Thibodeaux. As the remaining founding team members joined us in the work, they went through a similar level of discussion and analysis of the core mission and vision, and with the full team have shared this mission and vision with the larger community as part of our outreach efforts.

NARRATIVE (3) - Provide a succinct overview of how the school's mission is aligned with the proposed instructional program. Provide any related research or experience that indicates why the applicant has chosen to use this approach among the anticipated student population. Include any innovative attributes to the proposed mission and vision.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. Reve Preparatory Charter School's mission is to educate kindergarten through grade eight students for success in high school, college, and beyond by ensuring rigorous academics, individualized supports, and purposeful character development for every student, every day. To fulfill our mission of educating students to succeed in high school and college, we have studied some of the top charter schools in the nation to influence our instructional approach. As part of the Building Excellent Schools (BES) Fellowship, Traci Thibodeaux, Lead Founder and proposed School Director, is studying more than 40 successful charter schools educating predominantly minority students who live in low-income communities. On average, these schools have student achievement that outperforms their districts by 12 percentage points in English Language Arts and 18 percentage points in Mathematics (http://www.//buildingexcellentschools.org). Ms. Thibodeaux has studied the design of these schools, their educational programs, teacher development, and use of data to drive improvement. Her access to and study of these models has greatly influenced the school design presented within this proposal.

To further develop her knowledge of the operations of a high-performing charter school, in January 2018, Ms. Thibodeaux will also be completing a leadership residency at KIPP SHINE Prep in Houston, TX. Founded in 2004, KIPP SHINE Prep is a PreK-4 elementary school and is KIPP's first early childhood and primary school. KIPP SHINE Prep offers a Spanish language class to all of its 862 students (www.kipp.org/wp-content/uploads/report-card-results/201 6/school/kipp-shine-prep.pdf). In 2015-2016, third and fourth grade students scored 923 in Reading and 963 in Math on the STAAR exam. Their mission is to nurture and strengthen their students' creativity, knowledge, and character and the faculty is dedicated to preparing their students to excel academically, physically, and socially in the nation's finest schools, colleges, and beyond (www.kipp.org/wp-content/uploads/ report-card-results/2016/school/kipp-shine-prep.pdf). By completing a leadership residency at a high-performing school such as KIPP SHINE Prep, and working alongside the school leader, Ms. Thibodeaux will be able to directly learn from a strong leader and have the opportunity to study the operations of a high-performing charter school. (For a Letter of Support from Mike Feinberg, KIPP Co-Founder, please see ATTACHMENT A4.) Additionally, as a part of the BES Fellowship, Ms. Thibodeaux will complete a second leadership residency at a high-performing BES school in the summer of 2018 and will have access to additional residencies in the fall of 2018.

Page 17 of 120 1 e curren an ongoing suppo prov1 e y , ea oun er an propose c oo Director Traci Thibodeaux will draw on the experience of current School Directors, who also were BES Fellows. The schools they lead consistently score above local and state averages on state assessments. Reve Prep will have a formal relationship with Building Excellent Schools (BES) and BES will also support the proposed School Director with implementation of keys aspects of the school, including academic and financial planning. The relationship will provide Reve Prep with ongoing support and coaching as well as continued access to high-performing schools and high-quality leadership training. The mission of BES is to identify, develop, and support proposed School Directors who have the capacity to design, found, lead, and sustain consistently high performing schools and who view solid academic achievement as a necessity for transforming children's lives (http:// www./buildingexcellentschools.org). BES develops leaders to articulate a clear, powerful mission and vision, translate that mission and vision into reality, successfully share the mission and vision with others including the community, recruit and develop a powerful team, and drive student achievement for the children and families within the community. BES believes in the following core values, which inform our school's approach.

Academic Performance Drives Leadership - Leaders of excellent schools demand, manage, and support strong academic performance. Academic Performance Drives Design - Everything about a school's design -from its schedule to curriculum to instructional strategies - helps students achieve high academic standards. Academic Performance Drives Culture - To succeed academically, students need and deserve a culture that is warm, strict, and motivating of their intrinsic desire to excel. Academic Performance Drives Decisions - Decisions at every level of a school's operation are based on careful measurement and analysis of student achievement. Academic Performance Drives Governance - A school cannot succeed without the determination of its governing body to hold the school fast to its ambitious standards and provide the resources necessary to meet those standards. Accountability Drives Academic Performance - We must be able to measure the growth and achievement of our students to ensure they reach the goals we have set for them, and to hold us accountable for the real value our school does or does not provide (http:// www.buildingexcellentschools.org/bes-approach/bes-core-values/).

The school design adopted in this document comes from the experience and data collected by BES and then aligned to the needs of our targeted community in Houston. Each design element in this document originated from the work of BES in high-poverty, high-need urban areas over the last two decades (http://www.buildingexcellentschools.org/bes-approach/bes-core-values/).

Page 18 of 120 ~Beginning the first year they report fall enrollment, districts and charter operators are rated based 1.111' on the aggregate results of students in their campuses. While determining the number of campuses requested, applicants should review the 2017 Accountability Manual to determine the Accountability System School Type' that would be applied to the proposed charter school.

I. Applicant proposes to open ONE campus by Year 5? Yes 181 No D

II. Applicant proposes to open MULTIPLE campus by Year 5? Yes 181 No D

Ill. Person(s), position(s), and/or entities that had a significant role in the decision making process for determining the proposed number of campuses. Include all qualifications and/or requirements. Traci Thibodeaux, Lead Founder and Proposed School Director. Ms. Thibodeaux brings over 13 years of experience in both the corporate and urban education sectors. Building Excellent Schools. A national nonprofit focused on training high-capacity individuals to found and lead high-performing charter schools for low-income, minority students. The Founding Board of Directors. Founding Board members have a wealth of experience in education, human resources, law, finance, community development, and business operations.

IV. Person(s), position(s), and/or entities that will be responsible for costs/resource mobilization to open any proposed campuses after Year 1. Include all qualifications andfr requirements. NA D

Traci Thibodeaux, Lead Founder and proposed School Director. 13 years of experience in both the corporate and urban education sectors, and access to the national training, support, and network of Building Excellent Schools. Building Excellent Schools Directors of Leadership Development (DLDs). These individuals are experienced school leaders who will directly coach and support Ms. Thibodeaux in the first three years following authorization. They have successfully led urban charter schools that have replicated. Director of Real Estate and Finance. The school will hire an experienced finance professional with real estate experience. Reve Preparatory Charter School Governing Board.

The term "costs/resource mobilization" refers to the process of assessing costs, linking funding sources to new campuses, and ensuring proper financial/budgetary allocations. The term "strategic choice area" refers to factors that will be considered and applied to • the decision-making process to facilitate initial and primary campus development.

NARRATIVE (1) - Describe the step-by-step process(es) involved in determining the number of campuses requested.

If proposing only ONE campus, include discussion about the factors that contributed to limiting the number of proposed campuses.

If proposing MULTIPLE campuses, include discussion that rationalizes the need for multiple campuses.

NARRATIVE (2) - Discuss the strategic choice areas that will be used to facilitate initial and primary campus development.

Page 19 of 120 NARRATIVE (1)- Describe the step-by-step process(es) involved in determining the number of campuses requested.

If proposing only ONE campus, include discussion about the factors that contributed to limiting the number of proposed campuses.

If proposing MULTIPLE campuses, include discussion that rationalizes the need for multiple campuses.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

Reve Prep plans to open two schools within the initial contract period. The initial school would be a K-8 school and eventually we will launch an additional K-8 school. Our growth model is rooted in our belief of establishing a strong flagship school that fully works to fulfill our ambitious mission and believe in expanding that opportunity of a high-quality education to as many K-8 students in the targeted community and broader Houston area as possible.

Since August 2017, Traci Thibodeaux has received training and support from BES through its highly selective Fellowship. Additionally, after authorization, she will continue to receive guidance through BES' robust Follow-On Support program extending from school start-up through the first two years of school operation. The BES Fellowship specializes in training and supporting high-capacity leaders to design, found, and lead independent, locally controlled charter schools. Using the extensive data from over 80 college preparatory charter schools across 14 states and the District of Columbia, BES is skilled and experienced in strategically planning school replication and network growth. In collaboration with the best practices of school replication and growth, the Founding Team also considered a significant amount of data that details the need for a growth plan to determine the number of schools to open during the initial contract period. As the Houston population grows, many students still do not have a high-quality public school in their neighborhood. There are significant numbers of families choosing to send their students to schools outside of their zoned community to access a higher quality of education. Additionally, existing charter schools in Houston have waitlists that in total exceed over 25,000 students (https://www.familiesempowered.org/what is-school-choice/about-the-waitlist/). Many Houston families have determined that access to a high-quality education that leads to a college education for their children is crucial for preparing them for the world they will face as adults. According to the 2017-2018 Children at Risk Report focused on Houston, "[B]y 2020, 653 of jobs will require a post-secondary education and training" yet only "93 of Black, 123 of Hispanic and 463 of White students will be college-ready" (Texas Education Agency. (2016). 2015-2016 Academic Performance Reports. Retrieved from https://rptsvrl .tea. texas.gov /perfreport/tapr/2016/). As a community, we are facing a significant hurdle if we do not develop the next generation to take on the key careers needed in the workforce of tomorrow. In Houston, only 143 of students who graduated in 2015 were at or above the criterion on the SAT or ACT to be considered college-ready. "Research shows that children who attend a two- or four-year higher education institution after graduating high school are more likely to experience success in the workforce, and this success increases when students complete and graduate from their two- or four-year institution." Further, "[q]uality Kindergarten through 12th grade public schools are essential in adequately preparing students for postsecondary academic and career success, especially in a region where 583 of students are identified as economically disadvantaged" (2017-2018 Children at Risk Houston Report).

The 2017-2018 Children at Risk Houston Report also highlights a 2015 Rice University study on key indicators that lead to students dropping out of schools in HISD. The report notes that multiple risk factors for high school dropout rates begin while students are still in kindergarten through eighth grade. Specifically, students that "received an F during 8th grade, had a disciplinary incident in 8th grade, or failed to meet TAKS 8th grade math standard" were all indications that increased the likelihood of students dropping out of school (2017-2018 Children at Risk Houston Report). There is a great deal of importance on the type of educational opportunities and experiences children have access to during their kindergarten through eighth grade years. The 2015 Rice University study states that "a student's experience in 8th grade is highly correlated with his or her likelihood to dropout in high school years" (201 7-2018 Children at Risk Houston Report).

The State of Texas Assessment of Academic Readiness (STAAR) End-of-Course exams for third graders show HISD students scoring 663 proficiency in Reading, lower than the state average of 733 for Reading

Page 20 of 120 pro 1c1ency or exas a 1s ac ory an or or ove eve . ea 1ng pro 1c1ency or neon American and Economically Disadvantaged students in HISD was even lower, at only 543 and 613, respectively. For Math, HISD's performance on STAAR lags behind the state, with 733 of students reaching math proficiency compared to 783 for the state. Only 603 of African American students and 703 for Economically Disadvantaged students demonstrated proficiency. These performance gaps continue when looking at the eighth grade STAAR results. In Reading, HISD is 53 below the state average of 863, and in Math, 63 below the state average of 853. In both content areas, African American and Economically Disadvantaged students lag behind significantly (Texas Education Agency. (2017). 2016-2017 Academic Performance Reports. https://rptsvrl .tea.texas.gov/perfreport/tapr/2017/).

Based on the Texas Academic Performance Report (TAPR) for 2016-2017, 75.93 of state graduates were college ahd career ready. That percentage falls to 68.13 for students in the Houston Independent School District (HISD). Furthermore, that metric drops even further for African American and Hispanic students in HISD, 62.83 and 67.23, respectively. For English Language Learners, that number drastically drops to 43.33. Initially developed as a neighborhood for workers in the Medical District, the Central Southwest area and parts of Houston/Fort Bend, including zip codes 77045, 77053, and 77085, currently has approximately 82,000 residents. In one of the zip codes, 77085, the population has risen over 2003 between 2000 and 2010, fueled by the addition of the development of a newer sub-division, Corithian Pointe (http://www.chron.com/news/ article/This-community-is-on-the-Pointe-1687106.php). Although this community is growing, equitable access to high-quality education continues to be a hurdle for. For zip code 77045, for example, although 72.53 of residents have an education level of high school or higher, only 12.63 of residents have a college degree (https://factfinder.census.gov/faces/tableservices/jsf /pages/productview.xhtml? pid=ACS_15_5YR_S1501 &prodType=table ). The population is 963 African American and Hispanic, split evenly between each group (2015 ACS 5-year population estimate). Of the residents over 25 years old, 12.63 have a college degree or higher compared to the national average of 333 of Americans over 25 who have a college degree or higher (www.census.gov/2015). The median household income is $36,231, with 20.43 of individuals living below the poverty line (Poverty status in the past 12 months, 2011-2015 American Community Survey 5-Year Estimates). Approximately one third of residents, or 10,669 persons, are under 18 years old and there are five total public schools - one middle school and four elementary schools - that serve the community. The middle and elementary schools in 77045 are all underperforming and have all received a rating of D+ or below ("2016 Greater Houston Annual School Rankings," Children At Risk, 2016). Lawson (formerly known as Dowling) Middle, a Houston ISD Middle School (6-8) located in 77045, is rated F by Children At Risk for 2017 and is ranked 313 of 317 middle school in Harris County (http://childrenatrisk.org/ wp-content/uploads/2017/06/midd_rankings_2017 _hou_TO-UPLOAD2.pdf). Here, 43.93 of students in grades 6-8 scored Satisfactory on the STAAR Reading assessment: 50.23 of students in grades 6-8 scored Satisfactory in Math ("Lawson School Profile and Leadership" Houston ISD. 2016, http://www.houstonisd.org/ Domain/1866). A significant number of students, 974 living in the school zone, transferred out of the zone to attend higher performing schools in other school zones. Audrey Lawson Middle has been rated as Improvement Required for 2015, 2016 and 2017 by TAPR. As of 2017 the school had an enrollment of 1,036 students, 80.83 of which were classified as economically disadvantaged. (https://rptsvrl .tea.texas.gov/ perfreport/account/2017/index.html).

Montgomery Elementary, a Houston ISD Elementary School (PK-5) located in 77045, is a feeder school to Lawson, was rated Improvement Required in 2015 and 2017 by TAPR and was rated a D-school as assessed by Children at Risk (2017), ranked 714 of 878 elementary schools in Harris County (http://childrenatrisk.org/ wp-content/uploads/2017/06/elem_rankings_2017 _hou_TO-UPLOAD2.pdf). The school's scores on the STAAR Reading assessment slightly increased from 64.43 Satisfactory in 2015 to 68.53 Satisfactory in 2016. Satisfactory scores in math slightly increased from 56.53 in 2015 to 59.83 in 2016 ("Montgomery Elementary School Scorecard," Houston ISD. 2016, http://www.houstonisd.org/domain/21231). As of 2017 the school had an enrollment of 720 students, 94.93 of whom were classified as economically disadvantaged (https:// rptsvrl .tea.texas.gov/perfreport/account/2017/index.html). Grissom Elementary, a Houston ISD Elementary School (PK-5) located in 77045, is a feeder school to Lawson and was rated a D-school as assessed by Children at Risk in their 2017 report and is ranked 731 out of 878 elementary schools in Harris County (http://childrenatrisk.org/wp-content/uploads/2017/06/ elem_rankings_2017_hou_TO-UPLOAD2.pdf). The school's scores on the STAAR Reading assessment slightly increased from 64.43 Satisfactory in 2015 to 68.53 Satisfactory in 2016. Satisfactory scores in math slightly increased from 56.53 in 2015 to 59.83 in 2016 ("Grissom Elementary School Scorecard," Houston ISD. 2016, http://www.houstonisd.org/domain/41435). As of 2017 the school had an enrollment of 528 students, 98.73 of whom were classified as economically disadvantaged. (https://rptsvrl .tea.texas.gov/perfreport/

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Petersen Elementary, a Houston ISO Elementary School (PK-5) located in 77045, also is a feeder school to Lawson. It has an F-rating as assessed by Children at Risk in their 2017 report and is ranked 765 of 878 elementary schools in Harris County (http://childrenatrisk.org/wp-content/uploads/2017/06/ elem_rankings_2017 _hou_TO-UPLOAD2.pdf). The school's scores on the STAAR Reading assessment were 54.43 Satisfactory in 2016. Satisfactory scores in math were slightly better at 60.73 in 2016 ("Petersen Elementary School Scorecard," Houston ISO. 2016, http://www.houstonisd.org/domain/42633). As of 2017 the school had an enrollment of 507 students, 94.73 of whom were classified as economically disadvantaged (https://rptsvrl .tea.texas.gov/perfreport/account/2017/index.html).

Hobby Elementary, a Houston ISO Elementary School (PK-5) in 77045, has a rating of D- as assessed by Children at Risk (2017) and is ranked 736 of 878 elementary schools in Harris County (http:// childrenatrisk.org/wp-content/uploads/2017/06/elem_rankings_2017 _hou_TO-UPLOAD2.pdf). The school scored 59.23 Satisfactory on the STAAR Reading assessment and 64.43 Satisfactory on the Math assessment in 2016 ("Hobby Elementary School Scorecard," Houston ISO. 2016, http://www.houstonisd.org/ domain/44713). As of 2017 the school had an enrollment of 801 students, 78.83 of whom were classified as economically disadvantaged (https://rptsvrl .tea.texas.gov /perfreport/account/2017 /index.html). Due to the need in our targeted community and the broader City of Houston, our proposal includes a request for two campuses over the course of five years.

TEAM CAPACITY As a Building Excellent Schools (BES) Fellow, Traci Thibodeaux has the experience of BES staff to guide her in campus expansion. With nearly 20 years of experience in incubating and supporting independent charter schools, BES has identified clear guidelines for campus expansion and strategies to ensure quality replication. By identifying year five as an optimal time for schools to grow to a second campus, BES acknowledges the importance of a strong flagship school before campus expansion. BES has learned valuable lessons about the capacity needed to add additional schools and the intentionality necessary for leadership to expand their focus to two schools. These lessons and best practices will be utilized by Ms. Thibodeaux and the Board of Directors as she and they oversee the expansion and beginning of a second campus. Additionally, we believe community outreach will be important to our efforts to expand our school and directly inform our timing of expanding to have a second campus. In Year 3, we will have a Dean of Students and Culture (DOS) that will be primarily focused on supporting our student and school culture and developing close relationships with families and the community. The DOS will secondarily serve as a supporter to the School Director to further build the partnerships between Reve Prep and the families of our school, specifically as it relates to gathering input from families and the community. These partnerships will be critical in our deep understanding of the interest and need for expansion. We also believe our Board will take on an important role in supporting community engagement events and activities, as well as, offer their unique expertise and access to their personal and professional networks to support our school expansion efforts.

NARRATIVE (2) - Discuss the strategic choice areas that will be used to facilitate initial and primary campus development.

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The Reve Prep founding team has already begun to assess and determine a process to determine strategic choice areas that will be used to facilitate initial and primary campus development. The team has specifically targeted the community spanning zip codes 77045, 77053, and 77085 because we believe that establishing a high-performing, college preparatory K-8 school in a neighborhood with significant numbers of students classified as economically disadvantaged with minimal access to high-quality school choices within the community is aligned with our mission and vision of ensuring all students are prepared to succeed in high school, college, and beyond.

The Board of Directors will also assess community engagement and feedback from community surveys, confirming the interest in expansion of our proposed school model. Additionally, the Board will gather

Page 22 of 120 mu 1p e a a po1n s, inc u 1ng u no 1m1 e o, e mos up- o- a e s u en wa1 1s a a or sc oo s WI 1n and near the targeted community. Finally, HISD provides school specific data that shows the number of students who are zoned to schools within the community, yet transfer out of the zone to attend other HISD or charter schools outside of their zoned school community. The Board will use this information to inform and confirm the location of the initial and primary campus development.

The founding team which will become the Founding Board of Directors collected data from Families Empowered (FE) that shows the number of waitlisted students for the 2016-2017 school year for our three primary zip codes. The data showed within these three areas, 73 kindergarteners and 78 first grade students were waitlisted and registered in the Families Empowered database. After detailed discussions with FE, we believe that these numbers are a very conservative estimate because not all families in the community and that are waitlisted are registered with FE, so that many more possible students reside in the targeted community and could be looking for a high-quality school option. Furthermore, the founding team gathered information from three Head Start programs in the targeted community and concluded that an estimate of over 250 children participate in these programs and would be at the eligible age to enroll in our proposed school by the Fall of 2019.

Page 23 of 120 EDL)C,ATION PL.AN - Dernogrophic Profi,c

District 2 and 3 must be contiguous to the I. STUDENT DEMOGRAPHIC DATA First Campus Occupied District Contiguous District 2 Contiguous District 3 -~ school district in which the first campus will be located. Houston ISD I F~rt Bend ISD-1 Stafford MSD I African American 50 24.4 28.2 40.5 The term Occupied District refers to the traditional school district in which the Hispanic 50 62 26.5 45.6 campus will be located. The term First Campus refers to projected enrollment data White 0 8.5 17.4 4.3 • for the specific campus. American Indian 0 0.1 0.1 0.1 Student demographic data can be found on Asian 0 3.8 29.9 7.2 the school districts Texas Academic Performance Report (TAPR). Pacific Islander 0 0.1 0.1 0.1 0 • Please visit https://rptsvrl .tea.texas.gov/ Two or More Races 1 2.8 2.2 perfreport/taprI Economically Disadvantaged 80 76.5 33.7 68.7

ELL 30 30 16.4 16.7 At-Risk 64.2 64.2 45 47.3

Gifted & Talented 15 15 7.1 5.3 Special Education 7.2 7.2 6.3 8.1

II. Number of charter school campuses currently operating within the Occupied District. C 1-3~

Ill. Number of traditional school districts within the proposed Geographic Boundary. r 11 1 IV. Projected number of students enrolled in each grade for Year 1. Complete all that apply Pre-K ~ Kindergarten [2QJ Grade 1 [2QJ Grade2 ~ Grade3 ~ Grade4 D

Grade 5 D Grade 6 ~ Grade 7 ~ Grade8 D Grade9 D GradelO D

Gradell ~ Grade 12 ~

NARRATIVE: Describe the anticipated student population(s) that will be served at the proposed campus. Explain how the proposed program of instruction will address the needs of the students and their communities- Where demographic projections deviate significantly from the surrounding districts, explain the proposed demographic assumption(s).

Page 24 of 120 NARRATIVE: Describe the anticipated student population(s) that will be served at the proposed campus. Explain how the proposed program of instruction will address the needs of the students and their communities- Where demographic projections deviate significantly from the surrounding districts, explain the proposed demographic assumption(s}.

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We are focused on primarily recruiting students from the area of Central Southwest Houston. We are focused on recruiting and educating students from the zip codes of 77045, 77053, and 77085. This community has a need for a high-performing, college-preparatory elementary and middle school. A snapshot of this data is provided below. We expect to be in the attendance zone of Lawson Middle School, previously known as Dowling Middle School (101912075) - Houston ISD. Lawson Middle School educates 1,036 students in grades 6 through 8. In both 2016 and 2017, Lawson Middle School received an Improvement Required Accountability Rating from the Texas Education Agency (TEA, https:// rptsvrl .tea.texas.gov/perfreport/account/2017/index.html). Although as of 2014, 2,713 students lived in the zone, only 1,020 attended Lawson Middle School (www.houstonisd.org). Although Montgomery Elementary School received a Met Standard Accountability Rating in 2016, the school received an Improvement Required Accountability Rating from the TEA.

The Central Southwest Neighborhood has a population of over 63,000 residents and has grown by over 1503 between 2000 and 2012: • 573 of households earn $50,000 or less annually. • 253 of households earn $25,000 or less annually. • 153 of individuals have a Bachelor's Degree or higher. • 293 of adults do not have a high school diploma or GED. • 573 of residents between the ages of 5-17 primarily speak Spanish at home. (http://www.houstontx.gov/planning/Demographics/docs_pdfs/SN/40_Central_Southwest.pdf) Based on the location of our targeted zip codes, our expectation is that most of our students will be zoned to Houston ISD schools, but the proximity of our zip code to the Fort Bend area would lead to the expectation that some of our students would come from Fort Bend ISD as well. We project that the demographics of Reve Prep will mirror those of both districts in terms of special education and economically disadvantaged students, but based on the demographics of the Central Southwest area, we expect the ethnicity of our students to be more evenly split compared to the larger school districts. The demographic data for Houston ISD and Fort Bend ISD is below.

Houston ISD Demographics • Majority of students currently at the elementary level (49.53 of all students) • Primarily Hispanic (62.13) and African-American (23.93) students • English Language Learner students make up 31 .83 of population • Economically Disadvantaged students make up 77.13 of student population •At-Risk students make up 67.53 of students ("2016-17 Houston ISD Texas Academic Performance Report," Texas Education Agency, 2017, https:// rptsvrl .tea.texas.gov)

Fort Bend ISD Demographics • Hispanic (26.33) and African-American (27.63) students • English Language Learners make up 16.23 of population •Economically Disadvantaged students make up 37.33 of student population •At-Risk students make up 44.33 of students ("2016-17 Fort Bend ISD Texas Academic Performance Report," Texas Education Agency, 2017, https:// rptsvrl .tea.texas.gov)

Our proposed instructional program is uniquely aligned with our anticipated student population because it focuses on providing extensive time for instruction in literacy and math through an extended school year and extended school day. With the expectation that our student population most likely will not have had pre-kindergarten instruction, we believe the more time we have to develop our students early in their education experience best prepares them to succeed in upper elementary grades, middle school, high school, and in college. Additionally, given that a minority of the targeted community has attained a college degree or higher, we believe that our college preparatory curriculum and school culture will specifically provide knowledge to our students that they might not have easy access to in their existing

Page 25 of 120 commurn y sc oo s. ur ermore, our inc us1on o porns c ass or a s u en s a eve rep ac no e ges the demographics of our targeted community and how receiving Spanish language instruction can aid both the native Spanish-speaking students and native English speakers we expect to enroll in our school. Our proposed instructional program will be a superior resource to our targeted community because we will be implementing proven curriculum from high-performing schools that have had academic success with populations that mirror our expected targeted community in Central Southwest Houston. Additionally, our proposed program is rooted in providing instructional opportunities that are beneficial to each student to allow them to achieve their best academic success. Our two-teacher model in K-2 is a unique school design element, especially in the targeted community, and will allow students to receive more individualized or small group support compared to schools in the community. Our inclusion of a math, literacy, and high school specialist in the Upper Elementary and Middle School Academy also will allow teachers to be more supported in delivering rigorous curriculum and students to continue to get personalized support as they strive to attain the academic success needed to gain access to and succeed in the highest ranked high schools in Houston.

To support our students in achieving academic success, all students will receive a New Student Package during orientation or on the first day of classes. We plan to fundraise $5,000 to support the purchase of these resources. Each student will receive one uniform-approved polo shirt, one school binder, one Spanish/ English Dictionary, one supply box that includes 2 pencils, 2 pens, 1 highlighter, 1 eraser and package of crayons for kindergarten and first grade students. In addition, each new family will receive a New Family packet that includes directions to register and log into the school portal, a family folder, and school bumper sticker. Beginning in Year 3, to further support our students, a closet of gently worn uniform-approved clothing will be generated following semi-annual donation campaigns and developing a partnership with Goodwill. Our Dean of Students and Culture will be responsible for monitoring and disbursing clothing to students when necessary.

Page 26 of 120 ~Federal IDEA law requires that all children with disabilities residing in the state, who are in need of special ,,,..education and related services, must be identified, located, and evaluated (Child Find). Charter schools must have the capacity to provide: (a) full array of nondiscriminatory evaluation services; (b) full array of special education services and related services; and (c) full continuum of placement options to students with: autism, deaf-blindness, auditory impairment, emotional disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, learning disabilities, speech impairment, traumatic brain injury, visual impairment, and/or a student is classified as non-categorical (which are students between ages 3-5 who are evaluated as having an intellectual disability, an emotional disturbance, specific learning disability, or autism.)

I. Identify person(s), position(s), and/or entities that will be responsible for implementing Special Education requirements with fidelity. Applicant must include Education and Experience requirements.

Traci Thibodeaux, Lead Founder and Proposed School Director. Ms. Thibodeaux brings over 13 years of experience in both the corporate and urban education sectors.

II. Identify person(s), position(s), and/or entities that will be -A charter school, like all other public schools, responsible for implementing required services/assessments for must provide a Continuum of Alternative English Language Learners with fidelity. Applicant must include Placements to students with disabilities. This Education and Experience requirements. continuum includes the following placement options, as noted in 19 TAC §89.63, Instructional Arrangements and Settings. (a) 1) Director of Curriculum and Instruction. Bachelor's Mainstream, (b) Homebound, (c) Resource degree required. 2) ESL Teacher. Bachelor's degree Room/Services, and (d) Self-Contained required. Valid ESL Teaching License for the state of Texas. (mild, moderate, or severe) Regular Campus. Ill. Identify person(s), position(s), and/or entities that will be responsible for implementing any screening and(or) services for Gifted and Talented students. Applicant must include Education and Experience requirements.

Director of Curriculum and Instruction. Bachelor's degree required. Experience teaching in urban education organizations required. Experience creating curriculum and assessments required. Experience coaching teachers preferred.

NARRATIVE (1) - Discuss plans to implement all required screenings, accommodations, instruction, and placements for students requiring special education. Include specific reference to budget amounts that will facilitate effective Child Find requirements and adequate continuum(s) if alternative placements.

NARRATIVE (2) - Discuss plans to ensure that English Language Learners will be taught the academic English they will need for school purposes QJJ.Q_assessed to measure progress in learning the English language. Include specific reference to budget amounts that will facilitate compliance with English Language Proficiency Standards (ELPS) and the Texas Essential Language Proficiency Assessment System {TELPAS).

NARRATIVE (3) - Discuss plans to provide any screenings, accommodations, instruction, and (or) placements for Gifted and Talented students. Include specific reference to budget amounts that will facilitate the proposed activities. If the proposal will not be providing specific services for Gifted and Talented students, provide a clear rationale for the exclusion of such services.

Page 27 of 120 NARRATIVE (1) - Discuss plans to implement all required screenings, accommodations, instruction, and placements for students requiring special education. Include specific reference to budget amounts that will facilitate effective Child Find requirements and adequate continuum(s) if alternative placements.

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Reve Prep will have an inclusive school environment that will embrace all students. In fulfilling our mission to prepare every student for high school and college every day, we will provide the comprehensive supports necessary to accommodate students requiring special education in the least restrictive environment (LRE). It is our core belief that we must offer the best education to all students and with this belief in combination with our compliance to the federal law, IDEA, we will provide a Free and Appropriate Public Education to all special education (SPED) students.

We believe that the best way to offer a rigorous education to all students is through an inclusive learning environment. We will support our special education students by having at least one Texas certified special education teacher in each kindergarten through second grade classroom. In all other grades, if the primary teacher is not a Texas certified special education teacher, we will have a Texas certified special education teacher push-in to classrooms to support students as needed.

In accordance with 19 TAC §89.63 Instructional Arrangements and Settings, we will provide a continuum of alternative placements to all students with disabilities to ensure they are in the LRE, but also have the accommodations necessary for them to thrive academically. Additionally, we will implement all guidelines in accordance with all federal and state regulations and laws. Each student with an IEP will have their IEP reviewed annually and will be reevaluated whenever a legal guardian requests or at least every three years.

As outlined previously, before the beginning of each school year, we will have 3.5 weeks of professional for all teachers and 4 weeks of professional development for new teachers. Our teachers will be trained in how to identify, evaluate, and support students who need additional supports. Our training will be informed by best practices proven to drive high performance in schools such as Brooke Charter Schools in Boston, MA. Our teachers will be trained in best practices of closely monitoring all students during the academic day and make important notes on student progress that will be discussed and analyzed during weekly staff meetings. Gleaning insights from the data, the entire instructional team and leadership team will develop a proactive approach to implement the supports for students. Our Response to Intervention (Rtl) will also include tutoring and personalized academic supports to fully support each student.

We plan to implement several proven techniques to support the learning for general education students, as well as, special populations. Looping - We will have two teachers per classroom of 30 students in kindergarten through second grade. These two teachers will loop with their kindergarten class to second grade. Looping, also known as multiyear teaching, is a technique that will serve all of our students, and especially students with any learning disabilities. We believe that our use of time is crucial and one way to maximize the learning time with our students because an increased amount of time for "teaching translates into a richer curriculum" (http://www.ascd.org/publications/newsletters/education-update/mar98/vol40/num02/ Looping.aspx). Looping minimizes the ramp up time necessary for students and teachers to acclimate themselves to each other every new school year. Additionally, we believe that looping gives us the opportunity to educate all students by meeting their individual needs in a better and more informed way. Teachers have cited that getting more time to get to know students enables them to learn more "about each student's skills and strengths".(http:// www.ascd.org/publications/newsletters/education-update/mar98/vol40/num02/Looping.aspx). Building stronger and more informed relationships is even more crucial for students with special education needs and ESL students. We also believe that looping will allow our teachers to hone their craft by having a wider understanding of the grade level requirements across three grade levels. They will know first-hand where their kindergarten class needs to be by the end of the year for them to start strong in the first grade on the path to be prepared to transition to second grade.

Page 28 of 120 1g - xpec a ions - n a 1ion o e 1g expec a ions we w1 ave or our acu y an s a , we w1 a so expect the most from all of our students. We will develop a culture rooted in our value system that reinforces the positive habits and actions that we believe will allow our students to achieve academic success and grow into strong young adults. We will employ teaching practices, such as not allowing students to opt out of participation, that support our students' growth in and out of the classroom. Additional Learning Time-We will have 184 instructional days compared to the 175 days in local districts. In addition, school will run from 7:45am - 3:45pm, providing 8 hours in the academic day. The extended day will allow a substantial amount of time to focus on math and literacy to ensure that our students will have the instructional time and daily interventions supports to ensure proficiency and advancement in reading and math. All students, especially those who enter below grade level or have special education needs, will benefit from additional time.

Data-Driven Instruction - We will consistently use data in a smart and purposeful way to support our students in attaining their academic goals. All students, including our SPED and ELL students, will be able to exhibit what they have learned on daily Entry and Exit tickets, and internal and external assessments. Our leadership staff and teaching staff will diligently analyze all test results and informal data to ensure our curriculum and instruction are driving the academic growth of our students. Additionally, we will specifically us the results of TELPAS to ensure that our ELL students are acquiring English in a way to support their overall success in all content areas.

Dynamic Learning Groups - Teachers will use data from daily Entry and Exit tickets to organize students into smaller groups to allow accelerated learning for students who are advanced and provide additional supports for students who are struggling with any content areas. All students, including ELL students, will be provided the additional and individualized supports needed to promote a solid grasp on subject content as soon as possible and be able to get the additional attention needed to drive their academic success. Inclusion Model for all Special Populations-We believe that all students will be best educated by having equal access to our academic model. Our mission to educate every student, every day is best fulfilled by implementing an inclusion model to the greatest extent possible. Acknowledging that some students may need additional specialized supports, we will have teachers with ESL and Special Education certifications for our students. Additionally, our model continues to allow our teachers the opportunity to schedule one on-one tutoring or small group sessions with teachers if any accommodations or re-teaching is necessary to best prepare our students to reach the high academic expectations set for them. Advisory - Our advisory system is a proven best practice that drives student academic growth and has been implemented at a multitude of high-performing schools across the country. Students will start and end the day in advisory class. At the beginning of advisory and at the end on the afternoon advisory, all students will be guided in a meditation moment to reflect on what they will accomplish or have accomplished in the day. Our advisory classes will also allow for students to make sure they are prepared and organized for the school day and have everything they need prior to leaving the school at the end of the day to be successful in their daily homework assignments. Our advisory class will also be crucial in gathering pertinent data that will inform the instruction and homework for each student. In AM advisory, students will take an Entry Ticket that will include two questions per core class for the day. We will use Socrative software to assess and gather results of the Entry ticket and immediately be able to communicate the results to all teachers. The real-time data will allow teachers to group students based on their comprehension of the content and identify which students need more challenging instruction and which students need additional support. We will also have an Exit Ticket administered in the PM advisory to confirm comprehension of the day's curriculum. Additionally, we will use the Exit Ticket results to personalize individual homework for each student. This advisory allows students to prepare for the day, check in with their advisory teacher, and focus on the academics ahead of them. In addition, students end each day in their advisory. This allows teachers and students to reflect on the day including how well they displayed the REVED-UP character traits as a class.

Academic Intervention/Acceleration - During each day, students will benefit from a daily 60-minute Literacy Intervention block that targets standards and skills with which students are struggling and provides additional small group and individualized instruction through semi-blended learning platforms in reading and writing as appropriate.

Grade Level Academies - Reve Prep will open as a slow growth model with grades kindergarten and first

Page 29 of 120 gra e. ac su sequen year, we w1 a an a 11ona gra e eve. ere are wo ey a van ages o beginning small: ( 1) It allows the opportunity to develop close relationships with each student and family and thus to cultivate a strong school community; and (2) It allows the opportunity to evaluate curriculum and instruction and make any necessary changes in an efficient manner as we grow. When fully grown, our school will educate kindergarten through eighth grade.

We will divide the school into a Lower Elementary Academy of Grades K-2, Upper Elementary Academy of Grades 3-5, and Middle School Academy of Grades 6-8. In the initial two years of the school, the proposed School Director and DCI will be responsible for the K-2 grades. Beginning in year 3, the Proposed School Director will begin taking on the Upper Elementary Academy and the DCI will continue responsibilities for K-2. Eventually in year 6, the Dean of Students will take on responsibilities for the Middle School Academy. In addition to managing the leadership and management of the core staff in each academy, this structure will support our relationship-building with students and families by keeping the number of students at a manageable number compared to only the proposed School Director attempting to maintain close relationships with 810 students when the school is at full capacity.

Joint Effort with Families - Families will be given access to an online portal/phone application during new student orientation. Through this portal, families will be able to access student academic and behavior performance data and attendance summaries at all times. The system will be updated on a daily basis with Entry and Exit ticket results and a summary of student behavior. In addition, teachers will be able to input messages to families. Families will be asked to review the weekly report on Fridays and electronically sign the report before Monday morning. For families that do not have access to the online portal or app, weekly paper reports will be sent home with the student and require a signature when returned on Monday morning. This process will allow families to stay up to date with their student's performance in school. The app/web-based application will also have the option for families to request a call from their student's teacher(s). Additionally, teachers will make monthly calls to each family to provide an overall review of their student's performance. The consistent and thorough access to information and communications between families and staff will support Reve Prep's goal of supporting the academic growth of all students and give families the tools to take a direct role in supporting their students' growth.

NARRATIVE (2) - Discuss plans to ensure that English Language Learners will be taught the academic English they will need for school purposes and assessed to measure progress in learning the English language. Include specific reference to budget amounts that will facilitate compliance with English Language Proficiency Standards (ELPS) and the Texas Essential Language Proficiency Assessment System (TELPAS).

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We will institute an inclusive learning environment for all students because we believe our educational model is designed to ensure every type of learner has the individualized supports to succeed academically. Key aspects of our educational model, such as increased instruction time in English literacy, our two-teacher model in K-2, and looping our teachers with their classes in K-2, will all support the acquisition of English by our English Language Learners. Specifically, when our English Language Learners are in K-2, they will be in a classroom environment that allows for small group rotations, and that include guided reading, phonics, and independent online programming personalized for each student. We believe that our English Language Learners will uniquely "benefit from explicit phonics instruction that includes learning" six key syllable types used in the English language (http://www.rtinetwork.org/learn/ diversity/response-to-intervention-implications-for-spanish-speaking-english-language-learners). Additionally, our small group rotations and additional time allocated to ELA in our daily schedule allows all of our students, especially our English Language Learners, the opportunity to practice speaking and hearing the English language which is proven effective instruction for English Language Learners (http:// www.rtinetwork.org/learn/diversity/response-to-intervention-implications-for-spanish-speaking-english language-learners).

Reve Prep will ensure that all English Language Learners are supported to fully engage and thrive in the

Page 30 of 120 rogram

Step l : Educational Approach - Our approach is to have an inclusive student recruitment and application process by targeting organizations within our community who serve non-English Speaking families and providing applications in Spanish. We believe in an additive approach in terms of supporting our Spanish speaking students to retain their native language, but add English proficiency as soon as possible.

Step 2: Identification - In cases where a Home Language Survey indicates that a language other than English is spoken in the home, students will be tested for ELL status.

Step 3: Assessment- We will use the Texas English Language Proficiency Assessment System (TELPAS) to test listening, speaking, reading, and writing. We will orally test kindergarten and first grade students in a holistic way and use an oral and multiple-choice online reading test for students in grades two through eight, to determine Entry and Exit from our ELL programming. We will provide any necessary accommodations for students that will take the test. Written notice, in the language most appropriate for the legal guardian, will be given no later than the l 0th day after the test. We have allocated a total of $14,400 to facilitate all student testing in Year l, which includes any necessary testing to be in compliance with ELPS and the TELPAS.

Step 4: Placement into ELL Program Services - Once a student is identified as an ELL student based on their performance on the standardized assessment and in combination with qualitative feedback from the student's teacher, students will be provided instruction aligned to English Language Proficiency Standards (ELPS) guidelines, in addition to access the same curriculum and instruction of their native English-speaking peers.

Step 5: Staffing and Resources - The leadership team at Reve Prep will specifically look to hire as many teachers as possible with the ESL certification, but at a minimum will hire l FTE with the ESL certification in Year l.

Step 6: Transition from ELL Services - ELL students will be assessed at least two times per year to determine if their continued involvement in the ELL program is the best decision for their academic growth and success. The test will be administered mid-year and at the end of each year and students scoring at or above the 403 percentile in reading and Language Arts will be exited from the ELL program.

Step 7: Monitoring - Based on Houston ISD data from which we estimate many of our students will transfer, approximately 303 will enter the ELL program and we believe the predominate language of those families will be Spanish. Our school leadership staff and teachers will be diligent in gathering qualitative and quantitative data on a periodic basis to ensure all of our ELL students are progressing in their academic growth. This is specifically the case for students that have exited the ELL program, as to be very aware if those students require any additional supports or need to return to the ELL program to receive the academic supports they need to excel academically.

Step 8: Program Evaluation - Throughout the year during selected professional development days and at the end of each year, we will evaluate the overall ELL program to ensure we are reaching our goals as it relates to this special population of students. All teachers, including our ESL Certified teachers, will be required to complete an evaluation of the program and specifically asked how the program can be improved to educate our ELL students better. The School Director and DCI will review the assessment data and growth of all ELL students, in addition to the survey results, to determine how the program can be improved as soon as possible within the school year and in preparation for the next academic school year.

Page 31 of 120 NARRATIVE (3) - Discuss plans to provide any screenings, accommodations, instruction, and (or) placements for Gifted and Talented students. Include specific reference to budget amounts that will facilitate the proposed activities. If the proposal will o.Q1 be providing specific services for Gifted and Talented students, provide a clear rationale for the exclusion of such services.

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We believe in taking an aggressive approach to identifying Gifted and Talented (GAT) students. The predominate school district has an average of approximately 153 of students identified as Gifted and Talented. We assume the same percentage in our student population. Screening: Upon enrolling at Reve Prep, all students will take a diagnostic assessment. If students perform at a level far and above their peers, they will be identified as possibly a GAT student. Written information on how to identify GA T students will be given to teachers and parents to help them identify their student or child as GAT. We will also assess performance on the NWEA MAP assessment to identify students who score substantially above their peers. Any child will have an opportunity to take a test to determine if they are GAT at least once every school year.

Accommodations: Reve Prep will not have a specific GAT program because we believe that our academic model is one that supports all students whether they are behind, at, or above grade level. For students that are GAT, teachers have the data and ability to provide more challenging work for students on a daily basis through our small group rotations in K-2 and by creating an individualized learning plan for students in all grade levels.

Instruction: Our students will have small group instruction daily and will be given assignments that are appropriate for their academic growth. Additionally, we will utilize computer-based programs that give students the opportunity to learn advanced concepts at a pace with which they are most comfortable to support their academic growth.

Placements: As we will have an inclusive learning environment, all GAT students will participate in the general education classroom. We believe we have an educational model that allows for differentiated instructional opportunities for all students throughout the day, as well as, opportunities for students to have personalized learning and one-on-one sessions with teachers to support the academic growth of every student, every day.

We will not be providing specific services for Gifted and Talented students because we believe that our educational model is designed to have all students excel with challenging academics through small group, data-driven instruction opportunities, one-on-one tutoring time, and access to rigorous coursework that aims to have all students prepared to take Algebra I and possibly Geometry by the eighth grade. Our use of assessment data will continually give our leadership team and teachers the information necessary to provide the individualized supports for every student, specifically Gifted and Talented students, for them to learn at a level that is appropriate for each student to stay engaged in class on a daily basis and progress through their academic expectations in all content areas.

Page 32 of 120 I. The applicant plans to use: 181 locally-developed curriculum; or 181 purchased curriculum Explain if the curriculum is a mixture of the two, cite curriculum author(s). We will use original curriculum, but also leverage content from Brooke Charter School and other high performing schools, as referenced in other sections of this application. We will purchase STEP curriculum for reading.

II. Person(s), position(s), and/or entities that will be responsible for curriculum/TEKS alignment? Including educational or experience requirements. In Year 0 and beyond, the School Director and the Director of Curriculum and Instruction will be responsible for ensuring the curriculum is fully aligned to the TEKS. Working with teachers, they will ensure that all curriculum (including lesson plans and assessments) are aligned to the TEKS for each course. In Year 2, the DCI will take on primary responsibility and the School Director will oversee the work of the DCI.

Open - Enrollment Charter Ill. Provide teacher to student ratio(s) for each grade level Schools may not charge proposed. "blanket" activity fees. See Texas Education Code (TEC) § § 12.108 K-2: 1:15 - for additional information 3-8: 1:30 governing tuition and fee restrictions.

NARRATIVE (1)- Describe the proposed educational program(s)- including Special Education and Bilingual Education/English as a second language. Please explain the specific curricular programs that the applicant proposes and the ways in which the charter staff, board members, and others will use these programs to maintain high expectation and continuous improvement.

Describe how the curriculum will align with the Texas Essential Knowledge and Skills

NARRATIVE (2) - Rationalize the use of the proposed curriculum to meet both the general and unique needs of the target population and community.

NARRATIVE (3) - Describe the plan and schedule to evaluate the proposed curriculum.

NARRATIVE (4) - Discuss any plans to serve special programs or extracurricµlar activities; provide detailed information on each service. If no programs or activities will be offered, provide the rationale for that decision.

Page 33 of 120 NARRATIVE (1)- Describe the proposed educational program(s)- including Special Education and Bilingual Education/English as a second language. Please explain in succinct terms the specific curricular programs that the applicant proposes and the ways in which the charter staff, board members, and others will use these programs to maintain high expectation and continuous improvement.

Clearly state how the curriculum will align with Texas Essential Knowledge and Skills (TEKS) standards.

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Reve Prep's mission is to educate kindergarten through grade eight students for success in high school, college, and beyond. Our proposed educational program will be designed with all students in mind, including Special Education and English as a Second Language (ESL) students. By supporting those students who need the most supports, all of our students will benefit from every aspect of the program. We will have an inclusion model for all students when appropriate and only pull out students from the general education classroom when it is in the best interest of supporting their academic needs and required by their Individual Education Plan (IEP).

To fulfill our mission, we will align our curriculum with the Texas Essential Knowledge and Skills (TEKS). Building upon the TEKS, we will develop a curriculum designed for the specific students in our community. We will start by using analyzing the TEKS from tenth grade and backwards map the curriculum expectations for grades K-8, with the goal of having our eighth grade class transition from Reve Prep at least at a ninth grade level of comprehension and skill. For example, all Reve Prep eighth graders will take and pass Algebra I while in the eighth grade. We will use formal and informal assessments beginning in Year 6 to specifically track the number of students that are on an advanced track to take Algebra I in seventh grade and Geometry in eighth grade.

Our curriculum will be directly influenced by the standards developed and used at the Brooke Charter Schools, a high performing K-8 charter school network located in Boston, Massachusetts which Ms. Thibodeaux has studied extensively as part of her BES Fellowship and to which she has continued and direct access to the school through BES. At Brooke, 963 of graduates have earned their High School diploma within five years; 973 of seventh grade students at their Roslindale campus scored Proficient or Advanced on the 2015-16 ELA PARCC (www.ebrooke.org/achievement/beyond-brooke/). Our proposed School Director will complete at least two leadership residencies, with one taking place in January 2018 at KIPP SHINE Prep in Houston, TX. The proven practices established at these high performing schools will help inform the selection and development of curriculum at Reve Prep.

Our targeted population will be students who most likely have not attended pre-school and may not know the alphabet by the time they enter kindergarten or first grade, and therefore would be considered non reading ready. Our increased literacy focus will be key in meeting our students where they are, but advancing their reading abilities in an expeditious way. For example, based on the performance of many high performing charter schools studied by our proposed School Director, we will use Reading Mastery in grades K-2 as a proven curriculum for getting all students, regardless of initial reading readiness, to reading proficiency or mastery.

Reve Prep expects that nearly 503 of students will be Latinx and approximately 303 of those students will come from homes where English is not spoken. Our inclusion of daily Spanish literacy for all our students will be key in increasing English literacy for all of our students. Research shows that students who can speak two languages proficiently "are more likely to graduate from high school, go on to college, secure better jobs, and earn more money than those who speak only English" (http://www.leadwithlanguages.org/why-learn languages/heritage-learners/). Studies also show that students that took 30 minutes of Spanish for three days per week scored higher on both language and math assessments (Armstrong, P. W., & Rogers, J. D. (1997). Basic skills revisited: The effects of foreign language instruction on reading, math, and language arts. Learning Languages, 2(3), 20-31.) We believe that our native Spanish-speaking students who retain and improve their native language, and add English proficiency will be stronger academically and more poised to succeed in high school, college, and beyond. Overall, our goal is to have all students at Reve Prep, regardless of home language, reach English proficiency or mastery as soon as possible, as well as gain proficiency in Spanish.

To support our mission of all students succeeding in the top high schools and eventually college, we will implement a grade level structure of assigning a top-ranked Houston area high school and a local or

Page 34 of 120 nanonai conege or universny ro eacn graae 1eve1. i-or example, 1n rear 1, our mree K1naergarren c1asses w111 all be identified as Mirabeau B. Lamar High School and the University of Texas at Austin (Lamar/UT). We will delineate classrooms by using section numbers 1, 2, and 3 (Lamar/UT- Section 1). For the entire kindergarten year, students will learn about Lamar HS and UT-Austin. The classrooms will all be decorated with school information and aspects of why these schools are quality choices. Our three first grade classes will be known as DeBakey/Michigan. DeBakey High School for Health Professions (DeBakey), ranked #4 in Texas High Schools (https://www.usnews.com/education/best-high-schools/texas/districts/houston-independent school-district/debakey-high-school-for-health-professions-19235) and the University of Michigan, which is ranked #28 in National Universities (https://www.usnews.com/best-colleges/university-of-michigan-9092). In accordance with our students transitioning after the eighth grade, we believe that reinforcing the idea of focusing on high performing high schools simultaneously while exposing them to top collegiate choices increases the likelihood that they will actually decide to attend the types of high schools that best prepare them to gain acceptance into top colleges and universities.

Curriculum Development and Choices Beginning in Year 0, the proposed School Director and Dean of Curriculum and Instruction (DCI) will work together to identify the curricula that best addresses the needs of our proposed student community. After research, analysis, and several school studies, we have identified that the curriculum implemented at Brooke Charter Schools in Boston, MA has shown proven academic results. Our instructional leadership team, consisting of the School Director and Dean of Curriculum and Instruction, will assess adopting the curriculum from Brooke Charter Schools for our Year 1 educational program and will make necessary adjustments on an ongoing basis to ensure students and teachers have the appropriate resources to attain high academic outcomes.

We will ensure that all purchased, and internally designed curricula are aligned with all assessable TEKS for each grade level and aligned with the STAAR assessment. Additionally, each year, the leadership team will analyze assessment data to review and improve instructional practices and assess whether a curriculum change is necessary.

Using the American Council on the Teaching of Foreign Languages (ACTFL) guidelines, the proposed School Director and DCI will develop the Spanish curriculum. Additionally, through our partnership with the Boys Scouts, we will have access to curriculum they have designed and be able to supplement or adjust the curriculum to best support our Beyond the Block program.

In our founding year through Year 2, the proposed School Director and DCI will be the drivers of the curriculum design process; however, within Years 1 and 2, Lead Teachers in each grade level will be trained to eventually take on more of the curriculum development. Junior Teachers will be included in the process of writing lesson plans and unit plans under a slow release approach and all teachers will continually meet with the DCI and have their plans reviewed and approved by both the DCI and School Director.

At Reve Prep, we will approach our content bands in three groupings based on our Academy system: grades K-2, 3-5 and 6-8. Our approach to each of these bands will be based on the components we believe are most necessary to promote a seamless learning experience for our students and efficiencies for our teaching staff.

Instructional Model To best educate our students and ensure that they are prepared to succeed in the most selective high schools in Houston, we will implement the following instructional models that are differentiated from those currently implemented in our proposed targeted community. • In all grades, we will have an extended school day and extended school year. • In grades K through 2, we will have literacy rotations focused on phonics, reading comprehension and personalized learning using software programs. • In grades K through 2, we will implement a two-teacher model per classroom; those two teachers will loop with their students through those respective grades. Looping has proven to improve student support and engagement, save time, and support stronger relationships between teachers and students that will specifically benefit students in our community (https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/ Tabld/270/ArtMID/888/ ArticlelD/311 /Looping.aspx). • In grades 3 through 8, we will have a literacy specialist and math specialist to support instruction. • In grades K through 8, we will allocate time for vertical alignment sessions. In grades 6 through 8, we will schedule time for teachers to meet in horizontal team sessions across content areas to ensure cohesion in the curriculum approach. • We will use both direct instruction and inquiry-based instruction, but emphasize inquiry-based instruction

Page 35 of 120 as sruaenrs aavance 1n graae 1eve1s. • Our classroom design will be intentional to facilitate our learning methods. For example, we will have adequate space for U-shaped tables in all K-2 classrooms to support small group learning, space for at least 1Oindividual computer stations, in addition to the individual student desks in the classroom. Additionally, space for an extensive library in each room will further support our focus on literacy starting in kindergarten. Instructional Methods • Oral Literacy- Throughout the school day, students will be prompted and encouraged to speak out loud. This will be implemented through frequent turn and talk opportunities, reading out loud in small groups and to the entire classroom. The more opportunities students have to speak and hear English, the greater proficiency they will have (http://www.ascd.org/publications/books/108035/chapters/Why-Talk-ls lmportant-in-Classrooms.aspx). Additionally, this practice has been proven to support English as a Second Language (ESL) learners in advancing their English comprehension, as it is important for students to have "access to instruction that recognizes the symbiotic relationship among the all four domains of language: listening, speaking, reading, and writing" simultaneously (http://www.ascd.org/publications/books/l 08035/ chapters/Why-Talk-ls-lmportant-in-Classrooms.aspx). • Close Reading - To ensure students are comprehending the content they are reading, the practice of annotating will be introduced and taught to students in kindergarten, and will be advanced in a vertical fashion across grade levels for appropriate levels of reading. •Blended Learning- Our approach to incorporating blended learning will be multi-purposed. Giving students the opportunity to work independently with an adaptive, academic software program will expose students to another mode of learning with which most students will already be familiar and allow them to work at their own pace, but be challenged to grow in their content comprehension. Additionally, this segment of the literacy rotation will allow students to focus on either phonics, comprehension or both to fully supplement the work they are doing in the other two segments of the literacy rotation. • Inquiry-Based Learning - The ability to further one's own comprehension is rooted in the ability to ask questions and drive their own learning. Our teachers will be trained to "trigger curiosity" by introducing content in a new light for students, then guiding their students in actively researching, presenting, and reflecting on the content and process. • Habits of Discussion - To be prepared for the selective process of getting into the highest performing high schools in Houston, students will be taught how to speak in complete sentences when answering questions. Habits of Discussion posters will be placed in all classrooms to reinforce expectations and serve as an aid for students to practice and master these school and life habits for speaking. • Cognitively Guided Instruction (CGI) - We will implement this framework for teachers to promote student learning guided by students' thinking about mathematics. Our teachers will be trained to listen to their students and adapt their instruction based on how children understand mathematical concepts at a young age.

Key Taxonomies During our annual summer professional development in July, all teachers will be trained in key Teach Like a Champion (TLAC) taxonomies, proven to enhance academic achievement for all students. Within the initial trimester, teachers will receive ongoing coaching on these specific instructional practices as it is our belief that these methods will provide a strong foundation for our culture of learning and expectations for both students and staff.

Behavioral Expectations What to Do-We believe that giving our students concise directions complemented by nonverbal gestures will facilitate our students in gaining a clear understanding of what is expected of them in any activity they are asked to complete. Additionally, the language used to give directions will be consistent across all classrooms to ensure students grow in familiarity with the process. Positive Framing - We believe that we can support our students in succeeding academically by always using a positive tone while also suggesting constructive ways for student improvement. We will assume our students have the best intentions and will implement this technique to motivate the correct behavior of our students while also having high expectations of our them. Strong Voice- We believe that it is important for our teachers to have authority as they lead our students to perform academically in the classroom. Having a Strong Voice is a proven technique that can be described as having a formal register, standing still when delivering directions, exuding quiet power, using economy of language, not talking over students, and not engaging with students if they are not following directions. Do it again - We believe that giving students the opportunity to practice and improve will better prepare them for academic achievement. The focus will always be on striving for excellence supported by positive reinforcement and promoting a group culture that incentivizes individual students to exhibit positive behavior because they will be held accountable by their peers.

Page 36 of 120 Acaaem1c LXpecranons Cold Call-We believe that ensuring a rigorous academic program can be supported by the practice of calling on students to answer questions even if they are not raising their hand to participate. This practice demands that all students stay alert and be prepared to answer questions and allows teachers to check for student understanding of the lesson. Culture of Error - We believe in fostering an environment where students feel comfortable making mistakes and learning from those mistakes. This practice is fostered by teachers not displaying any negative reaction to wrong answers, but rather encouraging students to take risks to quickly identify errors so that they can be corrected. No Opt Out - We believe that maintaining a learning environment that does not allow students to not try or participate in classroom activities and discussions. Simply stated, not trying is not an option. This technique guides students to take responsibility for their own learning and creates a classroom dynamic that allows the peers of students to support them in a positive way. Precise Praise - We believe that immediate positive reinforcement for students will drive them to cultivate a growth mindset and work to reach the high expectations we have set for them. Teachers offer praise to students when they exceed expectations by noting the actions exhibited by students and avoid simply acknowledging general traits that do not clearly lead to academic growth.

Everything Begins with Literacy and Math Mastery The core foundation or Reve Prep will be strategically supplying the resources, time, and attention to ensure that all of our students reach proficiency or mastery of literacy and math on grade level or above. Our belief in providing a rigorous academic plan for our students is simply not achievable if our students are not reading at or above grade level. We have seen high-poverty, high-preforming schools succeed in preparing their students for college by having an increased focus on literacy and math. That focus exists in our educational model in multiple ways. Primarily, we believe that our daily and weekly schedules show our belief in the importance of literacy and math as we have allocated a significant amount of time - 3 hours or more every day - to these two content areas.

Our staffing model directly supports this focus as our two-teacher model in K-2 and our inclusion of both a literacy and math specialist in our organizational structure support our students in grades K-2 and 3-8. Furthermore, our curricular and instructional choices continue to facilitate a strong academic model that supports our students attaining proficiency or mastery as soon as possible in their educational journey, specifically before they reach the third grade. When students enter each grade level, they will create their own set of flash cards based on current level of proficiency, purposefully guided to the level of mastery needed to be prepared for the next grade level. Flashcards are a useful tool to increase understanding; they engage active recall which "create(s) multiple memory-enhancing recall events" that "create stronger neuron connections" that lead to a greater retention of information (https://www.brainscape.com/blog/2011 /04/reasons-why-flashcards-are-so effective/). At every grade level, instruction will be purposefully crafted to ultimately have all our 8th grade students master Algebra I.

Our professional development plan which incorporates significant time for training, classroom observations, and coaching directly supports our belief that strong teachers are the predominant factor in students attaining high academic achievement in literacy and math, and in all other content areas. We believe that providing a thorough and strategic approach to literacy and math instruction will allow students to do extremely well in these content areas, which in turn will allow them to excel in other content areas such as social studies and science, and eventually will provide our students with the key knowledge and skills required to succeed in high school, college, and beyond.

Lower Elementary Academy (K-2) While in grades K-2, students will receive 120 minutes of literacy instruction every day, aligned with the TEKS. ELA instruction will also include at least 60 minutes of oral practice throughout the day to allow students time to practice verbally, which has been a proven method of aiding our ELL students in acquiring English. "English language learners (Ells) need daily opportunities to learn and practice oral English in order for their literacy skills to flourish" (https://www.brown.edu/academics/education-alliance/teaching-diverse learners/about/oral-language). A core aspect of our instructional model is the use of literacy rotations. These rotations will include 20 minutes of guided reading, phonics, and blended learning. As implemented at Brooke Charter Schools, in grades K-2 we will use Making Sense of Phonics by Isabella Beck and Words Their Way by Patricia Cunningham as the core foundation of our phonics curriculum. Students will develop their literacy skills in all content areas, integrated in all subject areas throughout the school day. A key focus at Reve Prep will be a mindful approach to selecting reading texts that are fiction

Page 37 of 120 ana non-ncnon across a11 graae 1eve1s. t-or example, 1n K1naerganen, sruaems w111 reaa Green tggs ana Ham by Dr. Seuss to support their development of phonemic awareness, and they will also read The Legend of Bluebonnet by Tomie DePaola, which tells the story of how the bluebonnet came to be the Texas state flower. Students will participate in a reading-focused culture where reading is encouraged outside of their daily instruction. Every student will have the opportunity to select a personal reading book. After reading that book, students will be asked to write a simple book review for their peers which will also give them practice in their writing skills. After each book review, students will receive a point; they can use their accumulated points to "purchase" incentives from the "student store. To support our goal of getting l 00 percent of our eighth graders mastering Algebra I, students will receive a total of l l O minutes of math instruction every day (except on early dismissal days) in grades K-2. Rigorous mathematics instruction will start in kindergarten, ensuring students will be able to understand addition and subtraction equations and identify geometric shapes. Inspired by Brooke Charter Schools, our math curriculum and instruction will use Cognitively Guided Instruction (CGI) to foster independent, logical thinking at an early age. Math instruction will include counting, calendar math, problem-solving, and logic stories. In Year l, the School Director and DCI will be responsible for planning all unit plans. In subsequent years, the DCI and Lead Teachers will lead the unit and lesson planning with review by the School Director. Students in grades K-2 will receive 30 minutes of social studies or science instruction on alternating days throughout the school year. Social studies curriculum will be integrated within our literacy curriculum and tied to current social events in a way that is digestible for our younger students. In alignment with the TEKS § 113.11 (a) (5), our students will begin to "build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills." Our students will also learn about our patriotic holidays and begin to "learn customs, symbols, and celebrations that represent American beliefs" (Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter A. Elementary). Our science instruction will be led by our classroom teachers with an emphasis on encouraging students to explore new concepts through inquiry-based curriculum and experience multiple opportunities to experiment in class to further push their creative and innovative thoughts. In alignment with the TEKS, we will structure our science curriculum in grades K- l to "facilitate classroom and outdoor investigations for at least 803 of instructional time" (Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary). In second grade, will reduce that time to at least 603 of instructional time. Spanish instruction will begin in kindergarten, with 30 minutes of instruction every day. In addition to all students will receiving 30 minutes of Spanish every day, students will also receive instruction in either Art, Step or Dance, or Theatre for 30 minutes per day on a trimester schedule. To reinforce daily instruction, students in grades K-2 will be assigned 5 minutes of literacy flash card review every night and 1Ominutes of word practice to be completed outside of their daily school hours. Additionally, for math, students will be assigned 5 minutes of flash card review every night and l O minutes of math practice daily. In total, we expect students to dedicate at least 30 minutes every night on homework and practice. Our Lower Elementary Academy students will receive 40 minutes of Health and Physical Education instruction daily. In accordance with the TEKS, all Health information standards will be taught at each grade level K-2.

Upper Elementary School Academy (3-5) Although many of our instructional elements from K-2 will Continue in grades 3-5, students will exit the looping structure and be assigned to a class with one Lead Teacher. Our students will be expected to continue taking on more challenging curriculum and will be supported by both a math and literacy specialist. Students will continue to have opportunities for small group instruction and one-on-one tutoring during class and during both the AM and PM Advisory timeframes. Our Upper Elementary School students will continue to receive at least 120 minutes of ELA instruction daily, addressing the domains of "listening, speaking, reading, and writing, and thinking using multiple texts" (§ 110.5. English Language Arts and Reading, Grade 3, Adopted 2017). Beginning in the 3rd grade, the focus of our ELA instruction will transition from students "learning to read, to reading to learn." Using Fountas & Pinnell assessments, our teaching staff will monitor the levels and types of books students are reading to ensure that they are progressing in a way to reach the overall high expectations for each grade level in addition to using data to set personalized student goals. In addition to engaging in more in-depth class discussions to understand key literacy concepts of assigned texts, students will be expected to spend more time on writing assignments to ensure that they are able to conceptualize their thoughts in an organized way to support theories with evidence referenced in their reading materials. In our independent reading program, students continue to get awarded points for each independent reading book and report they write. Students will already be accustomed to carrying their

Page 38 of 120 n epen en ea 1ng oo w1 em o unc an unng o er rans1 ion 1mes as we as unng advisory periods to maximize their continuous reading. We will also connect our Beyond the Block programming to selected readings that expose our students to a multitude of career paths and ideas to explore in high school and college. Upper Elementary School students will continue to receive 11 Ominutes of daily Math instruction, except for early release days. Students will have blended learning opportunities to use Khan Academy to practice math concepts, as students will have a one-to-one ratio of Chromebooks beginning in 3rd grade when they will be focused on mastering multiplication and division, understanding fractions, and analyzing two dimensional shapes. In grades 3-5, students will be assigned 10 minutes of daily flash card review and 15 minutes of daily math practice. Students will continue to receive 30 minutes of social studies or science instruction on alternating days throughout the school year in grades 3-5. Our social studies curriculum in the Upper Elementary Academy will allow students the opportunity to explore more global concepts as we will interweave our Beyond the Block program with more historical and cultural occurrences that best prepare students for the curriculum they will face in the Middle School Academy, as well as allow students to form a stronger sense of their identity and continue to develop their dreams and aspirations of what they plan to achieve as they grow older. We believe that fostering that mental growth through our social studies curriculum will directly prepare our students for the high expectations of firmly being on the path to and through college. Beginning in third grade, students will begin celebrating and observing Celebrate Freedom Week in accordance with the TEKS, state, and federal laws. In grade 5, curriculum will focus on the history of the United States from 1565 to the present day. Our science instruction will be led by our classroom teachers and we will have a dedicated science lab starting in Year 3 to allow students to go deeper into science exploration and experiments. In alignment with the TEKS, we will continue to structure our science curriculum in third grade to "facilitate classroom and outdoor investigations for at least 603 of instructional time" (Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary). Beginning in fourth grade, we will reduce that to 503 of instructional time to conduct scientific investigations. In third grade, Spanish instructional time will increase to 45 minutes for all students proficient in English and remain at 30 minutes for any students behind grade level in ELA. Spanish literacy and opportunities to expand knowledge in the arts will continue in grades 3-5. A full-time Spanish teacher will be hired in Year 3 as our students enter third grade, and the level of content will be increased to prepare our students for more rigorous Spanish curriculum in the Middle School Academy. Our fine arts options will remain under the responsibility of the Lead Teacher, but there will be school wide programming to support students in art, dance, music, and theatre. Our Upper Elementary Academy students will receive 40 minutes of Health and Physical Education instruction daily. In accordance with the TEKS, all Health information standards will be taught at each grade level 3-5.

Middle School Academy (6-8) As one of our core goals is to mitigate unnecessary stress and distractions for our students, we aim to have a seamless transition from our Upper Elementary Academy to our Middle School Academy. As implemented in Brooke Charter Schools' model, we plan to implement a semi-self-contained model "to foster an atmosphere that values relationships and connections". (http://www.ebrooke.org/instructional resources-overview /). We plan to incorporate opportunities for all of our Middle School Academy students to further develop their independence by increasing their leadership opportunities as mentors and tutors for students in the Lower and Upper Elementary Academies. "When compared to learners expecting a test, learners expecting to teach recalled more material correctly, they organized their recall more effectively, and they had better memory for especially important information" (http://www.futurity.org/learning-students-teaching-741342/). We believe that when a student can teach content to another student, their mastery of the content is strengthened. This tutoring opportunity would take place during PM Advisory, when appropriate. By sixth grade, students will be prepared to take on more rigorous material aligned with the TEKS. In ELA, students will read content that includes "literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts" and continue to be responsible for increasing the number of independent reading books they complete each year (§ 110.22. English Language Arts and Reading, Grade 6, Adopted 2017). All content through seventh and eighth grade will intentionally prepare students to excel in English I in the ninth grade by having extensive instruction and practice in all four language domains and focus on expanding the vocabulary of our students through increasing the literary texts studied in and out of class. By the time our students enter sixth grade, they will have access to two possible Mathematics course sequences. The first sequence is aligned with our mission by preparing our students for selective high schools and college through preparing them to gain proficiency or mastery in Algebra I in eighth grade. This core

Page 39 of 120 sequence wnicn we oe11eve Wiii oe Tor many OT our sTuaenrs w111 a11ow rnem To accumu1aTe nign scnoo1 credits while in middle school and will allow them the opportunity to take more advanced math courses in high school to be better prepared for college. The second possible sequence will allow all of our students, especially our Gifted and Talented students, the opportunity to take on even more rigorous academics in the middle school years. These students will be able to excel in their math courses by taking Geometry in the eighth grade. These students will initially be identified based on their fifth grade assessment scores and subsequent course and test results thereafter. Though advanced course selection is optional, students will be encouraged to take on these advanced courses if they are prepared, and their teachers and our High School Specialist will also explain the benefits and opportunities that will become available in high school and college if the advanced work is completed in middle school.

First sequence. Grade 6: Pre-Algebra 1 -> Grade 7: Pre-Algebra 2 -> Grade 8: Algebra 1 Second sequence. Grade 6: Pre-Algebra 2 -> Grade 7: Algebra 1 -> Grade 8: Geometry

For students that may need additional academic support, we will provide interventions and tutoring during advisory periods or during two-hour tutoring sessions held on one Saturday every month. In grades 6-8, students will receive an increased amount of instructional time, compared to that in grades K-5, with an increase to 45 minutes of Social Studies every day. All of our Middle School Academy social studies curriculum will be aligned to the TEKS, Chapter 113, Subchapter A and will allow our students to understand a multitude of perspectives nationally and internationally. In sixth grade, our students will apply critical-thinking skills as they learn about contemporary studies across the world. Our Beyond the Block programming will be an additional opportunity to instill and explore these concepts, as students will be acclimated to the process of learning about cultures and regions beyond the Unites States. In seventh grade, students will focus on Texas History with more depth, compared to the content learned in fourth grade. In alignment with our social studies curriculum, Spanish literacy, and our Beyond the Block programming, we will take students on a field trip to San Antonio to visit the Alamo to bring to life the material students have studied throughout the school year. In eighth grade, students will learn about U.S. History from the early colonial period through Reconstruction, building upon curriculum students learned in fifth grade. We will create partnerships with local museums to provide students additional learning opportunities aligned with the Social Studies curriculum, specifically visiting the Buffalo Soldiers National Museum in Houston, TX. (Please see Letter of Support in ATTACHMENT A4 from the Buffalo Soldiers National Museum.) In our Middle School Academy, students will explore science in much more depth as well. We will hire a full time Science teacher to lead our students in Physical Science in sixth grade, Biology in seventh grade, and Chemistry in eighth grade. Each year of science curriculum in the middle school years will be focused on engaging our students in learning how to test hypotheses and support theories based on observational evidence. Many elements of our science curriculum will "transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale" (§ 112.18. Science, Grade 6, Beginning with School Year 2010~2011) (Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter B. Middle School). One of the best ways to prepare our students to succeed in high school is to thoroughly prepare them with the ability to speak a world language. One of the key requirements to qualifying for acceptance into the top colleges in our country is having completed two to three years of high school study of a foreign language. Our students will be ready to take high school Spanish or another foreign language when they begin ninth grade. They will also be more prepared to take the SAT Subject Test and possibly gain college credit. In sixth through eighth grade, students will take 60 minutes of Spanish per day; Spanish curriculum will be informed by ACTFL guidelines. Our Fine Arts curriculum in the Middle School Academy will give students the opportunity to decide on which area of the arts they prefer to focus. As each subject offered - Music, Theatre, and Art - will be aligned to the TEKS, students will actively learn through self-expression and be able to collaborate with their peers to produce innovative artistic compositions. Students' in-classroom learning will be supported through in-school performances and art displays, as well as, field trips to Houston area museums and performances such as the Houston Ballet and Houston Symphony. Students in the Middle School Academy will receive 35 minutes of Health or Physical Education instruction daily. In accordance with the TEKS, all Health information standards will be taught at each grade level 6-8.

Special Education PLEASE NOTE - The plans described in this section are based on the design and training provided by BES to Traci Thibodeaux as part of her BES Fellowship. Thus, similarity in language and plans described in other charter applications submitted by BES Fellows is by design and authorized by BES. Many of the practices below are currently in operation at high-achieving BES schools and are drawn directly from those beliefs

Page 40 of 120 ana pracnces ana are a11gnea wnn a11 reaera1 ana stare requ1remenrs. Reve Prep believes that all students have the potential to succeed at high levels with the appropriate supports and interventions. We believe that all students, including students that have a diagnosed disability, can achieve academic success. Reve Prep will not discriminate in its admission and enrollment practices against any students diagnosed with a disability or suspected to have a disability. Thus, we cannot predict what placements and accommodations our students will need, but we are prepared to offer a full range of special education services. In accordance with our mission, we will provide a variety of supports to ensure all students reach their academic potential. Reve Prep will provide a Free and Appropriate Public Education (FAPE) and comply with all state and federal statutes including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 197 4, and Title II of the Americans with Disabilities Act of 1990 (ADA). Emulating the work of high-performing charter schools across the country, we will use an inclusive and heterogeneous educational model that supports students in reaching their academic potential and prepares them for high school and college. As mentioned in the section that outlines our instructional techniques, students will benefit from whole class strategies that support Ells and students with disabilities. Students will also benefit from daily small group instruction and intervention instruction. Classroom teachers that frequently observe and assess students academically, behaviorally, socially, and emotionally will identify students with possible disabilities. When a teacher notices a pattern of difficulties in a certain area (academic, behavior, social, emotional) that continues despite teacher interventions, the Response to Intervention (Rtl) procedures will begin. We will use a multi-tiered Rtl system designed to ensure that students receive the appropriate level of support. Most students will only need support within the regular education classroom (Tier l ). Based on local demographics, we anticipate that approximately 7.23 of the overall student body will need some Tier 2 supports. Students in this process may be referred for special education evaluation at any time, and particularly when Tier 2 supports are insufficient for the student to make adequate progress. After receiving written and signed consent from a parent or guardian, the special education team will evaluate the student for special education and/or related services. In all cases, Reve Prep will identify and evaluate students in need of special education services through the "Child Find" procedure outlined in the Notice of Procedural Safeguards (April 2016). This will include students who are homeless and students who are wards of the state. Upon completing the evaluation, the Admission, Review, and Dismissal (ARD) team (including the parent or guardian) will determine eligibility for services based on provisions in IDEA, the Texas Education Code (TEC), and the Texas Administration Code (TAC). Reve Prep will also follow the procedures outlined in a Parent's Guide to Admission, Review, and Dismissal Process (April 2016). If the ARD team determines that a student is eligible for special education services, an IEP (Individualized Education Plan) will be created and implemented in full, with all services provided within the least restrictive environment. In accordance with Texas Charter Law, all Special Education Teachers will hold certification with the State of Texas. Following the ARD team's decision about necessary services, Reve Prep will ensure that all services are provided by appropriate, certified providers. If determined necessary by the ARD team, services including physical therapy, speech therapy, occupational therapy, counseling, and mobility services will be provided through certified and licensed contractors approved by the School Director and Board of Directors. All special education students will receive progress reports at the same intervals as regular education students. Special education progress reports will include progress on all goals as outlined in the IEP. Placements for students may include any of those described below as determined by the ARD team's evaluation. Mainstream- Informed by a student's IEP, this placement has all services provided within the regular education classroom. Instructional techniques such as support from a paraprofessional, co-teaching with a general educator and special educator in the same classroom, small group instruction within the classroom, and one-on-one support from the teacher will support students in this placement. Resource Room/Services - If a student requires a separate setting for less than 503 of the school day, he or she will receive services in a resource room. This will usually include small group or one-on-one instruction for targeted support with specific academic skills. Homebound - If required for the education of the student and in accordance with the IEP, this placement involves instruction within the home or at a hospital. The ARD team will determine the best instructional options as necessary with guidance from TEA and IDEA. Self-Contained - Students may need a separate placement within the campus for 503 or greater of the school day to meet their IEP and instructional goals. These classes focus on positive behavioral support, skills training, and additional supports.

LEP/ELL Students In alignment with our mission, we will ensure that all students receive a rigorous education every day. This is inclusive of all students with limited English proficiency (LEP) and English Language Learners (Ells). We expect that approximately 303 of our students will be identified as Ells, with the majority coming from

Page 41 of 120 omes w ere porns 1s e primary anguage spo en. roug our inc us1ve e uca 1ona mo e, an ELL students will get ample supports in developing their English proficiency through the four domains of reading, writing, listening, and speaking. In accordance with TEC, Chapter 29, Section Band TAC, Chapter 74, Subchapter A and Subchapter B, we will follow all laws to ensure we are educating our students aligned to the standards for ELL students. In Year 1, of the 6 Lead Teachers we plan on hiring, we will look to have at least two of those teachers have an ESL certification. In Year 2 and beyond, we will hire one ESL teacher in addition to our classroom teachers and add an ESL certified teacher to the staff each year through Year 5. We believe that our staffing model will ensure that all students are fully supported and have the resources necessary to succeed academically. We will implement a process for identifying all LEP/ELL students upon enrollment. We will also provide curriculum aligned with ELPS to support any student identified as ELL and they will be assessed with the Texas English Language Proficiency Assessment System (TELPAS) to measure their progress towards fluency in the English language.

NARRATIVE (2) Rationalize the use of the proposed curriculum to meet both the general and unique needs of the target population and community.

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Preparing students for college begins very early in their lives. Starting their K-12 education on a strong and solid foundation in kindergarten best prepares students for the rigorous education that is necessary to challenge them for exceptional academic growth. Based on data that shows nearly 403 of students in the targeted community are transferring out of their zoned school to attend higher performing schools that are further away from where they live, we believe that families in our targeted community truly value a high-quality education for their children. Additionally, from feedback provided in our community meetings and survey responses gathered, families are desperate for high-performing schools in their neighborhood and want their children to have access to an education that prepares them to succeed in college and in life. Our proposed curriculum is rooted in emphasizing literacy and math, as we believe that those areas are the foundation of students being prepared to excel academically and attain their life goals. In modeling our educational program after proven successful school designs across the country, allocating more time to literacy and math instruction daily, in addition to implementing a longer school day and a longer school year compared to the prominent school district in our area, we believe that we will provide a high-quality and well-rounded educational choice to families in the Central Southwest area of Houston. The opportunity for Lead Founder and proposed School Director Traci Thibodeaux to study over 40 high-performing school within the Building Excellent Schools (BES) network has further provided the data and exposure to school design elements that have proven success in high-poverty populations. As a part of the Fellowship training, Ms. Thibodeaux will be able to complete a leadership residency at KIPP SHINE Prep in Houston, Texas in January 2018 and a second residency at a high-performing BES school in the summer of 2018, as well as have access to additional residencies in the fall of 2018. BES schools educate students from similar demographics and on average, BES schools outperformed their districts by 12 percentage points in English language arts and 18 percentage points in math ("2016 Annual Report." Building Excellent Schools. 2016, http://buildingexcellentschools.org/about/results/). As we design our curriculum, we will also have our mission in mind to ensure students will be continuously challenged academically by striving to prepare our students to attain high school credits while in our Middle School Academy. We will align curriculum for each content area and grade level to the TEKS and select assessments to be in alignment with the STAAR assessment.

NARRATIVE (3) - Describe the plan and schedule to evaluate the proposed curriculum.

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Every six weeks during the school year, all students in grades K-8 will be given interim-assessments. The performance data gleaned from these assessments will provide critical information that teachers will use to revise curriculum and instruction for upcoming unit and lesson plans. Lead Founder Traci Thibodeaux will work with the BES Follow On Support team, successful past School Directors who now coach new proposed School Directors, to develop an exact timeline for curriculum audits and to incorporate the data gathered from the audits to make any necessary improvements to curriculum and instructional materials. (For Letters

Page 42 of 120 o uppo , p ease see The academic team, driven by the leadership team in collaboration with teachers, will strategically analyze results from end-of-year and STAAR assessments. We will be driven to always look for opportunities to confirm that our curriculum and instruction are supporting the growth we expect from our students and when not to make changes strategically and swiftly. We will have a specific process of gleaning insights from the data from STAAR exams, with results reported to the Board of Directors by the School Director and depending on the proficiency rates of our students, the School Director, with the Board's approval, will work with the Dean of Curriculum and Instruction and teachers to redraft any and all sections of the curriculum that need to be strengthened to reach our goals for student outcomes.

NARRATIVE (4) - Discuss any plans to serve special programs or extracurricular activities; provide detailed information on each service. If no programs or activities will be offered, provide the rationale for that decision.

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Reve Prep will provide multiple extracurricular offerings to provide a well-rounded educational experience and support the development of our students in their preparation for competitive high schools and college. We have identified several key community organizations with which we look forward to partnering in order to offer streamlined opportunities for our students. We look to partner with Heads UP Houston, an organization that provides intramural sporting activities to students in grades Pre-K to 12. Additionally, we plan to partner with organizations such as the West Orem Family YMCA to provide after-school programming for our students. We look forward to working with the Hiram Clarke Multi-Service Center as they offer a Community Gardening and Nutrition Program that would further support the nutrition curriculum our students will be learning at our school. We may offer options including basketball, soccer, track, dance, drama, chorus, chess, and annual art exhibits and plays. Specific offerings will be determined by student and staff interests gathered by a school survey in the beginning of the initial school year. (Please see Letters of Support in ATTACHMENT A4.)

Page 43 of 120 Provide a sample Course Scope and Sequence for one foundation subject/unit for each division of grade levels [ie. elementary, middle, and(or) high school). The scope and sequence must identify mcourse outcomes and how they align to the Texas Essential Knowledge and Skills (TEKS). It is not necessary to submit a complete curriculum or TEKS alignment for all subjects and grades that the proposed charter will serve. Based on the grade offerings proposed, the applicants could be required to submit one, two, or three separate scope and sequence responses.

GRADE LEVEL: _IG_r_a_d_e_3____~

UNIT/SUBJECT: !English Language Arts and Reading Insert responses in boxes below. Each box will expand after you insert text.

Student Expectations/Learning Outcomes Describe what the student should be able to know and do by the end of the unit. This unit is focused on the study of a fictional book, Charlotte's Web by E.B.White. Students will be able to (SWBAT) answer literal questions and find evidence to support answers. SWBAT answer inferential questions and clearly explain answers. SW BAT explain why an author wrote a text and give evidence to support their conclusion. SW BAT explain how the organization of the text meets the author's purpose. SWBAT explain how an author's craft choices meets the author's purpose. SWBAT derive their own meaningful questions about the text. SWBAT refer to other relevant texts when analyzing texts. SWBAT read with appropriate fluency ( 100 WPM) and accuracy (953). (Adopted from Edward Brooke Charter School.)

Texas Essential Knowledge and Skills Indicate the TEKS subject/course (e.g., Math, Grade 3 or English II} and Student Expectations to be provided and cited with the appropriate number, letter, Romanette, as aoolicable. ELA.3.3A Use print or digital resources to determine meaning, syllabication, and pronunciation; ELA.3.3B Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; ELA.3.3C Identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and ELA.3.3D Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text. ELA.3.4 Reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. ELA.3.5 Reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time. ELA.3.6 Uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. ELA.3.6.A Establish purpose for reading assigned and self-selected texts: ELA.3.6.B Generate questions about text before, during, and after reading to deepen understanding and gain information; ELA.3.6.C Make, correct, or confirm predictions using text features, characteristics of genre, and structures: ELA.3.6.D Create mental images to deepen understanding; ELA.3.6.E Make connections to personal experiences, ideas in other texts, and society; ELA.3.6.F Make inferences and use evidence to support understanding; ELA.3.6.G Evaluate details read to determine key ideas: ELA.3.6.H Synthesize information to create new understanding; and ELA.3.6.I Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. ELA.3.7 Responds to an increasingly challenging variety of sources that are read, heard, or viewed. ELA.3.7A Describe personal connections to a variety of sources, including self-selected texts; ELA.3.7B Write a response to a literary or informational text that demonstrates an understanding of a text: ELA.3.7C Use text evidence to support an appropriate response: ELA.3.7D Retell and paraphrase texts in ways that maintain meaning and logical order: ELA.3.8 Recognizes and analyzes literary elements within and across increasingly complex traditional,

Page 44 of 120 Provide a sample Course Scope and Sequence for one foundation subject/unit for each division of grade levels [ie. elementary, middle, and(or) high school). The scope and sequence must identify mcourse outcomes and how they align to the Texas Essential Knowledge and Skills (TEKS). It is not necessary to submit a complete curriculum or TEKS alignment for all subjects and grades that the proposed charter will serve. Based on the grade offerings proposed, the applicants could be required to submit one, two, or three separate scope and sequence responses.

con emporary, c ass1ca , an 1verse 1erary ex s. e s u en 1s expec e o: ELA.3.8A Infer the theme of a work, distinguishing theme from topic; ELA.3.8B Explain the relationships among the major and minor characters: ELA.3.8C Analyze plot elements, including the sequence of events, the conflict, and the resolution: and ELA.3.8D Explain the influence of the setting on the plot. ELA.3.7E Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; ELA.3.7F Respond using newly acquired vocabulary as appropriate; and ELA.3.7G Discuss specific ideas in the text that are important to the meaning.

Essential Questions Include open-ended succinct, challenging questions that will guide development of this unit. How can friends help each other succeed? How do the seasons represent different phases of life? How do words impact the way you think about things or people?

Differentiation How will the curriculum, instruction, and assessments be accommodated to meet the needs of each student? Students with an IEP will be provided all necessary accommodations as noted in their IEP during instruction and assessment of the material. When necessary, students will receive one-on-one or small group instruction of the material, and given additional time during AM or PM Advisory to receive instruction and tutoring. Additionally, if necessary, ELL students will be provided the text in their home language.

Materials and Resources Identify the materials and resources that will be required for this unit. Indicate who will be providing them. A copy of the book, Charlotte's Web, provided by the school. Basic school supplies (pens, pencils, paper, folders, binders), provided by the school. Access to a computer, provided by the school.

Student Activities What will students do to demonstrate their learning? Where applicable, clearly indicate how the activities related to the TEKS, how formative assessments will be made, and how the activities can be tiered of differentiated to accommodate different learning abilities. Students will participate in classroom discussions where they will be cold-called and will need to be prepared to actively add value to the classroom discussion. Students will also be required to take a quiz and write a summary book report following the reading of the book.

Assessments What common assessments (formative and/or summative] will be used to measure student progress and achievement? Students will be assessed through daily entry and exit tickets. During the daily instruction, students will be called on during class to answer questions concerning the text and students will be assigned homework that will be reviewed and graded by the classroom teacher. Students will also take a unit quiz covering the book to ensure key concepts have been comprehended.

Page 45 of 120 Provide a sample Course Scope and Sequence for one foundation subject/unit for each division of grade levels [ie. elementary, middle, and(or) high school). The scope and sequence must identify course outcomes and how they align to the Texas Essential Knowledge and Skills (TEKS). It is not necessary to submit a complete curriculum or TEKS alignment for all subjects and grades that the proposed charter will serve. Based on the grade offerings proposed, the applicants could be required to submit one, two, or three separate scope and sequence responses.

GRADE LEVEL: l._G_r_a_de_7_____,

UNIT/SUBJECT: !Math - Percents Insert responses in boxes below. Each box will expand after you insert text.

Student Expectations/Learning Outcomes Describe what the student should be able to know and do by the end of the unit. Students will learn about percents. Students will be able to (SWBAT) have fluency and fluidity in solving single and multistep problems involving percentages. SWBAT have a strong conceptual grasp of proportions. SWBAT describe that the concept of half is dependent on the size of the unit. SWBAT solve amount of decrease and amount of increase problems. SWBAT convert fractions, decimals and percentage greater than l 003. SW BAT solve multiple iteration amount of decrease and amount of increase problems. SWBAT be fluent with fraction/decimal/percent conversion to understand the probability scale. SWBAT calculate percentages and work with percentages in the context of algebraic expressions and equations. (Adopted from Edward Brooke Charter School by Katie Megrian.)

Texas Essential Knowledge and Skills Describe what the student should be able to know and do by the end of the unit.

MATH.7.2 Applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers. MATH.7.3 Applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to: MATH.7.3A Add, subtract, multiply, and divide rational numbers fluently; and MATH.7.3B Apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers. MATH.7.4 Applies mathematical process standards to represent and solve problems involving proportional relationships. MATH.7.4A Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt; MATH.7.4B Calculate unit rates from rates in mathematical and real-world problems: MATH.7.4C Determine the constant of proportionality (k =y/x) within mathematical and real-world problems; MATH.7.4D Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and MATH.7.4E Convert between measurement systems, including the use of proportions and the use of unit rates.

Essential Questions Include open-ended succinct, challenging questions that will guide development of this unit. How do percentages show up in your daily life? How can you use percentages to manage money?

Page 46 of 120 Provide a sample Course Scope and Sequence for one foundation subject/unit for each division of grade levels [ie. elementary, middle, and(or) high school). The scope and sequence must identify mcourse outcomes and how they align to the Texas Essential Knowledge and Skills (TEKS). It is not necessary to submit a complete curriculum or TEKS alignment for all subjects and grades that the proposed charter will serve. Based on the grade offerings proposed, the applicants could be required to submit one, two, or three separate scope and sequence responses.

Materials and Resources Identify the materials and resources that will be required for this unit. Indicate who will be providing them. Basic school supplies (pens, pencils, paper, folders, binders), provided by the school.

Assessments What common assessments (formative and/or summative] will be used to measure student progress and achievement? Students will be assessed through daily entry and exit tickets. During the daily instruction, students will be called on during class to answer questions concerning percentages and students will be assigned homework that will be reviewed and graded by the classroom teacher. Students will also take a unit quiz covering percentages to ensure key concepts have been comprehended.

Page 47 of 120 I. The applicant will serve Elementary and/or Middle School [any grades Pre K - grade 8]. Yes jg! No

II. The applicant will serve High School [any grades 9 - 12]. Yes D No

Ill. Proposed district-level matriculation rates (in percentages) Year One 0 Year Two 0 Year Three 0 YearFour 0 Year Five 0

Sections IV-VI are for applicants who will serve High School [any grades 9-12].

IV. Identify person(s), position(s), and/or entities that will be responsible for implementing Personal Graduation Plans, where applicable.

V. The applicant will offer the following endorsement(s): Check all that apply Arts and Humanities D Business and Industry D Multidisciplinary Studies D Public Service D

VI. The applicant will post grade 11 and grade 12 GPA class ranks on Q.[.l student transcripts? Yes D

NARRATIVE (1) - Discuss promotion and retention requirements for all proposed grades.

NARRATIVE (2) - Identify and discuss additional features of the educational model and/or course offerings, outside of required curriculum, that will create a viable and adequate process for helping students promote to the next grade and/or graduate.

Cite and discuss any external resources, partnerships that will also facilitate promotion and/or graduation.

Also include strategies (with defined metrics of success) that will be used to support student transitions into grade levels that are not served by the proposed charter school, where applicable.

NARRATIVE (3) - Define and discuss metric's that will be used to assess successful transition between grade level; school type (elementary to middle to high school); and/or post graduation.

Page 48 of 120 NARRATIVE (1) - Discuss promotion and retention requirements for all proposed grades.

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All kindergarten students will be promoted if they have not missed more than 103 of classes. In accordance with the Texas Education Agency and Houston Independent School District's requirements, students in grades 1 and above at Reve Prep will be promoted if they meet all state and local requirements. In grades 1-5, students must score at least 803 on the High Frequency Word Test, 803 overall course average of all courses or 803 course average in Reading & Language Arts, Mathematics, Science or Social Studies. In grades 6-8, students must have a yearly average of an 803 and with an average of 803 or above in three of the following - ELA, Math, Science, and Social Studies ("HISD, Student Requirements, Promotion Standards," www.houstonisd.org/page/4 l 759). Additionally, students in grades 3, 5, and 8 must also must pass the mathematics and reading STAAR assessment and all students will have to have not missed more than 103 of classes. We will also align our promotion requirements for grades 5 through 8 to the Student Success Initiative (SSI) which allows students who have not met minimum expectations on their STAAR assessment for their grade level to be promoted if a decision is made "by unanimous decision of his or her grade placement committee that the student is likely to perform at grade level after additional instruction" (Texas Education Agency, Student Success Initiative, http://tea.texas.gov/student.assessment /ssi/). We will provide individualized supports to our students on an ongoing basis. Based on both formal and informal assessments, students will receive tutoring, small group instruction, and additional practice time throughout the normal school day. Additionally, we will strategically use our AM and PM advisory sessions to deliver additional remediation and support to students as soon as the need is identified to prevent any situation that may require a student to not be promoted. Once students reach 5th grade, Saturday remediation sessions (3 hours long) will be offered 1O times per year to further support students who have recently transitioned to Reve Prep or who need additional support with literacy and/or math. Our Dean of Students and Culture will develop relationships with professional community organizations and college students to serve as tutors for our students. We believe that taking a proactive and aggressive approach to closing any content and skill gaps for our students will eliminate or reduce any need for students to be retained.

Cite and discuss any external resources, partnerships that will also facilitate promotion and/or graduation.

Also include strategies (with defined metrics of success) that will be used to support student transitions into grade levels that are not served by the proposed charter school, where applicable.

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Throughout her Fellowship with Building Excellent Schools, Traci Thibodeaux has studied the best practices and results of high-performing charter schools across the country. She will complete at least two leadership residencies: the first in January 2018 at KIPP SHINE Prep in Houston, TX, an elementary school rated A+ by Children at Risk and ranked 32 out of 878 schools in the Houston area, and one at a high performing BES school in the summer of 2018. She will have access to additional residencies in the fall of 2018. Her primary focus will be on understanding the tactics that best support the learning process for students who enter school below grade level. She has incorporated these methods into the instructional plan, daily schedule, and professional development plan described in previous sections. Reve Prep will incorporate technology in several ways to support our students, staff, and families. We will

Page 49 of 120 use ocra 1ve so ware o cap ure resu s rom our a1 y n ry an 1 1c e s. very morning 1n a v1sory, in real-time, students' data will be available to teachers and staff. Teachers will use this data to inform instructional practices and identify students who need accelerated instruction and students who need academic interventions to support their academic growth. We believe that the use of these informal assessments will support our students in promotion to the next grade level because we will have the time to intervene early as issues arise and not become aware of any issues late in the school year during an end-of-year exam. Our daily schedule is specifically designed to support students' academic growth. The implementation of advisory periods has proven to support rigorous education programs at many high-performing schools. At Reve Prep, our AM and PM Advisory periods will be used to gather informative data, as well as strategically allocate time for students to receive interventions such as one-on-one tutoring, access to computer adaptive software to supplement their lessons, and time to independently read purposefully selected books to support our focus on literacy and their individual reading goals. Additionally, our AM advisory periods allow our students the time to gather their thoughts and mentally transition to be prepared for the high expectations of learning for the day. Our PM advisory also allows students the time to ask for additional support and prepare their homework or get organized for the next school day. Once Reve Prep enrolls its third-grade level of students in Year 3, we will implement Saturday intervention sessions from Barn to 11 am on l 0 Saturdays every year. This is a best practice in high-performing schools, allowing students a substantial amount of additional instruction and/or tutoring time to close any gaps in skill and/or understanding in literacy and math. The School Director and DCI will work with teachers to analyze assessment data to identify students scoring under 803 on their internal ELA and Math assessments. Teachers will be able to invite students to Saturday sessions based on classroom performance, including Entry and Exit ticket results. We plan to build relationships with the top ranked high schools in Houston (http://childrenatrisk.org/2017 school-rankings/). One of Reve Prep's primary focuses will be supporting and simplifying the transition to high school for our students and their families; in Year 5 we will hire a High School Specialist to focus on strategically outlining a clear timeline and process for students to apply. Proposed School Director Traci Thibodeaux has started to cultivate a relationship with Families Empowered, a nonprofit organization helping local families connect to private and public options for education in Houston. After meeting with and attending an initial Families Empowered School Choice Fair in November 2017, she will also attend another School Choice Fair in February 2018 which is expected to have 800 to 1,000 families in attendance. As it is crucial for our students to have continued access to a rigorous education in 9th-12th grade, Ms. Thibodeaux and future leadership team members such as the Dean of Students and Culture and the High School Specialist will continue to forge relationships with the leadership teams of high performing high schools to ensure Reve Prep students are prepared to gain acceptance into Houston's best high schools Houston. We have met with and started to cultivate relationships with key leaders at the highest performing YES PREP and KIPP charter management organizations. In addition to building partnerships with competitive high schools, Reve Prep will have a full-time High School Specialist to advise students beginning in 5th grade and post-graduation from Reve Prep. This Specialist will lead the important work of driving high school visits and streamlining the high school transition process for students and families, including support and guidance with high-performing public school, private school, and magnet school applications.

NARRATIVE (3) - Define and discuss metric's that will be used to assess successful transition between grade level; school type (elementary to middle to high school); and/or post graduation.

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We believe that thoroughly preparing our students for the increasing level of academic rigor is fundamental to fulfillment of our mission. For students to be best prepared for the growing academic expectations they will face in high school, college, and beyond, we believe in comprehensively preparing them with all the foundational knowledge and support needed to achieve and master those expectations. To position our students for success, we will establish key metrics to assess if students are prepared to transition between grade levels. First and foremost, students will be required to have at least a 903 attendance rate to be eligible for promotion. Instructional time is critical for students to fully learn all academic concepts outlined in the

Page 50 of 120 1s promo ion requiremen no on y 1g 1g s e 1mpo once o s u en s a en 1ng sc oo, u also reinforces to both students and families how crucial and important attendance will be to academically succeed in our college preparatory educational program. Students will be required to have an overall course grade of 803 or above in Math and ELA courses. Students will have to score an 803 or above on their end-of-year exams to be eligible to be promoted to the next grade level. In grades that require state testing, students will also need to score 703 or higher on their Math and ELA STAAR assessments if they have attended Reve Prep for two consecutive years prior to taking the assessments. Students transitioning from our Lower Elementary Academy to our Upper Elementary Academy or to our Middle School Academy will be required to score at least 703 or higher on their Math and ELA STAAR assessment and have at least 903 attendance in the third grade.

Page 51 of 120 NARRATIVE (1) - If applicable, describe an average school day for Ming, a student enrolled in your early education program. Provide allotted time, time of day, name, and description of each program/activity that guide Ming's school day? In addition, how will her school-day experience set itself apart from the average school day at surrounding early education programs?

NARRATIVE (2) - Describe an average school day for Cameron, a student who routinely demonstrates behavioral challenges in (and outside) the classroom. In addition, how will his school-day experience set itself apart from the average school day at his last school?

NARRATIVE (3) - Describe an average school day for Ainslee, a student who routinely encounters academic challenges in reading and math. In addition, how will their school-day experience set itself apart from the average school day at their last school?

NARRATIVE (4) - Describe an average school day for Ezra, a student who must use a wheelchair. Include any accomodations and support services to ensure equitable educational/emotional opportunities for them to flourish in your charter school.

NARRATIVE (5) - Describe an average school day for Tracy and Hassan; two students who quietly suffer from bullying regarding their sexuality and religion (respectively). Include any support services, disciplinary actions, and follow-up(s) to ensure equitable educational/emotional opportunities for them to flourish in your charter school.

Page 52 of 120 NARRATIVE (1) - If applicable, describe an average school day for Ming, a student enrolled in your early education program. Provide allotted time, time of day, name, and description of each program/activity that guide Ming's school day? In addition, how will her school-day experience set itself apart from the average school day at surrounding early education programs?

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This is not applicable because Reve Prep is not proposing an early education program.

NARRATIVE (2) - Describe an average school day for Cameron, a student who routinely demonstrates behavioral challenges in (and outside) the classroom. In addition, how will his school day experience set itself apart from the average school day at his last school?

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. Cameron is a fourth-grade student and recently started attending Reve Prep at the beginning of the year. He arrives at school midway through AM Advisory at 8 AM and is directed to the Dean of Students and Culture (DOS) office to either submit a tardy note from his parent or legal guardian or an explanation as to why he is late to school. After speaking with the DOS, Cameron explains he was late due to waking up late. The DOS explains to Cameron that he will lose a point for his tardiness on the Class Dojo application and directs him to his AM Advisory classroom. As Cameron approaches his classroom door, he waits until his teacher meets him at the door to greet him and the teacher asks Cameron "Are you prepared to learn today?" Cameron shakes his teacher's hand and nods his head, but does not make eye and does not verbally respond. Cameron's teacher does not allow Cameron to enter the classroom and asks Cameron to look up and greet him properly. Cameron obliges, gets a reassuring smile from his teacher, and proceeds to properly address his teacher, then puts his backpack on his hook that is assigned to him and remove his materials needed for the day.

Cameron has missed breakfast, homework submission and the Meditation Moment for the day, but joins in with his classmates in taking his Entry ticket for the day. At 8:15 AM, Cameron partakes in Art instruction for 30 minutes, continuing his independent work on using paper crochet to create a small building. After transitioning to pick up his unfinished work, Cameron does not walk in the directed walking path in the classroom and he bumps into one of his classmates and drops his project. Cameron gets upset and starts to scream at his classmate. Cameron's teacher immediately asks him to exit the classroom and wait for him in the hallway. After allowing Cameron a few minutes to decompress, the teacher approaches him in the hallway and has a conversation with him to explain that his behavior is not acceptable and asks Cameron to explain why he reacted the way he did. Cameron does not offer an explanation and refuses to answer his teacher. Cameron is told that if he wants to reenter the classroom, he must apologize to his classmates for not respecting them in their learning environment. Cameron agrees to re-enter the classroom and apologizes to his classmates. Cameron is then asked to take a seat at one of two empty desks in the front of the classroom, instead of returning to his assigned seat. Cameron is then directed to read the Reve Prep Values and write two paragraphs on what Respect means and what he has learned from his behavior today. If he finishes the assignment prior to the end of Art instruction, he is directed to read his IRB. Additionally, Cameron's teacher suggests that he take some time for his Meditation Moment and focus on how he will be a diligent and kind student for the rest of the day. Cameron takes four to eight deep breaths, while closing his eyes, as he has been taught since the beginning of the school year. After his Meditation Moment, Cameron completes his assignment, submits it to the teaching aide in the classroom and begins to read his IRB. As Art instruction finishes, Cameron's teacher checks in on him to assess if further behavior support is needed or if he is prepared to join his classmates in ELA instruction beginning at 8:45 AM. Cameron's mood has calmed down and he successfully rejoins his classmates for the remainder of his morning instruction which includes a total of 120 minutes of literacy, a 15- minute snack/yoga break, 30 minutes of Spanish instruction and 20 minutes of Health Education instruction.

At 11 :50 AM, Cameron's class is led to the outdoor space for recess by the teaching aide and once Cameron gets outside, he is teased by another student because he was disciplined earlier in the day. Cameron responds by closely approaching the other student and while in his face yells a profanity to his classmate. Immediately, the teacher aide monitoring the recess separates the students and they both are asked to sit and wait for the DOS to come speak to them. After speaking with both students, the DOS subtracts five points

Page 53 of 120 on e ass OJO opp 1ca ion or e s u en w o ease ameron. e en as s ameron o come with him as they gather his learning materials and sit in the DOS's office. The DOS speaks with Cameron to get a better understanding as to why Cameron is behaving this type of way today. Cameron is told that he will have to eat lunch and remain in the DOS's office for the remainder of the day until 3:45 PM dismissal. The DOS tells Cameron that he believes in Cameron, and that he will help him get back on track because he knows that Cameron can succeed.

Subsequently, Cameron will have to arrive at 7: l 5AM for the next two days to receive a total of 60 minutes of instruction, and use his time for recess over the next two days for a total of 40 minutes and 40 minutes of his PM Advisory time over the next two days to make up for missing the 30 minutes of Social Studies and l l 0 minutes of Math instruction for the remainder of the day.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. Ainslee is a kindergarten student at Reve Prep. Her day begins at 7: 15 AM, as school doors officially open, as she enters the front door of the building. She is greeted warmly with a hand shake and asked, "Are you prepared to learn today?" by the School Director, who simultaneously confirms Ainslee is fully dressed in her uniform, and guided in the direction of her classroom. When Ainslee arrives to her classroom, she hangs her backpack on a hook specifically assigned to her, unzips her backpack, and removes her homework and places it in the label container for homework. She then picks up her meal and sits down in her assigned seat which is also labeled with her full name. By 7:40 AM, Ainslee and her classmates have arrived, completed their breakfast, and disposed of their waste in the small-sized trash can in the front of the classroom. To prepare for the daily lessons, Ainslee pulls out her daily supply case, which includes 2 pencils, an eraser, and a box of crayons from underneath her desk and places it on the top of her desk. At 7:44 AM, Ainslee's teacher gains the attention of the class by counting down from l 0 with the understanding that all students will be focused on him, quiet and ready to work by the time he reaches l. At 7:45 AM, Ainslee and her peers begin their "Meditation Moment" where she closes her eyes and takes breathes deeply, inhaling and exhaling for 60 seconds. At 7:50 AM, Ainslee's teacher calmly and in a medium-toned voice says, "Good morning, students," and Ainslee and her peers reply, "Good morning, Mr. Roberts."

Ainslee's teacher then does a call and response with students: "Are you REVED UP to learn today?" Ainslee responds in unison with her class, "Yes, we are REVED UP and ready to learn today!" Ten students at a time, pre-assigned as Teams Blue, Yellow, and Green take time to complete their Entry ticket on the computers in the Technology Lab section of the classroom. Once students complete their brief Entry ticket of two questions for each subject of ELA, Math, Social Studies, and Spanish, students decide to either silently practice vocabulary words or math facts using flash cards or take time to read their independent reading book (IRB). At 8:15 AM, Ainslee begins with a 45-minute English Language Arts (ELA) lesson. At 9 AM, she begins counting to 20 in Spanish as a part of her daily 30-minute lesson in Spanish. Throughout the day, Ainslee will have a total of 180 minutes of ELA, 180 minutes of math instruction, and 30 minutes of Spanish instruction. In addition to the Spanish instruction for all students, Ainslee will have a unique student experience at Reve Prep because she will have a 15-minute Nutrition/Healthy eating session before lunch every day. Ainslee will learn basic stretching and child friendly yoga positions during her 15-minute morning and activity breaks. She will end her day with 45 minutes of enrichment in either art or robotics class. Ainslee and her peers will learn the valuable and practical knowledge necessary to build a strong foundation in literacy and math, supported by learning key fundamentals in the development of healthy lifestyle habits for their body and minds. Today is a unique day for Ainslee because she was identified to have an intervention session. Instead of attending yoga and nutrition lessons today, Ainslee will have that 30 minutes to get additional instruction in ELA in a small group setting in her classroom or use a Chromebook to use Khan Academy to review areas of content she needs to master before proceeding to the next level. In the enrichment class, Ainslee will be able to explore her artistic side or explore her scientific side in the robotics class. Today, however, Ainslee's teacher has seen her progress after the intervention session and wants to maximize her learning by giving Ainslee a book to read. Ainslee is excited that she will be able to add an additional book to her book reading list. After she writes a report on the book and it is reviewed by her teacher to confirm clear comprehension, Ainslee will get a point as she competes with her classmates for the highest number of books read for each month. If she wins, she will receive points she can use to redeem a

Page 54 of 120 1oyru1 ana mean1ngru1 pnze. As the day comes to an end, Ainslee and her classmates return to their seats and gather their supplies to put back in their supply cases, then place the cases under their desks. She makes sure that all pencils are sharpened and ready for the next day. If anything is missing, she alerts her teacher by raising her hand during the supply check time. She makes sure her workspace is clean and she gathers her new homework assignments and places everything she will need to take home neatly on her desk. To close out the day, her teacher counts down from 1Oto gain their attention and at 3:43 PM, all students have their Meditation Moment to calm down and reflect on their accomplishments of the day. At 3:44 PM, each row is asked to stand up, retrieve their backpacks, place their homework inside their backpacks, and line up at the door to exit. At 3:45 PM, all students are dismissed and Ainslee walks out quietly through the hallway under the monitoring of her teacher and all other classroom teachers guiding students out of the building and to the designated pick up zone or to the bus loading area.

NARRATIVE (4) - Describe an average school day for Ezra, a student who must use a wheelchair. Include any accommodations and support services to ensure equitable educational/emotional opportunities for them to flourish in your charter school.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. Ezra, a third-grade student, travels to school in a van that allows for wheelchair access, and is dropped off at school at 7: 15 AM at the front of the school building where he can easily access the ramp platform to enter the front door of the school. He can press the automatic door opening button to open the wide opening doors and enters the building and is greeted warmly with a hand shake and asked, "Are you prepared to learn today?" by the School Director, who simultaneously confirms that he is fully dressed in his uniform.

Ezra can maneuver easily into his classroom through the wide hallways as he transitions on the right side of the hallway similar to how his classmates are taught to walk on the right side of the hallway. Ezra enters his classroom and is greeted by his classroom teacher at the door. Ezra takes his homework out of his backpack and his teacher takes his backpack and hangs it on his assigned hook. Ezra reaches his assigned seat, at a desk that allows him sufficient space at the same table with his classmates. The teacher assigned to breakfast duty for the day sees that Ezra has arrived and brings his breakfast to him. Before he eats alongside his classmates, he removes his homework and places it on the table for his teacher to collect. Ezra eats breakfast quietly as soft, relaxing music plays in the background.

By 7:40 AM, Ezra and his classmates have finished breakfast and one of Ezra's classmates rolls a small trash can around the room for students to dispose of their breakfast waste. Ezra reaches into his chair pouch for his daily supply case, which includes 2 pencils and an eraser, and places it on the top of his desk. At 7:45 AM, Ezra and his classmates are already silent and ready to have their AM "Meditation Moment" where he closes his eyes and takes breathes deeply, inhaling and exhaling for 60 seconds. At 7:50 AM, Ezra's teacher calmly and in a medium-toned voice says, "Good morning, students," and Ezra and his peers reply, "Good morning, Ms. Johnson."

Ezra's teacher then does a call and response with students: "Are you REVED UP to learn today?" Ezra responds in unison with her class, "Yes, we are REVED UP and ready to learn today!" Ezra's teacher brings him a Chromebook to take his Entry ticket. After Ezra finishes his quiz, he begins to read his independent reading book (IRB) until all his classmates complete the daily AM quiz.

At 8:15 AM, Ezra begins with a 45-minute English Language Arts (ELA) lesson led by a literacy specialist. At 9 AM, he is led by his Spanish teacher for a 30-minute lesson in Spanish. Throughout the day, Ezra will have a total of 180 minutes of ELA, 180 minutes of math instruction and 30 minutes of Spanish instruction. In addition to the Spanish instruction for all students, Ezra will have a unique student experience at Reve Prep because he will have a 15-minute Nutrition/Healthy eating session before lunch every day.

During PE, Ezra is included in all activities and accommodations are made every day to ensure Ezra has access to all activities. During yoga instruction, Ezra participates while in his wheelchair. The instruction includes arm stretches and deep breathing exercises during his 15-minute morning and activity breaks. Ezra will end his day of learning with 45 minutes of enrichment in either art or robotics class. Ezra and his peers will learn the valuable and practical knowledge necessary to build a strong foundation in literacy and math, supported by learning key fundamentals to support the development of healthy lifestyle habits for their body and minds.

Page 55 of 120 unng v1sory, zra s eac er nngs 1m a rome oo o comp e e 1s 1 1c e or e ay w 1e 1s classmates use the desktop computers in the classroom. As the day comes to an end, Ezra, with the assistance of a teacher's aide, makes sure all his materials are prepared and ready for the next day. He makes sure his workspace is clean, gathers his new homework assignments, and places everything he will need to take home neatly on his desk. To close out the day, his teacher counts down from lO to gain their attention and at 3:43 PM, all students have their PM Meditation Moment to calm down and reflect on their accomplishments of the day. At 3:44 PM, Ezra's teacher brings him his backpack and lines up first at the door to exit the classroom. At 3:45 PM, all students are dismissed, and Ezra exits quietly through the hallway under the monitoring of his teacher and all other classroom teachers guiding students out of the building and to the designated pick up zone, where Ezra uses the ramp to reach the area where his mother picks him up.

NARRATIVE (5) - Describe an average school day for Tracy and Hassan: two students who quietly suffer from bullying regarding their sexuality and religion (respectively). Include any support services, disciplinary actions, and follow-up(s) to ensure equitable educational/emotional opportunities for them to flourish in your charter school.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE. Tracy and Hassan are both in the eighth grade and they walk to school together. They arrive at 7:30 AM and as they enter the front entrance, they are greeted warmly with a hand shake and asked, "Are you prepared to learn today?" by the School Director, who simultaneously confirms they each are fully dressed in their uniforms. When Tracy and Hassan arrive to their classroom, they submit their homework in the labeled folder for each subject - ELA, Math, Social Studies, Science, and Spanish - prior to the start of AM advisory.

Tracy and Hassan prepare their workspace by putting away their binders and having a clear desk with only one pencil and two pens. At 7:45 AM, Tracy, Hassan, and their classmates begin their "Meditation Moment." At 7:50 AM, Tracy and Hassan's teacher calmly and in a medium-toned voice says, "Good morning, students." Tracy and Hassan and her peers reply, "Good morning, Mr. Jones." Tracy and Hassan automatically proceed to complete their Entry ticket on their Chromebooks, and once they finish they both silently take time to read their independent reading book. At 8:15 AM, Tracy and Hassan begin with a 45-minute English Language Arts (ELA) lesson led by a literacy specialist. At 9 AM, they are led by her Spanish teacher for a 30-minute lesson in Spanish. Throughout the day, Tracy and Hassan will have a total of 180 minutes of ELA, 60 minutes of math instruction and 30 minutes of Spanish instruction. As Tracy and Hassan transition to PE class, two students whisper two derogatory terms to Tracy about her sexuality and to Hassan about his religion. This experience bothers both Tracy and Hassan, and a teacher nearby overhears the comments and directs the two students who made the comments to stay behind the rest of the class. The two students who made the remarks are directed to the office of the Dean of Students and Culture (DOS) as the teacher communicates to the DOS what she heard them say to Tracy and Hassan. Both students lose five points on Class Dojo and have a conversation with the DOS about how their behavior and bullying are not acceptable. The DOS also assigns both students to look up the definition of each REVED UP value and to write an essay on how they have not exhibited that value through their words and actions, and to include how they will change their behavior to incorporate these values in the future. The DOS will also call the parents or guardians of the students who made the comments to discuss what happened and the consequences of those students' actions. Simultaneously, during independent practice time later in the day, the teacher approaches Tracy and Hassan individually and privately to ask if they would like to talk about their experience earlier in the day. Tracy and Hassan each individually accept the invitation to discuss what. happened further with their teacher. They are given positive feedback in being confident in who they are and told that at any time they can talk to either their teacher or another leadership team member if they ever want to talk through how they are feeling. They are also both reminded to never hesitate to communicate to the teacher or any adult if they are getting bullied by another student in the future. As the day comes to an end, Tracy and Hassan and their classmates return to their assigned seats, make sure their workspace is clean, and organize their homework assignments. To close out the day, their teacher counts down from 10 to gain their attention and at 3:43 PM, all students have their Meditation Moment to calm down and reflect on their accomplishments of the day. At 3:44 PM, each row is asked to stand up, retrieve their backpack and place their homework inside their backpack and line up at the door to exit. At 3:45 PM, all students are dismissed, and Tracy and Hassan walk out quietly through the hallway under the monitoring of their teacher and all other classroom teachers guiding students out of the building and to the designated pick up zone or to the bus loading area.

Page 56 of 120 ~ Charter holders must enroll and serve students in at least one state-tested grade level by the beginning 11" of the third (3) year of operations, so that the Charter School receives an accountability rating at the end of its third year. Also, the Charter School must enroll and serve at least fifty (50) percent of its students into a state-tested grade level by the beginning of the fifth (5) year of operations.

I. Name(s) of Proposed Progress Monitoring lnstrument(s) II. Name(s) of Proposed Assessment(s): for ... for Early Education Grade 3 and up... Strategic and Evaluation of Progress (STEP) for K-2 NWEA MAP NWEA MAP (Will be used for K reading requirement) STAAR Daily Entry and Exit Tickets TEPLAS for limited English proficiency Internally designed Interim Assessments in ELA, Math, Fountas & Pinnell for Grades 3-8 Science (Sci), Social Studies (SS), and Spanish Daily Entry and Exit Tickets End-of-year Assessment in ELA, Math, Sci, SS, and Spanish Internally designed Interim Assessments in ELA, Math, Science (Sci), Social Studies (SS), and Spanish ~As of Junel9, 2017, the following Early Childhood End-of-year Assessment in ELA, Math, Sci, lJli" Education progress monitoring tools have been SS, and Spanish approved for the 2017-2021 Commissioner's List of Approved Prekindergarten Progress Monitoring Instruments. Click Here Ill. List data collection activities that will be involved in the proposed assessment/evaluations. IV. Person(s), position(s), and/or entities that will be responsible for collecting and In the first week of classes, students will take a Beginning analyzing assessment/evaluation data, of-year Assessment, the Northwest Evaluation Including educational or experience Association Measures of Academic Progress (NWEA requirements. MAP), to assess levels of proficiency in reading, writing, Teachers and PEIMS coordinator will be and math. Students in Grades K-2 and students in upper responsible for collecting data. School grades who have not reached STEP 12 will also take the Director, will be primarily responsible for Strategic Teaching and Evaluation of Progress (STEP) planning assessment and evaluation literacy assessment to determine their current reading activities. Dean of Curriculum and level. Every six weeks, we will have Interim Assessments, Instruction will assist School Director. designed to be in alignment with the TEKS, in reading, writing, and math to collect data on how students are progressing towards end-of-year expectations. Student performance on daily Entry and Exit tickets will be electronically collected and transferred into the broader student data tracking system, except for K teachers who will need to manually input Entry and Exit ticket data for our kindergarten students who do not use the computer based quizzes. Our PEIMS Coordinator will also be responsible for supporting teachers in collecting data.

NARRATIVE: (1) - Detail all plans to measure, evaluate, and dissiminate academic progress of individual students and student cohorts. Including throughout the school year, and at the end of each academic year.

Discuss how growth will be assessed and instruction will be modified as necessary to achieve individual educational goals.

Lastly, include roles and responsibilities for anyone involved in planning, implementation, data collection, analysis, and reporting of data.

NARRATIVE (2) - Provide a rationale for the use and applicability of the proposed assessment model(s).

Page 57 of 120 If proposing any grades PreK through Grade 2, include specific discussion on the proposed assessment(s) in the narratives below.

Discuss how growth will be assessed and instruction will be modified as necessary to achieve individual educational goals.

Lastly, include roles and responsibilities for anyone involved in planning, implementation, data collection, analysis, and reporting of data.

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Reve Prep will incorporate a consistent and frequent process for assessing students' academic progress as we believe that assessments are "an integral part of the instruction process and as crucial for helping students learn" (http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How Classroom-Assessments-lmprove-Learning.aspx). During week one, we will conduct a Beginning-of-year Assessment (NWEA MAP for all grades and STEP for Grades K-2 and all upper grade students who have not yet reached STEP 12) to gauge the incoming academic level of each student as well as current reading levels. The Beginning-of-year Assessment will be designed based on the TEKS for the End-of-year expectations for each grade level. We will track and compare the performance on the Beginning-of-year Assessment to that of the Interim Assessments given at the end of every trimester and on End-of-year Assessments to clearly be able to measure academic growth throughout the year. End-of-year assessments will be cumulative and comprehensive, measuring all standards required for that grade. Working closely with the Dean of Curriculum and Instruction (DCI), the School Director will be the primary person responsible for the analysis of each data report and will share and analyze the data with teachers during professional development blocks throughout the school year. In Year l through Year 3, the School Director will be responsible for leading the planning, implementation, data collection, analysis, and reporting of data. The DCI will work closely with the School Director to perform all steps of the assessment process. Each grade level Lead Teacher will play a key role in the process by having the responsibility of conducting a deep-dive analysis with each General Education Teacher on their team. Each Lead and Junior Teacher will have the responsibility to review, analyze, and offer qualitative feedback to help explain any outliers in the data.

Instruction will be informed by initial assessment results to ensure teachers are meeting students where they are and that they have a backward-mapped plan to enable their students to reach proficiency or mastery of the content by the end of the year. We will schedule our Beginning-of-year Assessments in the first week of our school year in August. Interim Assessments will take place in November and March of each year at the end of the first and second trimesters. Our End-of-year Assessments will take place in early June. The strategic timing of these assessments will allow teachers and staff to make necessary instructional and curricular changes as soon as possible. We believe "assessments must be followed by high-quality, corrective instruction designed to remedy whatever learning errors the assessment identified (see Guskey, 1997)" (http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom Assessments-lmprove-Learning.aspx). We will incorporate brief daily Entry and Exit tickets, also aligned to the TEKS, as informal assessments to measure and evaluate student academic progress throughout the year and allow teachers to have fresh, dynamic data to inform daily instruction practices and individual targeted supports that best prepare every student for success. With the support of the DCI (hired in Year 0), the School Director will develop End-of-year and Interim Assessments for each core subject (ELA, Math, Science, Social Studies, Spanish) based on the STAAR Assessment for that subject, as well as, the TEKS (and based on ACTFL guidelines for Spanish). During our annual summer professional development sessions, the School Director and DCI will work with Lead Teachers to develop End-of-year and Interim Assessments for Fine Arts courses, Physical Education, and Health. We will align our Interim Assessments with STAAR to ensure our students are mastering the content necessary to be prepared for promotion. Additionally, we will provide the data collected from Interim Assessments to our teachers with information needed to glean insights on whether instructional changes are necessary and/or targeted interventions are necessary to boost student proficiency. All core content courses, including ELA, Math, Science, Social

Page 58 of 120 u 1es, an porns , a eve rep w1 ave a 1 - nmes er an n -o - nmes er ssessmen a 1gne wi the TEKS and the STAAR assessment for that course. We will structure our testing calendar to allow these regular checkpoints approximately every six weeks, which will allow teachers to identify and implement intervention plans for students who need them in a timely manner. Additionally, the valuable testing results will also allow teachers to modify flexible groupings where necessary.

Students with Limited English Proficiency will also be assessed using the Texas English Language Proficiency Assessment System (TELPAS) in the four domains of reading, writing, speaking, and listening. This will be one of the ways that we will ensure our students' English comprehension is increasing. Our leadership team and teaching staff will analyze the assessment results to gauge how successful we have been in teaching the English Language Proficiency Standards (ELPS) and provide insights on any specific areas where we will need to improve our curriculum and instructional plan to best support our English Language Learners. Ensuring all students will receive the individualized support necessary to achieve high academic expectations, Reve Prep will employ daily Entry and Exit Tickets to confirm student comprehension of each daily lesson. During AM advisory, each student will take a brief quiz on a computer that includes two questions per content area, (e.g., ELA, Math, Social Studies/Science, Spanish). A data report will be immediately sent to each content teacher. The report will be organized in Red, Yellow, and Green categories based on the number of questions answered correctly by each student. Students in the Green category will have answered both questions for the corresponding content area correctly; students in the Yellow category will have responded correctly to one of the two questions; students in the Red category will have responded incorrectly to both questions. This data report will allow teachers to incorporate that information to organize small groups for the day's lesson. Groups will be dynamic and can change daily based on the cumulative information gathered by each teacher. Each daily lesson will begin with one of the questions from the Entry Ticket that will be reviewed and worked through with the entire class. In grades K-2, students will be in small groups of 10 or less and guided in taking a brief oral, written, or computer based quiz inside the classroom in the Technology corner which will have 1Ocomputers. Starting in third grade, we will have a one-to-one Chromebook program for each student. The DCI, in collaboration with teachers, will be responsible for creating the questions used in the Entry and Exit Tickets. During PM Advisory, each student will take an Exit ticket which includes two questions per content area; one of the questions will be the same question that was worked through with the entire class and on the Entry ticket. For each subject area, in addition to the initial repeated question, one question will be new to the student. This format will help to identify which students were able to grasp the daily lesson independent of the whole-class question and confirm student understanding of each concept. All Entry and Exit ticket data will be accessible to teachers, the School Director, DCI, and parents through a web-based portal and phone-based application. Families will have a choice between paper reports that need to be signed or online reports that require an electronic signature. All reports will be available in both English and Spanish.

We will use Socrative software to support our Entry and Exit ticket process. In addition to teachers and staff having immediate access to the results and data, we will also have the capability for parents and legal guardians to log in and review their student's academic performance daily. Once students reach third grade, they will be able to log in and see their own performance as they develop their own agency in their personal academic growth.

Reve Prep believes students who exhibit the characteristics of our core values of Respect, Excellence, Virtue, Enthusiasm, Determination, Understanding, and Preparedness will be further prepared to attain their academic and life goals. Our teachers will also evaluate how students exhibit these values daily, and will have a process for tracking and reporting students' character development to families daily for our K-2 students and weekly for our grade 3-8 students. Students will accumulate points based on their demonstration of the values that they will be able to exchange for culture-building incentives. We will use Class Dojo to track student behavior and have a platform that parents and students can easily access. Please see ATTACHMENT E2- Discipline Policy for more detail.

Page 59 of 120 NARRATIVE (2) - Provide a rationale for the use and applicability of the proposed assessment model(s).

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To fulfill our mission of educating every student to succeed in high school, college and beyond, the purposeful and strategic use of data will be critical to our success. As we expect our anticipated student population may be behind grade level when they enter our school, we need to take an aggressive and strategic approach to ensuring our students have all the academic support they need from day one. Our proposed assessment model is based on the belief that a "formative assessment is particularly effective for students who have not done well in school, thus narrowing the gap between low and high achievers while raising overall achievement" (http://www.fairtest.org/value-formative-assessment-pdf). A comprehensive approach to assessing our students' academic growth and their mastery of the TEKS-aligned curriculum will enable our faculty to adjust curriculum and instructional methods to ensure the rigor necessary for students to attain our goals, and will allow the academic team to provide personalized supports to students as soon as it is identified that they require additional supports to succeed. A proven approach seen in many high performing BES schools across the country, frequent assessments, both informal and formal, allow the academic team to better support all students and all learners in their academic growth.

Our selection of assessments is nationally normed and aligned with state standards. By using the NWEA MAP assessment for Reading, Math, and Language Arts, we will be able to compare our performance and growth to other schools across the country. Additionally, we will have a consistent measure starting in kindergarten that longitudinally provides assessment data for our students, to confirm we are achieving the growth expectations we have for all students. Finally, the NWEA MAP results will also aid as another data point to inform our instruction practices and identify specific areas we will need to support individual students academically.

We will align our Interim Assessments to STAAR and those results will inform our leadership team and teachers of the content that may need to be revisited before moving on to the next trimester of curriculum. Before the beginning of each school year, during our 3.5- week professional development, we will backward-map from the End-of-year STAAR assessment for each grade level to ensure we are progressing appropriately to have all students proficient or mastering all core content curriculum. The results from our Interim Assessments will enable our leadership team and teachers to proactively resolve any gaps in learning and decide whether it would be beneficial to offer Refresh Days to effectively teach any areas where students do not show a clear understanding. As mentioned in a previous section, Refresh Days are an opportunity to re-teach or "refresh" concepts that were taught earlier in the academic year. As each unit will build upon content taught in a previous lesson, new content is also continually being presented to students. Refresh Days will be used sparingly throughout the year and only when data show these sessions are necessary. End-of-year exams for all grade levels and STAAR exams in third through eighth grade will be used to confirm students are prepared to transition to the next grade level, and to fulfill state regulations. STAAR exams will allow our school to compare our progress compared to all Texas schools and identify opportunities to strengthen our curriculum and instruction based on our students' levels of proficiency. Specifically, our use of the STEP assessment is crucial to support our focus on literacy, especially in the early grades, K-2. For example, the use of daily Entry and Exit Tickets will allow teachers to form small groups based on each student's level of comprehension of the daily lesson. The daily Exit Ticket will confirm if that student's comprehension increased or not, and will allow the teacher to immediately support that student with the appropriate homework, academic intervention time, and/or one-on-one tutoring.

Reve Prep will be a very transparent organization in which parents and all legal guardians will understand and have access to assessment data for their student on a consistent basis. Furthermore, the board will also be presented a monthly dashboard of key assessment results that show growth across and within grade levels throughout the year, and all results presented will be in both aggregated and disaggregated forms across subgroups and class-based cohorts.

Page 60 of 120 .,a Open-Enrollment Charter Schools that are subsequently approved for multiple campuses after Year 1 11Ji1' must hold at least one public meeting within the geographic boundaries at least 1 year prior to opening any campus. See Letter of Special Assurances if proposing to open more than one campus. I. Public Meeting(s) Dates - dd/mm/yyyy/0:00 V. Location(s) of Meeting - facility name and address to include city and zip code. 10/21/2017/10:00 AM Hiram Clarke Multi-service Center 10/28/2017/10:00 AM 381 OW. Fuqua St, Houston, TX 77045 11/11/2017/11 :00 AM

II. Number of Attendees-# per meeting

10/21/2017-11 attendees 10/28/201 7-12 attendees 11 /11 /2017-14 attendees This section has a required Attachment A4- Community Efforts and Support

VI. Date that applicant began outreach efforts to ::======:::. promote each specific public meeting. Ill. Number of Attendees residing within: The Founding Team began outreach efforts on (a) FIVE miles of meeting(s) la October 8, 2017 to promote the October 21, 2017 (b) TEN miles of meetings(s) and the October 28, 2017 community meetings. We began outreach efforts for the November 11, (c) TWENTY (PLUS) miles of meeting(s) 2017 community meeting on November 1, 2017.

Applicants must prepare a Meeting Question IV. Board Member(s) in Attendance - by name Protocol for all public meetings. A question protocol is a document, script, or outline of topics, questions, Toscha Dickerson and/or solicited community input that will be Jean Ekwenibe explored in each meeting. An applicant should Erik Gomez carefully consider specific area(s) of stakeholder Kevin Kebede input that will help guide the final proposal. Sameer Soleja

NARRATIVE (1) - Discuss awareness outreach strategies that were taken prior to the meeting(s). Include: · (i) Board member input as to the specifics of outreach planning, protocols for meeting(s), and any community engagement; (ii) Selection process/rationale for all strategies used for community outreach/advertisement; and (iii) Considerations for any barriers to attendance (accommodation for working parents etc.)

NARRATIVE (2) - Provide a synopsis of the public meeting(s) held to discuss the proposed charter school plan. Include a summary of audience questions and any responses provided during the meeting.

NARRATIVE (3) - Explain any strategies that increased attendance at the meeting(s) or factors that contributed to lower attendance rates.

Page 61 of 120 NARRATIVE (1) - Discuss awareness outreach strategies that were taken prior to the meeting(s). Include: (i) Board member input as to the specifics of outreach planning, protocols for meeting(s), and any community engagement; (ii) Selection process/rationale for all strategies used for community outreach/advertisement; and (iii) Considerations for any barriers to attendance (accommodation for working parents etc.)

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The Reve Prep founding team, led by proposed School Director, Traci Thibodeaux, has taken a multitude of steps to reach out to the Houston community, specifically the Central southwest area which encompasses zip codes 77045, 77053, and 77085.

During our initial board meeting and weekly communications, the founding team, which will transition to the Founding Board of Directors upon charter authorization, reviewed an initial outreach strategy developed by the Lead Founder. After discussing the approach, board members made changes based on their direct knowledge of the community to strengthen the outreach approach. Board member Kevin Kebede had previous experience in community outreach from his work with his non-profit, Heads UP Houston. He suggested that the team reach out to HISD to gather student-specific data to inform a more strategic approach to contacting potential families during canvassing events. Mr. Kebede proceeded to contact HISD and was informed that information was not available based on privacy regulations.

The founding team decided to advertise all community meetings in The Houston Chronicle because it is the largest publication in the City of Houston. However, we believed that a majority of families with children in the age range of students that would be eligible for enrollment in Fall 2019, are millennials and therefore likely use social media heavily to learn about upcoming community events. As a result, we have implemented substantial online marketing through the school's Facebook page and emailed community meeting flyers to key community members, including large local churches. The Facebook posts also had links to Eventbrite RSVP forms that were optional for attendance, but informed the founding team in estimating meeting attendance. The team also connected with Families Empowered and was able to have all three community events marketed on the Families Empowered social media sites. Additionally, Families Empowered sent direct emails to all families registered with their organization that lived within a seven-mile radius of the targeted community. Lead Founder Traci Thibodeaux attended a District K community meeting on October 27, 2017 to share more about the proposed school to key community representatives. This event directly led to at least two individuals attending the October 28, 2017 community meeting.

The decision to canvass small businesses in the proposed neighborhood was determined because the Founding Team hopes to attract a majority, if not all, of our students from the 77045, 77053, and 77085 zip codes. A majority of founding team members have participated in at least one community meeting and other marketing activities. The Founding Team also distributed materials and met with business owners, multiple Head Start locations, and daycares in the targeted community.

Additionally, the proposed School Director and two founding team members, Erik Gomez and Kevin Kebede, shared school information with 56 families while managing our school information table and distributing marketing materials at a Families Empowered School Choice Fair on November 4, 2017. The founding team also used social media, specifically on the Families Empowered and Reve Prep Facebook pages, to share information and answer questions from interested families.

To allow a greater number of interested families to attend an informational meeting, the Founding Team held three meetings in the desired community. Meetings were held on Saturday mornings as the team believed this was the optimal time for families as it presented the least amount of barriers in terms of availability.

Page 62 of 120 NARRATIVE (2) - Provide a synopsis of the public meeting(s) held to discuss the proposed charter school plan. Include a summary of audience questions and any responses provided during the meeting.

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Reve Prep held three public meetings on Saturday, 10/21 /2017, Saturday, 10/28/2017, and Saturday, 11 /11/2017 at the Hiram Clarke Multi Service Center; located in the Central Southwest area of Houston. The Founding Team welcomed a total of 37 community members to our public meetings. A thorough description of the proposed school was presented by the Founding Team. The Founding Team also answered questions from the community summarized below.

The meeting agenda used for each community meeting is included is below. I. Welcome to Reve Preparatory Charter School Community Meeting II. Introduction by Founding Team and proposed School Director Ill. Meeting Agenda IV. School Mission V. Key School Design Elements i. Extended Instruction in Literacy and Math ii. Two-teacher Classrooms in K-2 iii. Spanish for All Students iv. Mind/Body Connection 1. Example of a Meditation Moment v. Strategic Character Development VI. Questions and Answers

During the meetings, attendees asked a good number of questions concerning several aspects of the proposed school. The attendees asked the following questions.

Where exactly will the school be located? We have not identified an exact facility or location at this point, but if approved, we are looking to find a facility within the 77045, 77053, or 77085 zip code areas. What will enrollment be in Year 1? We will enroll a total of 180 students in year one which includes 90 students in kindergarten and 90 students in first grade. Will parents be involved in selecting curriculum? No, although we will have family orientations and parent meetings to share key aspects about our curriculum and instruction to further support families to support their students, parents will not be involved in the curriculum selection process. Why don't you teach Mandarin instead of Spanish? Given that we expect our student population to include a significant number of students that live in homes where the language spoken in the home is Spanish, we purposefully selected Spanish to allow our native Spanish speaking students the opportunity to improve and master Spanish because we believe their ability to master Spanish will allow students to more quickly and efficiently learn English. What grades will be served in the first year? We clarified that if approved, we would be growing the school slowly starting with only kindergarten and first grade. We would then add one additional year each year going forward. Will transportation be offered? Our response was that this had not yet been determined since a specific facility had not been selected at this point. What is a charter school? We clarified that a charter school is an open enrollment public school that has more autonomy than a district school, but that autonomy also comes along with higher accountability to ensure our students are growing academically and achieving high academic success. Will the school be open enrollment and a free school? Will the school require a test to get in? We confirmed that Reve Prep will be an open enrollment, free public school and children will not be required to take a test to get accepted. We explained that if more students applied than available seats, a lottery would be held in March or April before the beginning of the school year. Will students be required to take the state test? We confirmed that as a public school in Texas, we are required to take the same required tests as district schools. Will students be required to wear uniforms? Yes, students will be required to wear uniforms like district school students. Will there be a 1-1 ratio of computers for each student? We answered by letting the audience know that in the initial two years there will not be a 1-1 ratio of computers for each student because of the expected

Page 63 of 120 s u en popu a ion e1ng 1n 1n ergo en roug secon gra e 1n e 1rs o years, e nee or a ratio is not existent with our instructional approach. We do plan to have at least 10 computers in each kindergarten, first, and second grade classrooms to facilitate our literacy rotations and computer based intervention applications students will use during advisory periods. However, as students grow older and the requirements of their coursework increases, we plan to have 1-1 computer ratio for our students beginning in Year 3 as students reach third grade.

NARRATIVE (3) - Explain any strategies that increased attendance at the meeting(s) or factors that contributed to lower attendance rates.

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Our initial community meeting was held on a Saturday morning at 10 AM on October 21, 2017. A total of 11 people attended the meeting. Our second meeting was on a Saturday morning at 10 AM on October 28, 2017. There was a total of 12 attendees. Our third meeting was on a Saturday morning at 11 AM on November 11, 2017 and 14 people attended. In total, we had 37 attendees at all three meetings.

The founding team and proposed School Director engaged in multiple outreach activities to build awareness prior to each meeting. The founding team used social media to communicate all community meetings. In addition, an Eventbrite RSVP form was shared on Facebook and used as a non-mandatory registration form to gauge interest in each meeting. All marketing materials were also created in both English and Spanish. Prior to the first meeting, the Founding Team and proposed School Director communicated meeting details electronically to key education contacts in the city.

Additionally, meeting details were shared by an email from Families Empowered to their database of families within a seven-mile radius of the targeted community. Prior to the first meeting, the email was sent on October 26, 2017, a Thursday afternoon. Families Empowered also highlighted the meeting on their social media page.

Prior to the second meeting, the Lead Founder attended the monthly Bridge the Divide City Council member meeting for District K, as well as shared informational materials and answered questions at multiple churches and small businesses in the community. The Lead Founder also visited three different Head Start programs in the targeted community and had the opportunity to leave informational flyers about the upcoming meeting. Additionally, the Lead Founder was invited to speak to a Parent Meeting scheduled for December 13, 2017. Families Empowered again assisted in helping to spread the word about the second community meeting and this time, our Lead Founder requested that they send the email communication a day earlier to families on a Wednesday prior to the Saturday meeting. The Founding Team also engaged churches in the community to help communicate the details of the community meeting through the church's social media channels.

While attending the Families Empowered School Fair on November 4, 2017, two Founding Board members, Erik Gomez and Kevin Kebede, and the Lead Founder met with 56 families and shared details about our proposed school. The Lead Founder and Founding Team members who attended the fair collected contact information and the team invited all of the families to the November 11, 2017 meeting. Finally, Founding Board Member Dr. Toscha Dickerson secured an invitation to the Synergy radio station to appear on the Beautifully Said Radio show on Friday, November 10, 2017 to share details about the upcoming community meeting. Overall, the community engagement activities allowed the founding team to directly share core details about the proposed school with over 92 families and have started to gain momentum as we continue to engage with families and community members in the Central Southwest area of Houston. The team was energized by the community interest in our proposed school design and the feedback from families reinforced the potential benefits that would be experienced by the students of our proposed school. Looking ahead, we have received an additional invitation to be a guest on the Synergy Radio station on December 1, 2017 during their Education focused content month. We have also started discussions to appear on the Good Day Houston television show in 2018, attend Houston School Choice Rally on January 27, 2018 and will continue to engage the community, with such events as a Community Breakfast event scheduled for winter 2018.

Page 64 of 120 I. Has the applicant identified a specific location for at least one campus in Year 1? Yes D No igi ONLY COMPLETE THIS PAGE IF .•. you indicated "yes" above that you have already chosen a facility (or facilities). This means that you know the physical address for at least one of the proposed campus(es) in Year 1. If you indicated • "no" above, proceed to the next page. ju. Physical Address of Location(s): ..______,

Ill. Does the applicant intend to lease or purchase property? Currently Own D LeaseD PurchaseD If leasing, is the applicant within the 2nd or 3rd degree of consanguinity or affinity to the lessor? Yes D No D

IV. The applicant will: Use the Existing Facility As-ls D Build a New Facility D Repurpose/Remodel the Existing Facility D

V. Has the building been issued a certificate of occupancy for educational use? Yes D No D

VI. What was the facility's last nature of use? VII. Will the facility share space with individuals/organizations in addition to the proposed charter school? Yes D No D If yes, detail the entity name, type, and frequency of use. I I

~ Prior to opening and serving students, all charter holders must 1IJI" provide the TEA with the Certificate of Occupancy with an "E" or Education rating for the facility. The certificate must be issued by the appropriate local authority.

NARRATIVE (1) - Describe the process used to identify and select the proposed facility.

Identify individuals/organizations that had a significant role in the selection and/or procurement process.

NARRATIVE (2) - Describe the facility and community and how they will be ideal for the proposed charter school's mission, vision, educational model, and scope of operation. If any, detail all construction and/or renovations that must take place before serving students.

Include all plans to ensure that the school facility will be compliant with the Americans with Disabilities Act (ADA).

NARRATIVE (3) - Detail the proposed acquisition process to account for any lease or purchase agreements.

Include projected acquisition timeline(s) and associate cost(s) and fee(s).

Page 65 of 120 I. Has the applicant identified a specific location for at least one campus in Year 1? Yes D

ONLY COMPLETE THIS PAGE IF ... you indicated "no" above that you have NOT chosen a facility (or facilities). This means that you do NOT know the physical address for at least one of the proposed campuses in Year 1. Only complete this page for any campuses that do not have a specific location.

II. Does the applicant intend to lease or purchase property? Lease [8]

The term "applicable scope Ill. Indicate the applicable scope of knowledge regarding a prospective • of knowledge" refers to the location: most specific geographic lzip Code Level I area that the appricant has Define specific scope below.. ie feeder pattern, district name etc. targeted for their first proposed campus. This can be defined as specific as a IZip codes 77045, 77053, and 77085. street or as broadly as a zip I code. This is NOT your proposed geographic boundary. This response is IV. Will the applicant contract with a Charter Support/Development only to determine the Company for facility build-out, modification, renovation etc. projected area that the Yes [8] No D if yes, who IThis is to be determined. applicant plans to open the I first campus. Prior to opening and serving students, all charter holders must provide the TEA with the Certificate of Occupancy with an "E" or Education rating for the facility. The certificate must be issued by the appropriate local authority.

NARRATIVE (1) - Describe the desired facility and community and how the facility will be suitable for the proposed charter school's mission, vision, educational model, and scope of operation.

NARRATIVE (2) - Describe the process for identifying and securing a facility. Including: (i) results from market research and analysis, (ii) plans for modification, building, and(or) renovation; (iii) time lines; (iv) financing; and (v) relevant individuals/organizations that will have a significant role in the selection and(or) procurement process.

Also, include all plans to ensure that the school facilities will be compliant with the Americans with Disabilities Act (ADA).

Page 66 of 120 NARRATIVE (1) - Describe the desired facility and community and how the facility will be suitable for the proposed charter school's mission, vision, educational model, and scope of operation.

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The desired community for Reve Prep is the area composed of zip codes 77045, 77053, and 77085, which includes the Central Southwest and Fort Bend/Houston super neighborhoods. The community is accessible by two major highways of Main (US 90) and Highway 288. The targeted community spans the Houston ISD zone and slightly overlaps the Fort Bend ISD area.

We desire to be in this community because data shows that nearly 403 of students living in the zone transfer out of the area to attend schools that are higher performing than those closest to them. We believe that establishing a high-performing K-8 school here is fundamental to increasing access to quality education and equity for children and families in this community. Additionally, after a multitude of conversations with current community members and responses to community surveys, we know that families are seeking higher-performing schools for their children. We also have had conversations with former community members who grew up in the community, but decided to move away once they became parents, in order to access high-quality school choices for their children. Quantitative data provided by Families Empowered also shows 151 students on the waitlist for kindergarten and first grade from the 2016-2017 school year, which is a conservative estimate given that not all families in the community are registered with Families Empowered. For these reasons, we believe there is a significant need in the community for a high-performing, college preparatory school. Our mission to educate the children in this community drives our search for a facility within this targeted area.

Our slow-growth enrollment model requires us to select an initial facility that will allow us the opportunity to grow into the space over the initial years of operation. In Year 1, we have estimated 36 square feet per student to calculate classroom dimensions and believe we will need a building with approximately 14,400 square feet (approximately 80 square feet per student), to have sufficient space to accommodate the school and a maximum of 180 students. As we add a grade level that includes 90 students each year thereafter, our space requirements will increase to 18,496 square feet in Year 2, and 28,576 square feet in Year 3 which includes 30 square feet per student per classroom in second grade and above. This specific estimate takes into consideration our educational model that is designed to have two teachers in each K-2 classroom. We will expand our space to 32,896 square feet in Year 4 and to 38,656 square feet in Year 5. In Year 1, we will look for space that offers at least six classrooms, a 1,000-square foot cafetorium/ gymnasium space for student physical activity, and minimal office space for the leadership team. In Year 3, we will add space for Art and Music classrooms and additional space for expanding the cafetorium/gymnasium space by 1,000 square feet.

Also, include all plans to ensure that the school facilities will be compliant with the Americans with Disabilities Act (ADA).

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The founding team has begun the process of strategically planning how we will identify and secure a facility. The team has begun conversations with Essex Commercial Properties (Essex), a real estate development firm in Houston. On behalf of Building Hope, a 501 (c) (3) organization that specifically works with charter schools to fund facility needs, Essex provides grants to fund technical real estate assistance for

Page 67 of 120 new an expan 1ng c ar er sc oo s. e ass1s once a ssex cou prov1 e un er a gran ai ore o meet the specific needs of Reve Prep could include real estate strategy, space programming and site identification. Building Hope would also be a key resource for turn-key development services, including financing and credit enhancement options. We have also initiated developing a relationship with JLL one of the largest commercial real estate firms in the country. JLL has experience working with new charter schools to locate facilities that can be leased and provide the space for slow-growth charter schools. Specifically, we have worked with Lesa French to gather initial market research and analysis for our targeted community.

The proposed school will be in the 77045, 77053, or 77085 zip code within the Central Southwest area of Houston, Texas. Initial market research analysis performed by Essex Commercial Properties showed that current pricing on similarly-sized facilities that would meet our needs is approximately $10 per square foot.

The founding team will aim to secure a building that needs minimal modifications or renovations, but we have budgeted reserves of $25,000 from our start-up year funding to pay for any necessary improvements to the facility. If any renovations are necessary to comply with the Americans with Disabilities Act, we will prioritize and complete those renovations before using the facility. Additionally, based on initial conversations, we believe we will be a leading candidate for credit enhancement support from Building Hope to strengthen our position to secure a lease with terms that reduce any financial burden on our budget, especially in Years 1-3. (Please see Letter of Support in ATTACHMENT A4.)

We plan to start our facility search officially in July 2018, following the approval of our charter application. We believe we will be able to secure a facility between November and December 2018 and complete any necessary renovations by July 2019. Our plan is to lease the building for the first five years with an option for renewal for an additional five years.

Founding team members Jessica Guobadia, an attorney with extensive contract and negotiations experience, and Traci Thibodeaux, proposed School Director, will be responsible for securing the school facilities and managing the procurement process for the facility. In addition, we will hire an attorney to assist and support our efforts to secure a facility and negotiate optimal lease terms.

Page 68 of 120 The term "neighborhood campus" refers to a campus where it is foreseeable that at least 503 of the • enrolled student body resides within five miles from the campus.

I. The first campus will be a neighborhood campus? ~Yes ONo II. If yes, what factors, experience, community outreach efforts rationalize (or will facilitate)this assumption?

In the targeted community, consisting of the zip codes 77045, 77053, and 77085, there is a great need for a high-quality K-8 school. Only one K-8 charter school exists within the targeted community. Insights gained from community engagement meetings have demonstrated the interest families have in a college preparatory charter school located within the community. Our partnership with Heads UP Houston will allow us to attend joint community events that will attract students and families in the community and enable us the opportunity to share more information about Reve Prep. Additionally, we look to also partner with S.T.R.E.S.S.O.U.T., a non-profit that focuses on educating and empowering women of all ages, to host a student recruitment event in the early Spring of 2018 .

• All references to "daily bus transportation" should reflect any transportation services (provided by the school) that will facilitate student pick-up and drop-off. See link for more information on funding.

Ill. Does the applicant intend to offer daily bus transportation to all students?

IV. If yes, what year will the service begin? Year D 1 D 2 D 3 D 4

V. Will the charter provide public transportation vouchers? Ex. public bus passes D Yes~ No

VI. If yes, what year will the service begin? Year D 1 D 2 D 3 D 4

VII. What is the total dollar amount budgeted for transportation?

~ Charter Schools ffi.!.fil provide transportation services to individual students, if included in their ,,, Individualized Education Program (IEP).

NARRATIVE: Describe any student transportation plans. If transportation will not be offered, articulate reasons that contributed to choosing not to offer such services.

At a minimum, outline transportation contingencies for students with Individualized Education Plans (IEP) that designate required transportation.

Page 69 of 120 NARRATIVE: Describe any student transportation plans. If transportation will not be offered, articulate reasons that contributed to choosing not to offer such services.

At a minimum, outline transportation contingencies for students with Individualized Education Plans (IEPJ that designate required transportation.

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Reve Prep will be located in the community from which we plan to recruit most of our students and does not plan on providing transportation in Year 1. We expect that all of our students will reside within a two- to three-mile radius of the school. Therefore, we believe that the need for families to provide their own transportation will not be critical to our ability to recruit students from our targeted community. As we increase enrollment and add grade levels, we will revisit the decision to not provide transportation and incorporate feedback from families as to whether or not transportation will be provided in Year 2 and beyond. In such case, we will explore supporting students with transportation options via discounted bus passes with the Houston Metro. We will look for a facility to be in an area that is also near a bus stop, which will ease access to the school for students and families. We will provide transportation for students with Individualized Education Plans that designate transportation is required in compliance with 34 CFR 300.34(c) (16) of the Individuals with Disabilities Act (IDEA) regulations. In alignment with a student's IEP, our School Director in Year 1 and our Operations Manager in Year 2 and beyond, will work to hire a vendor and/or services to accommodate any student in the transportation needs required to attend our school. The Board of Directors will continuously look to raise additional funds to build a contingency account to cover any unexpected expenses.

Page 70 of 120 ~ Open-Enrollment Charter Schools may not charge any fees associated with enrollment, admissions, llJI' and(or) tuition.

I. Admission Period: Include start date/end dates Nov 1, 20181 to

II. Date of Lottery (if needed): See link for more information on Federal Lottery Guidelines.

Ill. The applicant will allow admission of all students with a document history of misconduct. Yes ~

IV. Will the lottery process have exempted classes of students? Yes~ Choose all that apply

~ Returning Students

~ Siblings of Enrolled Students

~ Children of Founders & Staff

V. If there are exempted classes, what is the anticipated percentage of exempt students for Year 1? D

This section has a required Attachment El-Admission and Enrollment Policy

NARRATIVE (1) - Discuss plans and strategies to address the receipt of applications that exceed maximum enrollment.

NARRATIVE (2) - Briefly discuss all policies and procedures for the admission of students with documented history of any of the types of misconduct listed in TEC § 12.111 (a)(5)(A). If the school will allow admission of students with a documented history, include what documented history will be allowed (i.e. classroom teacher removals, suspensions, expulsions, or history of criminal offenses(s).) Please see Attachment E7-Admission and Enrollment Policy for specific instances of misconduct and PE/MS codes.

Page 71 of 120 NARRATIVE (1) - Discuss plans and strategies to address the receipt of applications that exceed maximum enrollment.

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Reve Prep will employ a very user-friendly and simple application for admission. The only required information will be student name, birthdate, and family contact person and information. The application will be available in both English and Spanish. Any student designations of Special needs, Limited English Proficiency and Gifted and Talented will not impact admission to Reve Prep. In accordance with Texas Education Code (TEC) § 12.111 (a)(6), our admissions and enrollment policy will not discriminate on the basis of sex, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the child would otherwise attend in accordance with this code. We will not be a school specializing in performing arts and will not require an applicant to audition for admission into Reve Prep, in alignment with Texas Education Code (TEC) § 12.1171.

Families will be invited to attend an application orientation during the winter prior to the fall opening. During this orientation, details pertaining to the application process and lottery will be clearly explained to families. Key deadlines and timelines will also be communicated to interested families. Families will not be required to attend the orientation to complete an application to the school.

For the academic year beginning in Fall 2019, we will have 90 seats available in kindergarten and 90 seats available in first grade. Based on our aggressive recruitment strategy and plan to continue to develop relationships with the three Head Start locations in the targeted community with total enrollment of over 250 students, we expect to have more applications that exceed our maximum enrollment.

We will explore partnering with Families Empowered and participate in their new online tool launched in November 2017, Apply Houston, which allows parents to use one application to apply to multiple charter schools. Currently, KIPP, Yes Prep, Promise Community Schools, A+ Unlimited Potential and Etoile Academy, all participate in the enrollment tool. (http://m.chron.com/news/education/article/New online-tool-streamlines-Houston-area-charter-12321368.php). Additionally, we will also explore contracting with School Mint to manage our enrollment and lottery process.

If we receive more applications than positions available in each grade level, Reve Prep will hold a lottery on or before April 1Oth. We will use an electronic lottery management system for all applicants from the primary boundary. Reve Prep will not have a secondary boundary, so we will have only one lottery per year if we have more applicants than available seats for each grade. The lottery system will give preference to siblings of enrolled students. Any students not initially selected in the lottery, will be placed on a waiting list for their respective grade level and will be invited based on ranking when new positions are available.

All kindergarten applications will be placed in a kindergarten lottery and all first-grade applications will be in a separate first grade lottery. The first 90 application numbers selected for kindergarten, will be admitted to Reve Prep. All application numbers selected after the first 90 application numbers will be placed on a waiting list in the order selected. Results of the lottery will be communicated to families within two weeks of the lottery and families will have two weeks from the date of notification to accept or decline the admission into Reve Prep. If no response is received by Reve Prep within two weeks, the admission will be rescinded and that student(s) will be placed on the end of the waiting list, with the seat then being offered to the first grade-level child on the waiting list.

In the situation where a student withdraws from Reve Prep, that available seat will be offered to the next student on the top of the waiting list. If any student who has withdrawn from the school decides to return to the school, that student will be required to complete a new application and be subject to the entire application process.

If a family decides to transfer their student to Reve Prep after the beginning of the school year, a student application will be required. If seats are available and there is no waiting list, that student will be

Page 72 of 120 ewar rng

Reve Prep will exempt several groups from the lottery. Returning students and siblings of enrolled students will be exempt from the lottery. Additionally, children of all staff will be exempt from the lottery. Children who are the only child of Founding Board members will also be exempt from the lottery. However, children of non-Founding Board members will not be exempt from the lottery. Founding Board members are defined as those members on the board as of the first day of the first year of the school opening in Fall 2019.

NARRATIVE (2) - Briefly discuss all policies and procedures for the admission of students with documented history of any of the types of misconduct listed in TEC § 12.111 (a)(S)(A).

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We will not discriminate against any students with documented history of any types of misconduct listed in TEC § l2.lll(a)(5). As outlined under and provided for within Subchapter A, Chapter 37, of the Texas Education Code, the Reve Preparatory Charter School Admission and Enrollment policy will not provide for the exclusion of a student who has a documented history of a criminal offense, a juvenile court adjudication, or discipline problems.

Page 73 of 120 I. Target number of hours dedicated to student recruitment per month? If any,

II. Person(s), positions(s), and/or entities that will be responsible for planning, implementing, and evaluating recruitment activities? Including educational or experience requirements. In Years 0-1, the School Director will have primary responsibility for the planning, implementing, and evaluating of recruitment activities. Once the Director of Curriculum and Instruction and Admin. Asst. are hired (during Year 0) they will support the School Director in recruitment activities. In Years 2-5, the Operations Manager and Dean of Students and Culture will share the responsibility of planning, implementing, and evaluating recruitment activities with oversight from the School Director.

Ill. What percentage of the budget will be used towards student recruitment in Year 1? 0.51

IV. Will recruitment efforts specifically target any of the following? Choose all that apply.

~ Low-Income Families D Other

D Gifted and Talented Students

D Students with Special Needs

D Students At-Risk

D Drop-Out Recovery

NARRATIVE (1) - Discuss recruitment strategies (with time lines) that will effectively reach the anticipated community. If the applicant has cited "charter school wait lists" among community need(s) above; provide specific reasoning to validate the belief that prospective parents will choose the proposed program over pre-existing charter operators.

Include roles and responsibilities for anyone involved in planning, implementation, and evaluation.

NARRATIVE (2) - Provide metric(s) that will determine effectiveness of recruitment strategies in Year Zero (Start-Up Period) and Year 1. Explain how the Board will adjust recruitment strategies if enrollment numbers are lower than expected.

Page 74 of 120 NARRATIVE (1) - Discuss recruitment strategies (with time lines) that will effectively reach the anticipated community. If the applicant has cited "charter school wait lists" among community need(s) above; provide specific reasoning to validate the belief that prospective parents will choose the proposed program over pre-existing charter operators.

Include roles and responsibilities for anyone involved in planning, implementation, and evaluation.

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Our focus on student recruitment will be paramount during our founding year. We plan on taking some expected steps to raise awareness, but also intend on going further in more innovative ways to gain interest in our program. We believe prospective parents will choose Reve Prep over pre-existing charter operators for several reasons: ( 1) Our mission and vision; (2) Our deep connection with the community; and (3) Our innovative and strategic approach to education. The population of Houston continues to grow and that drives the increased number of families searching for high-quality school options for their children. It also increases the competitive nature of gaining access to the few high-performing schools in the school district. This is proven by the over 25,000 students on waitlists for charter schools for the 2017-2018 school year in Houston (https:// www.familiesempowered.org/).

In the targeted community, consisting of the zip codes 77045, 77053, and 77085, there is a great need for a high-quality K-8 school. Only one K-8 charter school exists within the targeted community. Insights gained from community engagement meetings have demonstrated the interest families have is a college preparatory charter school located within the community. We have allocated $10,000 for student recruitment in Year Oand $7,500 in Year 1 to support a strong start in enrolling the targeted number of students into our program. We will conduct a multitude of events and activities to ensure we reach as many families in the community and greater Houston area to reach our enrollment goals in our first three years of operations. In addition to canvassing and community partnership events, we plan to invest in opportunities that will ensure we share with families how Reve Prep is a high quality, unique school choice and ensure prospective parents will choose Reve Prep over pre-existing charter schools.

Building Excellent Schools has over 20 years of experience of working with school founders. That wealth of knowledge provides the Reve Prep founding team with a multitude of best practices used to drive student recruitment during both the founding year and beyond. Key activities utilized with proven success with prior schools founded by BES Fellows include canvassing, community meetings, strategic online marketing, including social media, and developing purposeful community partnerships with organizations within the targeted community and in the greater Houston area. Our student recruitment approach will also include partnering with Heads UP Houston, an organization that works with children starting at four years old to participate in intramural sports such as basketball and soccer. Our partnership with Heads UP Houston will allow us to attend joint community events that will attract students and families in the community and enable us the opportunity to share more information about Reve Prep. Additionally, we look to also partner with S.T.R.E.S.S.O.U.T., a non-profit that focuses on educating and empowering women of all ages, to host a student recruitment event in the early Spring of 2018. (Please see Letters of Support in ATIACHMENT A4.) If authorized, in November 2018, we will partner with a community church or non-profit organization to conduct a food drive for local families. This is not only a philanthropic initiative that helps our targeted community, but a new opportunity to connect with the families with whom we hope to partner as we begin recruiting students. As we gather donations and disperse donations, we will have numerous opportunities to share information about our school and gather information from interested families. In a similar approach to our initial community meetings, beginning in January 2018, the founding team will continue to invite families and community members to small meetings that allow the Founding Team to share specific details about the proposed school and allow for questions from the attendees. These community meetings allow families to meet the founding team, and allow the community and families to develop a key understanding of the school so that they can be vocal advocates for the school in the community. As previously utilized prior to application submission, our founding team will maximize the ability to connect

Page 75 of 120 WI a roa er range o commurn y mem ers roug s ra eg1ca y mar e 1ng on 1ne. e w1 ave an established website that is updated with key information about our school and contact information to get more details as it relates to key timelines for the school. Beginning in January 2018, we will begin sending a monthly newsletter to share information and continue to spread the word about our proposed school. The monthly newsletter will continue through the founding year and launch of the school. We will also continue to utilize Facebook and social media to connect with families and share information about upcoming meetings and key deadlines as it relates to the application process. Additionally, the founding team and proposed School Director will work together to create marketing materials and advertisements in both English and Spanish. We will also publish notices in The Houston Chronicle and The Forward Times, a local Houston newspaper. We have also connected with staff at Great Day Houston, a local area daily television show, and hope to be guests on the show to share more about our proposed school. Additionally, we have begun to develop strong relationships with multiple churches, including Galilee Missionary Baptist Church, Hiram Clarke Missionary Baptist Church, and Brentwood Baptist Church, three Head Start locations, as noted above, and the West Orem YMCA located in the community. We will continue to build these types of relationships to have a thorough approach to support our student recruitment activities. (Please see Letters of Support in ATTACHMENT A4.)

In addition, we believe that the personal connection our Lead Founder and proposed School Director has with the targeted community will be a differentiating factor that validates our belief that prospective families will select Reve Preparatory Charter School over existing charter schools. The families and community members with whom we have met thus far are primarily interested in our education model and distinctive aspects such as our two-teacher model in K-2, Spanish instruction for all students K-8 every day, and incorporation of health and wellness in our daily instruction. However, there is substantial goodwill and positive reactions from prospective families and community members when they learn that Ms. Thibodeaux spent time growing up in the community and continues to have ties to the community through her adult life. The community recognizes that she has a unique perspective as a founder and leader as she personally knows the obstacles faced by students and families looking for a high-quality school option. Additionally, the limited number of charter schools existing in the targeted community restricts school choices, especially in the elementary grades, as families are less likely to send their younger children outside of the community for school. This is specifically true for English Language Learners where "about 33 percent...were enrolled in schools outside their zone" compared to "46 percent of native English speakers and former English language learners" who opted for school choice options (http:// www.houstonchronicle.com/news/education/article/English-language-learners-less-likely-to attend-12339572.php). We believe locating our facility within the community will actually give us preference with families as they would like to keep their K-5 students close to home.

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Ms. Thibodeaux was born and raised in Houston and currently lives in Houston. In addition to her strong network, she has established connections and partnerships with individuals and organizations across the city. She and all members of the Founding Board firmly believe that working with community leaders, families, and community organizations will increase the success of Reve Preparatory Charter School. Ms. Thibodeaux has devoted much of her time to outreach and building community partnerships, and she has established relationships with religious organizations in the neighborhood as well as community organizations. Additionally, the Founding Team has begun to cultivate a multitude of relationships with community organizations. Specifically, we have had initial conversations with the YMCA of Houston, Families Empowered, Brentwood Baptist Church, Galilee Missionary Baptist Church, Hiram Clarke Missionary Baptist Church, and Head Start centers in the targeted community. We have also initiated conversations with the Dean of Education at the University of Houston and representatives from City Council - District K. In the coming months, we plan to develop partnerships with the Houston Food Bank, SER Jobs for Progress, the Houston Children's Museum and additional key businesses and community organizations in the

Page 76 of 120 arge e communi y an grea er ous on area. e a so ave connec e w1 e oun er o e orwar Times, a black-owned newspaper, and believe we will also have to opportunity to communicate details about our school using this medium. We are also exploring partnering with Families Empowered to be a part of their Apply Houston common application for pre-K through 12th grade. Beginning in Fall 2017, over 50 charter schools within five charter networks are participating in the common application with the expectation of making it easier for families to access high-quality schools in Houston. Founding Board member Kevin Kebede is the CEO and President of Heads UP Houston (HUH), an organization that works to maximize the capacity of all people through all things, specifically working to bring intramural sporting opportunities to youth in the greater Houston area. Mr. Kebede has shared the intentions of HUH to develop a partnership with Reve Prep that will support student recruitment in the targeted community. Additionally, Founding Board member Toscha Dickerson is the Founder and CEO of S.T.R.E.S.S.O.U.T., a non-profit organization that specifically works to aid women in improving their lives through access to education and financial literacy. The organization has established connections with community businesses, many women and families in Houston. A significant portion of these women are also mothers, and based on qualitative feedback from Mrs. Dickerson, are very interested in learning more about school options for their children. We will develop a partnership with S.T.R.E.S.S.O.U.T. to host an event to engage with women in the community to share details about our proposed school. (Please see Letters of Support in ATIACHMENT A4.)

The metrics we will use to measure the effectiveness of our student recruitment in Year 0 and Year 1 will be: 1) Number of social media followers for our school page 2) Contact list of potential families in the targeted community 3) Letters of Intent received 4) Number of applications received 5) Number of family referrals 6) If applicable, number of students on the waiting list

We plan to gain support and interest by developing a monthly newsletter and strategically plan community events that will continue to foster relationships with families and key community members. In addition to speaking at monthly parent meetings at the Head Start centers, we will continue to partner with local daycare centers to hold events and informational meetings with parents and potential students. We will also leverage the extensive experience of Building Excellent Schools and other high performing charter schools to inform our student recruitment strategy. We believe our decision to implement a slow growth model will also work in our favor to the extent that we will seek a lesser number of students in Year 1 compared to enrolling all nine grade levels in Year 1. The dedication of the Founding Team and their extensive networks will also play a significant role in our success to recruit the optimal number of students in Year 0. We will also be actively recruiting active supporters that will help us in canvassing the community and spreading information about any key recruitment events we hold throughout Year 0 prior to start of classes in Fall 2019. Although we are optimistic in our ability to recruit students in Year 0 based on the need for a high-performing school in this community, we are also taking the prudent steps to have a plan to adjust our recruitment strategy, if necessary. We are currently allocating $10,000 in Year 0 for Student Recruitment/Marketing. If we have received applications for less than 503 of available seats in Year 1 by February 1, 2019, we will increase our marketing efforts on all media channels, including popular radio stations. Additionally, in February 2019, we will also regroup as a Founding Team to assess what activities are yielding the most applications from families and what recruitment activities have not been attempted. Based on the insights gleaned from this meeting, we will assess our Year 1 student enrollment projections and budget to ascertain if it is necessary to make any changes based on recruitment expectations. The Board will also be able to adjust their fundraising goals to further support recruitment strategies, if that will lead to increasing our marketing efforts and increasing student applications.

Page 77 of 120 I. Anticipated date for first day of school:

To receive full funding, a charter school must now offer 75,600 minutes of instruction (includes intermissions and recess) minus any minutes waived by the TEA in writing.

II. Total Number of Instructional Minutes in the School Year:

Ill. Start/Dismissal Times : IV. Number of Instructional Hours Per Day --provide per every applicable grade level. Indicate "NIA" in the appropriate box if the grade level will EE3 to not be offered.

Pre-K to EE3 4th Grade 8 10th Grade

K 7:45A I to 3:45P I PreK4 5th Grade 8 11th Grade K-5 7:45A I to 3:45P I Kindergarten 8 6th Grade 8 12th Grade 6-8 7:45A I to I3:45P I 1st Grade 8 7th Grade 8 9 -12 I to 2nd Grade 8 8th Grade 8

3rd Grade 8 9th Grade

NARRATIVE: Describe the schedule for the school day and week. Including how the proposed school week/day structure will help facilitate the applicant's vision and educational plan.

Page 78 of 120 NARRATIVE: Describe the schedule for the school day and week. Including how the proposed school week/day structure will help facilitate the applicant's vision and educational plan.

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Our decisions in creating our weekly and daily schedule are driven by our beliefs and mission to prepare all students for high school, college, and beyond. Reve Prep will welcome students to enter the building beginning at 7:15 AM Monday through Friday. Students will be able to eat breakfast in the cafeteria and/or read quietly. All students must be in their Advisory by 7:45 AM. The day will end with students in their Advisory with dismissal at 3:45 PM. Wednesday will be an early dismissal day to provide teachers with valuable professional development and collaboration time. School will dismiss at 1:30 PM on Wednesdays. We look to partner with the local area YMCA or a non-profit organization to provide after-school activities for our students.

Our daily schedule is strategically designed to allow for daily intervention for students, but also the opportunity to have an eight-hour day that includes literacy, math, Spanish and Art every day and social studies or science on alternating days of the week while in grades K-5, and social studies and science every day for grades 6-8.

Footnote: Once we have third grade, we will schedule 10 Saturday remediation sessions from 8 AM to 11 AM. After analyzing initial NWEA MAP results, specific students will be invited to attend, although attendance will not be required, it will be highly encouraged.

We will have an abbreviated day on Wednesdays to allow our staff the time and space to reflect on the week's successes and recalibrate solutions for any opportunities for growth experienced during the week. This two hours of weekly professional development for all teachers will also allow horizontal and vertical alignment discussions on how to best implement our curriculum to see the highest academic growth for our students. As detailed below, our daily instruction time on Wednesdays will provide 5 hours and 15 minutes of instruction for students, in addition to 45 minutes for community building and beyond the block awareness. Students will be free to leave the campus at 1:45 PM on Wednesdays, and we have begun to cultivate relationships with the community YMCA and community partners that can provide monitored activities for our students at an off-site location.

Aligned with one of our core beliefs in a strong teacher being the most important factor in a student's academic growth, our daily and weekly schedules will be organized to allow for weekly professional development to support our teachers.

Eventually, as we add the middle school, we will be able to manage separate weekly professional development sessions between K-5 and 6-8, but the schedule will allow time to overlap for any whole team building activities or vertical alignment meetings.

In grades 6-8, teachers will rotate to different classrooms.

Sample K-5 Calendar Monday, Tuesday, Thursday, Friday Schedule 7: 15 - Doors open to students/Breakfast available 7:45-8:15 -:-AM Advisory (30 minutes) 8: 15 - 9: 15 - ELA (Three 20-minute Literacy Rotations) (60 minutes) 9: 15-9:45 - Art/Step/Theatre or Spanish or Social Studies/Science (30 minutes) 9:45-10:00 - Morning Snack/Yoga Stretch 10:00-11 :00 - ELA (Guided Reading/Read Aloud/Writing) (60 minutes) 11 :00-11 :30 - Spanish or Art/Step/Theatre or Social Studies/Science (30 minutes) 11 :30-11 :50 - Lunch or Recess/Yoga or Health Ed (20 minutes) * 11:50-12:10 - Recess/Yoga or Health Ed or Lunch (20 minutes) * 12:10-12:30- Health Ed or Lunch or Recess/Yoga (20 minutes)* 12:30-1 :00 - Social Studies/Science or Spanish or Art/Step/Theatre (30 minutes) 1:00-3:00 - Mathematics (Includes 10-minute snack break) (110 minutes) 3:00-3:45 - PM Advisory/Intervention (45 minutes) 3:45 - Dismissal

Page 79 of 120 1u1eracy- 4 aays x 1:LU m1nu1es - 4ou m1nu1es Math - 4 days x 110 minutes = 440 minutes

*Kindergarten students will have at least 30 minutes of physical activity daily in accordance with TEC §28.002, (1). Recess/Yoga will be extended from 20 minutes to 30 minutes and Lunch will be extended from 20 minutes to 30 minutes. There will be no Health Education for kindergarten students.

Early Release Day (Wednesday) 7:15 - Doors open to students/Breakfast available 7:45-8:15 - AM Advisory (30 minutes) 8: 15 - 9: 15 - ELA (Three 20-minute Literacy Rotations) (60 minutes) 9:15-10:00- Mathematics (45 minutes) 10:00-10:15- Morning Snack/Yoga Stretch (15 minutes) 10:15-11 :00 - ELA (Guided Reading/Read Aloud/Writing) (45 minutes) 11 :00-11 :30 - Spanish Online Learning (30 minutes) 11 :30-11 :50 - Lunch or Recess/Yoga or Health Ed (20 minutes) * 11:50-12:10 - Recess/Yoga or Health Ed or Lunch (20 minutes) * 12: 10-12:30 - Health Ed or Lunch or Recess/Yoga (20 minutes) * 12:30-1 :15 - Beyond the Block Programming (45 minutes) 1: 15-1 :45 - PM Advisory (30 minutes) 1:45 - Early Dismissal 2:00-4:00 - Teacher Professional Development (120 minutes)

Literacy - 1 day x 105 minutes = 105 minutes Math - 1 day x 45 minutes = 45 minutes

*Kindergarten students will have at least 30 minutes of physical activity daily in accordance with TEC §28.002, (I). Recess/Yoga will be extended from 20 minutes to 30 minutes and Lunch will be extended from 20 minutes to 30 minutes. There will be no Health Education for kindergarten students.

Total Weekly Literacy minutes= 585 minutes Total Weekly Math minutes= 485 minutes

Sample 6-8 Schedule Monday, Tuesday, Thursday, Friday Schedule 7:15 - Doors open to students/Breakfast available 7:45-8:15-AM Advisory (30 minutes) 8:15- 9:15- ELA (Writing and Grammar) (60 minutes) 9:15-10:00-Art or Step or Theatre or Coding (45 minutes) 10:00-11 :00 - ELA (Reading Comprehension) (60 minutes) 11 :00-11 :45 - Spanish (45 minutes) 11 :45-12:30 - Lunch/PE/Yoga (45 minutes) 12:30-1 :15 - Social Studies (45 minutes) 1:15-2:15 - Mathematics (60 minutes) 2:15-3:00 - Science (45 minutes) 3:00-3:45 - PM Advisory/Intervention (45 minutes) 3:45 - Dismissal

Literacy - 4 days x 120 minutes = 480 minutes Math - 4 days x 60 minutes = 240 minutes

Early Release Day (Wednesday) 7:15- Doors open to students/Breakfast available 7:45-8: 15 - AM Advisory (30 minutes) 8:15- 9:15 - ELA (Writing and Grammar) (60 minutes) 9:15-10:00-Social Studies (45 minutes) 10:00-11 :00 - Math (60 minutes) 11 :00-11 :45 - Science (45 minutes) 11 :45-12:30 - Lunch/PE/Yoga (45 minutes) 12:30-1 :15 - Beyond the Block Programming (45 minutes) 1:15-1 :45 - PM Advisory/Intervention (30 minutes)

Page 80 of 120 1:40 - tany u1sm1ssai 1:45-3:45 - Teacher Professional Development (120 minutes)

Literacy - 1 day x 60 minutes = 60 minutes Math - 1 day x 60 minutes = 60 minutes

Total Weekly Literacy minutes= 540 minutes Total Weekly Math minutes= 300 minutes

We will have 184 instructional days each year, which equates to 9 additional school days compared to the surrounding school district. In K-5, all students will receive 585 minutes of literacy instruction and 485 minutes of mathematics instruction on a weekly basis. In grades 6-8, students will take will have additional time allocated to science and social studies to further prepare them for the rigor they will face in high school. There will continue to be an increased focus on literacy and math and students will receive 540 minutes of literacy instruction and 300 minutes of math instruction every week. Our daily, weekly and annual schedules are aligned with our mission to educate all students to succeed in high school, college, and beyond. We allocate additional time for literacy and math instruction to support our rigorous approach to academics. Our early dismissal once per week for professional development is a proven best practice that supports our teachers' growth in their instruction capabilities to ensure they have the necessary training and information to best support every student, every day. We have strategically scheduled four professional development data analysis days to review, analyze and glean insights from Interim Assessment results so that teachers and staff can actively implement teaching practices that provide the individualized supports needed for each student to achieve academic growth. Additionally, on early dismissal days, students will participate in our Beyond the Block programming. As previously discussed, our Beyond the Block program is purposeful in exposing our students to a variety of experiences outside of their neighborhood. Engaging with our international sister school through a Skype video call or presenting letters written to or by our sister school students is an example of how students will continue to develop their English literacy, support their learning Spanish, and build their presentation skills. Another example of our Beyond the Block program would include having a guest speaker that shares more about their professional career and clearly outlines how doing well in school and attending college allowed them to achieve their career goals. This mindful approach always stays rooted in reinforcing the college going mindset within our students and simultaneously giving them the information and supports to make that goal a reality. Our daily schedule also ensures teachers will have time to lesson plan and collaborate with other teachers to further support their preparedness for the day. We value instructional time for our students and in ensuring we maximize every minute, once students are in grades 6-8, teachers will transition to classrooms, instead of students transitioning from class to class. This model has been implemented in many high performing schools, including Excel Academy Charter Schools in Boston, MA. Our operations model will be strategically designed to ensure teachers have all the materials they need already present in their classroom at the beginning of each day. Every day will begin and end with an advisory period. This time will be allocated in a way that best supports each individual student, but could be utilized as dedicated time for one-on-one tutoring and intervention time for students that need additional academic support. This time can also be used for students to begin homework assignments, read their independent reading books or use computer programs for personalized learning that will support and challenge each student in the academic growth. Classroom teachers will have 60 minutes dedicated for planning every day, except for early dismissal days, where teachers will have two hours of professional development. This time will be utilized to analyze assessments, work on unit and lesson planning, prepare communications to parents, and plan instruction for upcoming lessons. On early dismissal Wednesdays, teachers will also periodically have time to collaborate with grade level teams and vertical planning teams from 2:00 PM to 4:00 PM. Staff will also have time to review student data as a team and collectively work to assess and identify areas for improvement. This time will also allow for formal debrief sessions between the school leadership team and teachers to review classroom observations and coaching feedback.

Page 81 of 120 .,a All teachers must be degreed. Special Education teachers, Bilingual teachers, and teachers of English 111"' as a second language must also be certified in the fields in which they are assigned to teach, as required in state and/or federal law. Paraprofessionals must be certified as required to meet state and/or federal law.

I. Will all teachers be state certified? Yes D No igi

II. Number of Certified Special Education Teachers anticipated in Year l

Ill. Number of Certified Bilingual/ESL Teachers anticipated in Year l

IV. Person(s), position(s), and/or entities that will fjJ The Superintendent must reside in the State of plan, implement, and evaluate recruitment Texas at the time of employment. activities. Including educational or experience V. Will teachers have scheduled planning periods? requirements. Yesigi NoD If yes, indicate daily, weekly time and duration permitted for instructional preparation. The School Director will plan, implement, and evaluate staff recruitment activities. The DCI will support the School Director with all activities. Daily - A total of 60 minutes.

Open - Enrollment Charter Schools may not compensate an individual in excess of the fair market value of the services rendered. The fair market value of the services rendered is based on the individual's education, experience, prior salary history, job duties actually performed, and what a typical person with similar skills, experience, and job duties would earn. See 19 Texas Administrative Code {TAC) 100.102 (c) (2)(8) (i)

NARRATIVE (1) Describe the process to be used to identify, recruit, and hire individuals with the expertise necessary to facilitate the school's mission and educational goals. Including teacher, administrative, and board level strategies where applicable.

(i) Include roles and responsibilities for anyone involved in planning, implementation, and evaluation of recruitment activities.

NARRATIVE (2) Discuss strategies to support unforeseen staff shortages.

Page 82 of 120 NARRATIVE (1) Describe the process to be used to identify, recruit, and hire individuals with the expertise necessary to facilitate the school's mission and educational goals. Including teacher, administrative, and board level strategies where applicable.

(i) Include roles and responsibilities for anyone involved in planning, implementation, and evaluation of recruitment activities.

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Our approach to talent acquisition is paramount to fulfilling our mission of educating kindergarten through eighth grade students for success in high school, college, and beyond. The proposed School Director, Traci Thibodeaux, will be keenly focused on implementing a thorough and aggressive search to identify the most qualified education professionals who also believe in our mission to educate every student, every day. Once optimal candidates are identified, Ms. Thibodeaux will use proven best practices, informed by the previous experiences of other BES schools, to recruit and eventually hire a team of mission-aligned educators. A fundamental step in successfully recruiting a strong staff will be to develop strong relationships with the schools of education at the University of Houston, Rice University, Texas Southern University, University of Texas and Prairie View A&M University, as these institutions will be critical in developing our new teacher pipeline. Ms. Thibodeaux has already had conversations with the Dean of the College of Education at the University of Houston to initiate this future partnership as a key relationship to support teacher recruitment. We have also begun to establish relationships with Teach For America staff and alumni, as that will be a key group to source for possible leadership positions at the school. We also plan to engage with Relay Graduate School of Education to identify high-capacity individuals aligned with our mission. To support our search for high-capacity staff and teachers, we have budgeted a starting salary that is competitive with the surrounding school district and have also budgeted $1,000 to for recruiting each full time equivalent in the start-up year and $500 for recruiting each full-time equivalent in the each of the next four years of operation. One way we intend to market our positions is by highlighting the opportunities for advancement as the school grows aggressively over the first five years. There will be opportunities for Lead Teachers to take on school leadership roles, and for Junior Teachers to take on Lead Teacher roles and beyond. Roles for advancement would include an Operations Manager; Dean of Students and Culture; Literacy, Math, and High School Specialists. If our school is authorized, the proposed School Director will begin recruiting teachers and staff on November 1, 2018 with the intent of hiring our first position, a Dean of Curriculum and Instruction (DCI), by February 1, 2019 in Year 0. Our hiring process will be rigorous, but will move expeditiously. The Lead Founder has begun to cultivate relationships with Teach For America staff in Houston and learn about the pipeline of potential candidates for the DCI position. Additionally, as a Broad Residency alumna, Ms. Thibodeaux has access to an extensive network of high-capacity individuals who are driven to increase educational equity in high-poverty communities. Our plan is to leverage that network, for potential candidates, as well as for referrals to possible candidates. A key element of our school design is our two-teacher model in our Lower Elementary Academy and the fact that our K-2 teachers will loop with their students, so a primary focus throughout our hiring process will be on teamwork and collaboration and ensuring we have the ability to assess this core requirement. Outreach and Marketing - We will be strategic in how and what channels we use in our talent acquisition process. We will start with a broad and strong push with local, city, and state learning institutions known for high-quality in education programs. We will use social media, primarily Linked In, to connect with interested prospective candidates locally and nationally. Our proposed School Director has an extensive education network, and in combination with the support from Building Excellent Schools (BES), we will be able to connect with a large of possible candidates. To support our staff recruitment, we will also launch a website that allows candidates to apply through the website. In Years 0-1, the School Director will be supported in this work by the recruitment team at BES as well as the DCI (once hired). In Year 2, an Operations Manager will be hired to support this work.

Resume Screening - All prospective candidates will be required to submit a resume and initial questionnaire that will help us assess each candidates' mission alignment. The School Director will begin evaluating resumes as soon as they are received, and once a DCI is hired in February 2019, the DCI will support the School Director in screening resumes and questionnaires. All candidates who are approved in

Page 83 of 120 1m1s pnase w111 oe 1nvnea ro me nexr srep OT me app11car1on process.

Video Call Screen/In-Person Screen - All candidates approved in the resume screening phase will be invited to have an in-person interview if they are a local candidate, or a video call screen if they are not a local candidate. Both types of screening will be conducted by the School Director, in partnership with the DCI once hired. This screening will focus on learning more about past professional experiences, teamwork abilities, and the candidates' level of comfort in receiving constructive feedback.

Reference Check - If a candidate is invited to move forward in the process, they will be required to submit four references. The School Director and/or DCI will conduct these reference checks by asking very strategic and mission-specific questions to gain a broader view of the candidate.

Intensive Interview/Teaching Demonstration Day- If the candidate passes the reference check phase, they will be invited to a two-phase interview and teaching demonstration day to be held on a Saturday; in Year 0, candidates will do a mock lesson for the School Director and DCI. Teacher candidates will be asked to submit a daily lesson plan, 24 hours before the second in-person interview. The initial phase of the interview day will be solo teaching demonstrations, through which the School Director and DCI will assess confidence, content expertise and classroom management skills. The candidates will then receive immediate feedback on the lesson, have time to reflect on the feedback, and then will be asked to re demonstrate the lesson again incorporating the feedback they just received. They will again be given in the-moment coaching and asked to re-teach certain aspects of the lesson. The second part of the day will be a group interview to assess how teachers collaborate with other teachers and teamwork skills.

Offer - The final step of our process will be to provide a written offer of employment to candidates who have exceeded expectations in the interview process. Before a written offer is extended, all Special Education and English as a Second Language teachers will be required to provide proof of certification and all offers will be contingent upon completion of required fingerprinting and background checks required by the Texas Education Agency. Additionally, we will clearly communicate to all candidates that all employees will be at-will, in accordance with state law.

The School Director will oversee this process with support from the DCI and eventually the Operations Manager in Year 2. In Year 5 and beyond, the Executive Director will lead this process with the support of the School Director, DCl(s) and Operations Manager(s). As we seek and receive feedback from candidates and employees on the hiring process, the leadership team will modify elements of the process as needed to ensure we are selecting the strongest and best candidates for our school.

NARRATIVE (2) Discuss strategies to support unforeseen staff shortages.

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We will implement a multitude of strategies as a proactive approach to mitigate any unforeseen staff shortages. When hiring staff, we will always assess an individual's ability to take on cross-functional duties and evaluate them for multiple areas of expertise and/or the ability and willingness to take on additional responsibilities. We will cultivate a flexible staff that is driven to succeed in our mission of educating all our students to be successful in high school, college, and beyond. Our initial strategy will be to leverage the strengths of our current staff (starting in Year 1) to take on multiple responsibilities while we maximize our recruiting efforts to manage any unforeseen staff shortages.

If we experience difficulties in hiring new staff, we will look for ways to strengthen our recruitment. For example, we will assess whether providing recruitment incentives to our current staff members would encourage referrals of potential highly-qualified and mission-aligned candidates to increase our teaching pipeline. In addition, if financially viable, we will also offer additional hiring incentives for new staff members. This would allow our staff recruitment to expand nationally and eliminate possible barriers such as the cost for highly qualified candidates to relocate to the Houston area.

Page 84 of 120 ~ The Public Education Information Management System [PEIMS] encompass all data requested and 11Ji1' received by TEA about public education; including student demographic and academic performance, personnel, financial, and organizational information. More importantly, open-enrollment charter schools receive their Foundational School Program (FSP) funds based on average student daily attendance, of which is collected, approved, and uploaded (submitted) directly by the charter school Superintendent. The role of PEIMS coordinator is one of the most important positions for the success (or) failure of charter school operations.

I. The proposed charter school will have a full-time PEIMS coordinator? Yesi:gi Noo

II. If yes, beginning in what year? 1 [gl 20 30 40 50

Ill. If no, cite individual organization positions that will facilitate all applicable duties that will be associated with PEIMS data collection and reporting.

IV. Starting Salary Range? A failure, on the part of the Charter School, to report accurate PEIMS 140,000-50,000 data can result in the recapture of FSP funds.

V. Educational and Experience Requirements for the PEIMS coordinator (or individual/organization/position that will perform PEIMS affiliated activities).

High School Diploma or GED is required. BA or BS is preferred. Must be highly proficient in Microsoft Office applications, particularly Microsoft Excel. Must understand mathematical concepts, such as probability and statistical inference. Must be able to apply concepts of basic algebra and geometry.

VI. Plans to provide training(s) for the PEIMS coordinator (or individual/organization/position that will perform PEIMS affiliated activities). Include timelines and budget cost in the response.

Based on our hiring process, we will prioritize candidates that have previous PEIMS experience. The School Director and Director of Curriculum and Instruction will provide preliminary training. The leadership team will also look to partner with other charter schools/networks or school districts to access PEIMS training sessions and workshops. The PEIMS coordinator will receive this training during summer professional development before the beginning of the school year. Costs to provide training are incorporated in the Staff Development estimate of $19,500 for all staff during the start-up year.

Page 85 of 120 I. Person(s), position(s), and/or entities that will plan, implement, analyze, report, and evaluate Professional Development activities. Include educational or experience requirements.

Proposed School Director Traci Thibodeaux will be primarily responsible for planning, implementing, analyzing, reporting, and evaluating professional development activities. She will be supported by the Director of Curriculum and Instruction (YO). Ms. Thibodeaux has 13 years of experience in both the corporate and education sectors. She also has a M.Ed. in Educational Leadership and Administration from the Broad Center. She is also receiving training from Building Excellent Schools (BES) in the highly selective BES Fellowship.

II. Will the applicant require any professional development prior to the start of the school year? Yes IZI No D If yes, briefly explain. In our first year, teacher orientation will be 3.5 weeks for all teachers. In subsequent years, new teachers will attend 3.5 weeks of professional development and returning teachers will attend 3 weeks of professional development.

Ill. How often will teachers be appraised? Teachers will be observed multiple times every week and given feedback on an ongoing basis. They will be formally assessed two times per year.

NARRATIVE (1) - Discuss all core components of the professional development plan and how these components will support effective implementation of the educational program. Include roles and responsibilities for anyone involved in planning, implementation, analysis, reporting, and evaluation of professional development activities.

NARRATIVE (2) - Explain how the school calendar, daily schedule, and staffing structure will help facilitate sufficient time to conduct, review, and provide guidance on professional development and growth.

Page 86 of 120 NARRATIVE (1) - Discuss all core components of the professional development plan and how these components will support effective implementation of the educational program. Include roles and responsibilities for anyone involved in planning, implementation, analysis, reporting, and evaluation of professional development activities.

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Reve Prep's professional development (PD) plan will focus on supporting our teachers and providing the resources to enable them to teach at a high level every day. Our PD is crucial to our ability to provide every student a strong teacher every day. Additionally, we believe setting our teachers up for success and providing actionable feedback for their growth will attract and enable us to retain the highest-performing teachers in Houston. We approach PD with a mindset that learning should never stops for anyone. We can always learn something new and improve upon who we are. This is the same mindset we intend to instill in our students, so it begins with us. In our first year, summer teacher orientation will be 3.5 weeks for all teachers. In subsequent years, new teachers will attend 3.5 weeks of training and returning teachers will attend 3 weeks. The School Director will facilitate most of the training, assisted by the DCI.

There are four core components to our professional development plan:

Mission and Vision - Every academic year will begin with thoughtful and strategic professional development in the summer for all teachers. This time will serve to align personal expectations of every teacher with our schoolwide goals and objectives for the school year. The Mission and Vision of Reve Prep are core elements that each staff member will need to believe in and embody in everything they do. A clear comprehension of our mission should guide all activity and inform every decision made as we focus on educating every student, every day and ensuring our students are prepared to excel in high school, college, and beyond. At the beginning of each PD session, the staff will recite our mission together as a team. There will be training to deep-dive into the mission and for staff to share out what the mission means to them and how they will actively work toward the mission every day. We will spend two days during orientation solely on mission and vision to signal how important it is in what we are working to achieve.

School Structures and Processes - Another key focus during annual orientation will be clear explanation of our school structures and processes. Additionally, we will provide training in all the areas identified as most needed as determined by the School Director and DCL after analysis of the school year and annual survey feedback from teachers. Once the team is aligned on why we do what we do, the next step is to understand how we will do this work. This includes reviewing expectations for arrival and departure to the school daily, dress code expectations for teachers and students, reviewing the student and employee code of conduct, etc.

Additionally, we will thoroughly explain how to conduct teacher feedback to students. Building our teachers' ability to reach every student, every day is our core focus. For example, teachers can expect both the DCI and proposed School Director to observe their classroom and share feedback daily. We will also have a system of recording teachers during instruction time and reviewing the video, giving feedback to each teacher every week. Teachers will also receive at least 60 minutes of real-time coaching from the proposed School Director or DCI every week. From the recruitment process, teachers will expect a culture of critical feedback provided in a way to help teachers grow and improve quickly.

During orientation, teachers will also have scheduled time to understand how to set up their classroom and the reasoning behind that design decision, before setting up their classroom. We will also detail our scheduling process, the annual calendar, and parent engagement expectations. Additionally, we could possibly visit a BES school, Compass Rose in San Antonio and schedule a time to walk staff through for first day of school. schedule every minute of every day. Finally, we will complete a review of technology and materials during this time. Review policies, ex. dress code for teachers and students, lesson planning, setting up classroom, role-playing, taxonomies, Cognitively Guided Instruction 101, and Guided Reading 101 .

Curriculum and Instruction - During orientation and throughout the year, our primary professional development focus will be on curriculum and instruction. During the school year, we will reserve five days for whole-group PD sessions to address any schoolwide areas for concern. These days will also be an opportunity for teachers to recalibrate and refocus on their instructional practices. We will also use these days to strengthen our school culture through team-building activities and mentor sessions. In addition, we

Page 87 of 120 w111 onng 1n moT1vaT1ona1 speaKers ana conrenr specmc eaucar1on experrs on cerrrnn aays ro snare additional perspectives with our teachers.

During the school year, every Wednesday the school will have early release to allow two hours of PD for teachers. This protected time of the day will allow for both horizontal and vertical grade level alignment. It will also give teachers an opportunity to share best practices and brainstorm solutions to any issues they may have encountered during their instruction time or with individual students. This PD time will initially be modeled by the proposed School Director and DCI, but will eventually be an opportunity for our Lead Teachers to take on more leadership opportunities and lead these meetings and report back to the DCI and proposed School Director.

During the school year, we will schedule at least four days to conduct deep dives into performance results from internal and external assessments. We will use reading-level trackers such as STEP and Fountas & Pinnell and will document data for every student in every classroom. Though we will have these trackers constantly displayed in our "Data Room" and reviewed on a weekly basis by the leadership team, all teachers will be able to see and know where their students stand throughout the year. We want to maximize the data analysis days to reset and continue to push the team to achieve the highest expectations for all students. Additionally, as a team, we will thin-slice the data to glean any insights that will inform our curriculum and instruction decisions and identify students who may need more aggressive supports or opportunities for acceleration.

Each teacher will have a personal development plan and have two formal reviews each year. Each formal review will be scheduled in advance and each teacher will be required to complete a self-evaluation report that also includes key strengths and opportunities for growth. Additionally, each teacher will have an opportunity to identify any areas that they wish to receive professional development. The leadership team, will conduct these reviews and gather feedback from the team, in addition to sharing key areas of strength and key areas of development. Informally, teachers will receive coaching and classroom visit feedback weekly by either the School Director or the DCI. Teachers will be supported with individual professional development opportunities in areas where they have room to grow or improve based on class observations and staff feedback.

Community and Parent Engagement - Weekly communication expectations and role play of parent meetings will be two key areas in which teachers and staff will receive training. Our relationships with parents, legal guardians and community members will need to be strong as we all focus on ensuring our students have all the support they need to succeed academically. We will design a thorough communications plan that provides examples of the high expectations we set for all Reve Prep staff interaction and communication with students and their families. Training will include how to manage the first parent meeting, phone calls with parents, written communication on report cards, and how to engage with families at organized school events. In professional development before the school year and throughout the school year, teachers and staff will receive clear training on the high expectations we have for parent engagement. The School Director and the DCI will lead these sessions for the rest of the school staff.

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Our daily, weekly, and annual schedules are aligned with our mission to educate all our students to succeed in high school, college, and beyond. We allocate additional time for literacy and math instruction to support our rigorous approach to academics. Our early dismissal once per week for professional development is a proven best practice that supports our teachers' growth in their instructional capabilities to ensure they have all the necessary training and information to best support every student, every day. Additionally, we have strategically scheduled four professional development data analysis days to review, analyze and glean insights from assessment results so that teachers and staff can implement teaching practices that provide the individualized supports needed for each student to achieve academic growth.

Page 88 of 120 ur at y sc e u e ensures eac ers w1 ave 1me o pan essons an co a ora e w1 further support their preparedness for the day. Our staffing structure allows multiple leadership and advancement opportunities for our staff. In each grade level, the will be a grade level Lead Teacher who will be responsible for organizing horizontal team meetings and collaborating with other grade-level leaders to organize and manage vertical alignment meetings. Specifically, in kindergarten through second grade, our two-teacher model per classroom allows a more experienced teacher to serve as a mentor to a less experienced teacher and provide additional professional development to that Junior Teacher. Additionally, the opportunity for the more experienced teacher to lead the classroom dynamics gives them practice in developing their leadership skills if they want to advance into higher responsibility at the school. As seen in our Organization Chart, additional roles will be added to the leadership team which we hope will be filled by existing staff, but will be open to the best internal or external candidates.

Page 89 of 120 11. Number of Board Members:

Family members who are II. Number of Board Members Domiciled in Texas: 11 • related within the third degree of consanguinity or third degree of affinity are prohibited from serving together on a charter school board. In Ill. Number of Board Members with Prior Charter Experience: I ol addition, no family member within the third degree of consanguinity or third degree of affinity of any charter holder IV. Do any current board members intend to apply for an employed board member, charter school board position with the charter? Yes D No [gl member, or school officer shall receive If yes, briefly explain. compensation in any form from the charter school, charter holder, or any management company that operates the charter school unless exempted by TEC 12.1054 (a)(l).

V. How often will the Superintendent report to the Board? Choose all that apply.

Weekly D Bi-Weekly D Monthly [gl Quarterly D Annually D

VI. How often will the Board review financial reporting data? Choose all that apply.

Weekly D Bi-Weekly D Monthly [gl Quarterly [gl Annually [gl

VII. The sponsoring entity is a current grantee/sub-grantee of a state and(or) federal grant. Yes D No [gl

VIII. The sponsoring entity has been investigated for grant mismanagement within the past 5 years. YesD No[gj

IV. The sponsoring entity will implement TEA's Lone Star Governance- Self Evaluation Tool? Yes [gl No D

Research demonstrates that level(s) of diversity among School Boards is a significant contributor to success and the viability of school governance and operations. Data suggests that diversity should be contextualized across multiple domains including, but not limited to: Age, Experience, Gender, Race, and Sex.

NARRATIVE (1) - Describe the governance system of the proposed school, including (but not limited to) the primary roles of the governing board, it's relationship with the superintendent and policies that reinforce goals/expectations that will accomplish the mission and vision. Response must align with Superintendent Performance Evaluation as discussed in the Governance-Superintendent narratives.

NARRATIVE (2) - Discuss the system/tools/metrics that will be used to assess Board effectiveness. You must include: (a) Self Evaluation (b} Training (c) School Involvement

Page 90 of 120 NARRATIVE (1) - Describe the governance system of the proposed school, including (but not limited to) the primary roles of the governing board, it's relationship with the superintendent, and policies that reinforce goals/expectations that will accomplish the mission and vision. Response must align with Superintendent Performance Evaluation as discussed in the Governance-Superintendent narratives.

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PLEASE NOTE - The governance structure of the Founding Team is derived from the 20 years of Building Excellent Schools' experience and success in developing and training Founding Teams and Governing Boards for urban charter schools nationwide. The plans described in this section are based on the design and training provided by BES to Traci Thibodeaux as part of her BES Fellowship. Thus, similarity in language and plans described in other charter applications submitted by BES Fellows is by design and authorized by BES. The eight-member founding team of Reve Preparatory Charter School consists of Lead Founder, Traci Thibodeaux, three Board members of the sponsoring entity (Reve Preparatory, Inc.), and an additional four Board members. This team came together in September 2017 and all are local Houston-area residents. After a comprehensive search process, Founding Board members were selected using criteria informed by the experience of staff members at Building Excellent Schools. Board Selection Criteria 1) Areas of expertise 2) Mission alignment 3) Proven ability to work as a team 4) Connections to the community 5) Ability to give the time and energy required to be a Founding Team member of an accountable governing body

(Please see ATIACHMENT G4- Board member Biographical Affidavit Form for more information.) A quick outline and description of Board members is below. 1. Alexandra Arroyo, Director- Talent Development, YES Prep Public Schools 2. Dr. Toscha Dickerson, PhD, Global Commodity Lead, Honeywell 3. Dr. Jean Ekwenibe, MD, Cardiologist, AdvaCardio, PLLC 4. Erik Gomez, Strategy & Corporate Development Director, RigNet 5. Jessica Guobadia, JD, Attorney, Law Office of Jessica L. Guobadia, PLLC 6. Kevin Kebede, President and CEO, Heads UP Houston 7. Sameer Soleja, Founder and CEO, Molecule Software

Three of the Board members, Toscha Dickerson, Erik Gomez, and Kevin Kebede, have direct or indirect board service experience in some capacity. Alexandra Arroyo brings education and talent development experience to the Board. Ms. Arroyo serves as the Director of Talent Development for YES Prep Public Schools and has over a decade of experience in education in roles such as Dean of Instruction and Director of Academics. In addition to overseeing talent development, Ms. Arroyo leads diversity initiatives at YES Prep. She has a Master's in Educational Psychology from the University of Houston and a Bachelor of Arts in Psychology from the University of Miami. In previous roles, Ms. Arroyo developed and implemented a differentiated onboarding and development program for new and experienced teachers, and her broad expertise will strengthen the Board of Directors. Dr. Toscha L. Dickerson is a Global Commodity Lead at Honeywell and the Founder and President of S.T.R.E.S.S.O.U.T., a non-profit organization in Houston. Dr. Dickerson is also an Adjunct Professor at Liberty University where she teaches and inspires students to reach their highest potential. She brings experience working with a board for her non-profit organization, and a background in consulting, project management, leadership, and business services. Dr. Dickerson has a Master's in Public Administration from Southern University and a Doctorate in Business Administration from Capella University, and obtained her Bachelor of Science in Computer and Information Systems from Grambling State University. Dr. Dickerson's procurement experience and connection to community members will be a major asset to the Board of Directors. Dr. Jean Ekwenibe, MD, FACC is a non-invasive cardiologist at AdvaCardio, PLLC. Previously, Dr. Ekwenibe was a member of the medical faculty at UT Health as a Clinical Assistant Professor after completing her fellowship. She received teaching awards from the cardiology fellows-in-training each year she served on faculty and remains passionate about educating her patients. Dr. Ekwenibe is a graduate of UT

Page 91 of 120 :>oumwesrern Mea1crn .:>cnoo1 ana comp1erea ner residency 1n 1mernrn mernc1ne ana te11owsh1p 1n cardiology at the University of Texas Health Science Center in Houston. In addition to her health and wellness expertise, Dr. Ekwenibe brings to the Board of Directors a commitment to empowering underserved communities and passion for supporting children with a high-quality education to ensure they are on a path to and through college. Erik Gomez is Corporate Development Manager at Rig Net, a global Houston-based technology and telecommunications company. Working closely with the CEO and Board of Directors of the NASDAQ-listed company, Mr. Gomez oversees all mergers, acquisitions, and corporate investment activity. With 2017 investments totaling over $40 million, he manages a department budget of over $3 million. Mr. Gomez holds an MBA in Finance and Strategy from the Ross School of Business at the University of Michigan, and a Bachelor of Business Administration in Finance from the University of Houston. Mr. Gomez's experience in corporate development, finance, and strategy will bring key expertise to the Board of Directors. Jessica Guobadia is managing member and attorney at the Law Office of Jessica L. Guobadia, PLLC. Ms. Guobadia brings legal experience, including contract drafting, negotiation, and business law experience to the Board. Ms. Guobadia has a Juris Doctorate from Loyola Law School in Los Angeles and Bachelor of Arts in Economics from Boston College. She has experience serving underserved populations, including youths, in many capacities. Ms. Guobadia brings a deep commitment to ensuring quality education for all children to her service on the Board at Directors. Kevin Kebede is the President and CEO of Heads UP Houston, a community organization with a mission to maximize the capacity of all people through all things. Mr. Kebede has experience as an executive director in the non-profit sector in urban, suburban, and international communities. He also has extensive experience as a Board member of the West Houston Hospital District, International Management District, Association of YMCA Professionals, and Alief Super Neighborhood. With a Bachelor of Business Administration from the University of Houston, Mr. Kebede will bring significant expertise in leadership development, program creation and evaluation, fiscal stewardship, and civic engagement/philanthropy, all of which are critical assets to the Board of Directors. Sameer Soleja is the CEO of Molecule Software, a financial technology startup in Houston. Previously, Mr. Soleja worked as a Senior Manager in the Energy and Commodities practice at SunGard Consulting, helping customers around the United States build and implement trading systems. Mr. Soleja holds an MBA and Master of Public Administration from the University of Michigan, and a Bachelor of Business Administration from the University of Texas at Austin. Mr. Soleja's experience in startup finance, fundraising, and operations will be valuable to the Board of Directors. Responsibilities of the Founding Board • Assist with the writing and review of the charter application • Assist in the design of business/facilities plans to prepare for sound fiscal health • Help to cultivate community support and galvanize a network of strategic partnerships • Develop and perpetuate the Board to govern the school and be accountable for its success Performance Expectations of Individual Founding Board Members • Advocate for the mission and vision of Reve Preparatory Charter School • Capitalize on personal and professional networks for the school's financial and organizational benefit • Use individual expertise for the benefit of Reve Preparatory Charter School • Support the decisions made by the Founding Board as a whole • Commit 10 hours monthly to school-related work, including meetings/phone calls/emails • Represent Reve Preparatory Charter School at applicant interviews conducted by the authorizer • Participate in day-long board training provided by the Lead Founder and BES • Disclose any potential conflicts of interest to the Lead Founder and the rest of the Founding Board • Support final completion of the charter application as requested by the Lead Founder If granted a charter, the founding team, except for Traci Thibodeaux, will transition into a governing Board of Directors. At that point, they will formally review the qualifications and requirements for the School Director and hire the person who best meets the needs of Reve Preparatory Charter School. Governing Board of Directors Should Reve Preparatory Charter School be granted a charter, the Board of Directors will govern the school and ensure that the terms of the charter are met. The Board of Directors will include 7 to 15 members with an odd number maintained for voting purposes. The Board will hold Reve Preparatory Charter School's charter and will ensure that the school's mission and vision are faithfully carried out. The Board will oversee the financial viability of the organization and adherence to the terms of the charter. All members of the Founding Team, except for Ms. Traci Thibodeaux who is the proposed School Director, will transition onto membership on the inaugural Governing Board. Any additional members will be selected using similar criteria outlined above and in accordance with our Bylaws. They will be local Houston professionals with a variety of expertise including finance, fundraising, education, technology, marketing, and/or facilities. The Board will recruit new board members from their networks. Any new Board member

Page 92 of 120 musT receive a maiomy OT voTes TO oe 1nvnea TO JOln 111e ooara. vvnn a vaneTy OT oacKgrounds, community connections, and deep commitment to our school mission, the Board will ensure that Reve Preparatory Charter School has the qualified individuals necessary to govern the school effectively and ensure we fulfill our mission. The Governing Board will follow all requirements of the Texas Open Meetings Act, including all requirements for public notice, access, and reporting. In Year 0, the Board will meet in a location near the targeted community. If space allows, in Year 1 and beyond, the Board will meet in the school facility. The Board will meet once per month for a minimum of 90 minutes each session, and will allow public comment during each session. The Governing Board will keep minutes of each meeting and will make these available to the public in accordance with open-meeting requirements. The School Director (Executive Director in Year 5) will provide financial and academic reports to the Board at each of these meetings, to ensure the Board is always informed and equipped to conduct fiduciary oversight of the school. The School Director's monthly academic reports to the Board will include updates on school activities as well as assessment results. The Governing Board will comply with 19 TAC § l 00.1113 and Texas Government Code § 573.021-573.025 relating to Relationships by Consanguinity or Affinity. The primary purpose of the Governing Board is to provide organizational oversight and accountability for academic results, financial health, and regulatory compliance, and to evaluate the work of the School Director (Executive Director in Year 5). The Board will delegate day-to-day management of the school to the School Director/Executive Director while retaining the responsibility to evaluate the results of the leader and the organization annually. The Board will set compensation, hire, oversee, and evaluate the School Director/Executive Director. The School Director in Years 0-4 and then the Executive Director starting in Year 5 will be the only staff member who will report directly to the Board. The School Director will hire and evaluate all school staff and will be held accountable by the Governing Board for leading the school to achieve academic, organizational, and financial success. The Board will ensure that Reve Preparatory Charter School fulfills on its mission to equip all students with the academic and character foundation necessary to succeed in high school, graduate from college, and pursue ambitious life goals. The Board will ensure that the school adheres to the charter, is fiscally responsible, and that it complies with all applicable local, state, and federal laws. Governance policies at Reve Preparatory Charter School will be designed to clearly outline responsibilities and to set standards to measure performance and ensure accountability. We will create a Board of Directors Manual, which will be approved by the Board and will include, but not limited to all Board policies, to clearly guide the Board's activities and efforts. This manual will be based on the work of Brian Carpenter and his experience-based recommendations on effective charter school board governance in Charter School Board University (Carpenter, 2009). The manual will include a school overview (mission and goals), the Bylaws and Articles of Incorporation, the Charter Contract, a list of current Board members, a list of committees with objectives for each, Board policies and procedures, school information (educational and organizational), an operating plan and strategic plan for the school, and any recent reports (financial, administrative, and programmatic). The manual will be developed collaboratively by the School Director and the Governing Board after the charter is awarded, using Charter School Board University and resources from Building Excellent Schools as models for best practices. The manual will clearly outline and differentiate the roles and responsibilities of the Governing Board and School Director and ensure the focus of the Board is governing (evaluating and oversight) while the focus of the School Director is management. The manual will be an integral part of orienting new Board members and the School Director/Executive Director. Governing Board Composition, Terms, and Committee Structure The Board of Directors at Reve Prep will meet the qualifications criteria below. Qualifications of Founding Board Members • Belief in charter schools and in the mission of Reve Preparatory Charter School • Belief that all children can achieve academic excellence • Availability to further the vision of Reve Preparatory Charter School • Expertise in law, real estate, financial management, governance, marketing, fundraising, advocacy, community organizing/outreach, education, or strategic planning • Personal experience with entrepreneurship and/or working on diverse teams • Willingness to use personal and professional networks on behalf of the school • Willingness to serve on one or more Board committees and contribute the time and energy needed to follow through on all tasks to govern the school effectively Members of the founding Board of Directors, established upon authorization, will transition directly from the Founding Team and initial members will serve staggered terms to ensure continuity over time. Approximately half of the Board will serve two-year terms and the remaining members will initially serve a

Page 93 of 120 mree-year Term. r-011ow1ng mis, new memoers T1111ng exp1nng terms w111 serve mree-year Terms. 1ms srrucTure will create stability for the Governing Board and the overall organization while also allowing for new members over time. The Board will include four elected positions (outlined below) to meet organizational needs. New officers may be created at any Board of Directors' meeting. The Chair of the Board of Directors will • Preside over all meetings of the Board of Directors and other meetings as necessary • Coordinate with the School Director, other Board officers, and Committee chairs to develop the agendas for Board meetings • Disseminate important information to other Board members • Review organizational efficacy and set organizational priorities for the future • Appoint Committee chairs • Monitor the effectiveness of the Board's governing processes and address any deficits The Vice-Chair will serve in the capacity of the Chair in the event of his/her absence. The Treasurer (entrusted with financial responsibilities) will • Serve as the chair of the Finance Committee • Ensure the school complies with authorizer/state/federal/other statutory reporting requirements • Work with the Board Chair and School Director to ensure financial records are current and accurate • Vet and recommend an external auditor to the Board for the annual financial audit • Work with the school's administration to ensure that complete financial records are available if requested by auditors, the authorizer, or other entitled parties • Review monthly financial statements prepared by the school's administration • Ensure that required financial reports are prepared accurately and in a timely manner • Report to the full Board regularly to ensure that the Board fully understands the financial health of the organization • Co-sign any purchases exceeding $10,000 for the school The Secretary as the chief record keeper will • Certify and keep both a hard copy and an electronic copy of up-to-date bylaws • Record official minutes of all meetings. Minutes shall record the location, start and end times of the meeting, whether regular or special, how called, how notice was given, the names of those present or represented at the meeting, and the proceedings thereof • Keep copies of agendas and minutes of all meetings and committees and ensure these documents are available at the school's main office and posted on the school's website • Maintain all Board records and ensure timely public posting of all meeting notices, agendas, and minutes as required by the Texas Open Meetings Act Committee Structure Reve Preparatory Charter School will use a proven committee structure influenced by Carpenter's Charter School Board University and the experience of Building Excellent Schools. This committee structure is currently in use at many high-performing BES schools. The initial committees will include a Governance Committee, Academic Committee, Finance Committee, and Facilities Committee. Each Board member will serve on at least one committee in accordance with their expertise and interests. Tasks will be delegated to committees that will in turn make recommendations to the full Governing Board. The full Board will then engage in any necessary discussion and/or voting. At any time, the Board may decide to add a committee to enhance the operations of the Governing Board. Committees will work closely with the School Director, other Board members, and any outside organizations necessary to achieve their goals. Board Operation and Development The Board will review Reve Preparatory Charter School's finances, academics, and operations at monthly meetings with updates from the committees and the School Director. They will also consider and adopt policies and respond to requests and/or concerns from the larger school community. The Board may not vote unless a quorum of the members is present. A majority vote of those present will constitute an action by the Board. When establishing the need for a new policy, the Board will follow this decision-making process: • Board discusses need for new policy, • Board designates responsibility for drafting new policy, •School Director (most typically) drafts new policy for Board's consideration and review, • Board reviews and approves new policy. The continued development of the Board is crucial to the success of the organization. The Board will invest both time and resources in building a well-trained, effective governing body. The Board will participate in annual retreats to review the school's performance and create strategic plans. The Board will complete an annual self-evaluation to identify any areas of weakness or concern and will create and implement a development plan to address such areas. The Board will benefit from the Follow On Support available to Lead Founder Traci Thibodeaux and the Governing Board from Building Excellent Schools. The Director of

Page 94 of 120 oar overnance a w1 supper e oar 1n rans1 1on1ng rom a oun 1ng earn o a overn1ng Board and will continue to support it in the first three years of operation. BES brings years of experience with Board development and charter school boards and will support the Board in their training and evaluations, and help the Board understand their duties of governance, regulatory responsibilities, and how to implement accountability tools. BES support will help ensure that the Board is most effectively engaged in governing and evaluating the school and providing sound oversight at all times. The Board will work with any additional consultants for training and development as needed and determined by the Board. The standing Governance Committee will be responsible for identifying potential new members, presenting them to the full Board for consideration, and onboarding all new members. Though the Governance Committee will lead this process, the entire Board will use their respective networks to identify potential new members. The Governance Committee, made up of at least three Board members including the Board Chair, will ensure that new members are oriented to the Board's work, understand all policies and procedures, and contribute effectively to governance and oversight responsibilities. The Governance Committee will recruit potential new members with the ability and commitment to benefit the organization, who are aligned with the school mission, and who bring important skills and expertise to the Board.

NARRATIVE (2) - Discuss the Board's plan to assess Board effectiveness. You must include: (a) Self Evaluation (b] Training (c) School Involvement

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The Board of Directors will maintain a clear focus on improving outcomes for the students of Reve Prep, ensuring the school's viability and sustainability, and fulfillment of all legal obligations. The Board will have a clear process, timeline, and tools to assess its effectiveness. Informed by Charter School Board University, in addition to the Board Governance team at BES, the Board will proactively undergo training to support and govern Reve Prep most effectively. The Board will implement annual formative self-evaluations to confirm aspects of governance that are performing up to expectations and to identify aspects that need improvement to reach the high expectations for the Board. In addition to the training and tools provided by the Board Governance team at BES, the Board will receive training and use the Texas Education Agency's Lone Star Governance-Self Evaluation Tool. The Board will complete two semi-annual self evaluations, in December and May of each school year, and new Board members will be encouraged to attend the Lone Star Governance 2-Day Workshop to receive additional training on charter school governance. Board members will be expected to participate in at least 603 of key school events. The secretary will document attendance. If the Board Secretary is not in attendance, the Board Chair will be responsible for documenting Board member attendance. All Board members will be required to read the charter application and charter contract at the beginning of each fiscal year. Any prospective new Governing Board member will be required to read the charter application and charter contract to be eligible to join the Board. The Governing Board will be required to read the Charter School Board University book immediately following authorization and will implement the 30/30/30 Agenda, a concept from that book. The 30/30/30 Agenda requires that the first 30 minutes of the Board meeting be used to evaluate and discuss how well students are performing. The second 30 minutes will be focused on assessing whether school operations are being carried out appropriately. The final 30 minutes will be focused on Board assessment and development. Board members will also be required to attend an annual Board retreat to allow sufficient space and time to focus on strategic initiatives. At this retreat and during monthly Board meetings, the Board will have thoughtful discussions that evaluate "How well the Board is fulfilling its duty of oversight, loyalty and obedience." We believe that for our Board to be highly effective, it must prioritize vital matters including: • Establishing and evaluating student outcomes • Establishing and monitoring management execution of policies and practices to ensure the school's compliance with legal and ethical obligations at all times

Page 95 of 120 • mng, eva ua 1ng, an 1 necessary, erm1na 1ng e emp oymen o ecu 1ve Director • Acquiring and, if necessary, disposing of capital assets • Ensuring renewal of the charter • Developing the Board's capacity to better understand education and governance

Key metrics will be tracking the percentage of meeting time used to discuss student achievement and time used to discuss the financial health of the organization, more than 503 of meeting time. Additionally, board attendance of at least 753 at regular meetings is a key performance indicator. We will also measure Board member participation in at least 753 of all school events and track if 1003 of Board members make a personal contribution to the school. (Adapted and expanded from Stages of Organizational Effectiveness -- Board of Directors, Boys and Girls Clubs of America.)

Page 96 of 120 THIS PAGE IS ONLY TO BE COMPLETED BY ... board member(s) of the Sponsoring Entity. If this proposal is invited to participate in a capacity interview; authors of this section must be available to discuss the information provided.

I. Authoring Board Member(s): 1...... A_le_x_a_n_d_r_a_A_r_ro_y_o______~

II. The applicant has identified an individual to serve as Superintendent. Yes IZI

Ill. If yes, provide the name and requested information below for the proposed Superintendent:

Name: !Traci Thibodeaux

Education 13 years of experience in corporate and education sectors. and BS in Mathematics, University of Texas at Austin, December 2002 Experience MBA, University of Michigan in Ann Arbor, April 2010 M. Ed. in Educational Leadership and Administration, The Broad Center, May 2015

IV. Educational and Experience Requirements for the Superintendent position.

At least ten years of professional and leadership experience. Experience in urban education organizations preferred.

V. Starting Salary Range?

VI. Will any current Board members likely resign from the Board for employment as the Superintendent and/or administration during the initial contract term? If so, who? Yes D No!ZI

NARRATIVE (1)- If the Board has already identified an individual to serve as superintendent; provide a justification for the selection of this individual as the best candidate for the position.

If the Board has not identified an individual to serve as superintendent; detail the process (and considerations) by which the ideal candidate will be selected.

NARRATIVE (2) - Provide specific metrics that will be used to evaluate the performance of the Superintendent. Metrics must be provided to measure performance in the following areas:

(i) Governance and Board Relations (ii) Community Relations (iii) Staff Relations (iv) Business and Finance (v) Instructional Leadership

Page 97 of 120 NARRATIVE (1) - If the Board has already identified an individual to serve as superintendent; provide a justification for the selection of this individual as the best candidate for the position.

If the Board has not identified an individual to serve as superintendent; detail the process (and considerations) by which the ideal candidate will be selected.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

The Board has identified Traci Thibodeaux as the proposed School Director for Reve Preparatory Charter School. As previously described, proposed School Director Traci Thibodeaux is participating in a competitive and rigorous Fellowship with Building Excellent Schools. This national non-profit trains and develops high capacity individuals to design, found, and lead high-performing college-preparatory charter schools in urban areas across the country. BES has a track record of preparing Fellows to open and lead high-impact schools for students in low-income areas including Boston, New York, Los Angeles, Tulsa, Phoenix, and Nashville ("2016 Annual Report." Building Excellent Schools. 2016, http://buildingexcellentschools.org/about/ results/). Through the BES Fellowship, Ms. Thibodeaux has incredible access to over 60 game-changing schools with outstanding student achievement results. These schools serve populations demographically similar to the students Reve Prep plans to enroll. Through school studies and leadership residencies in BES and other high-performing urban schools, Ms. Thibodeaux is analyzing and absorbing best practices, successful operations systems, and strategies for academic achievement in many high-quality charter schools. Ms. Thibodeaux will complete her first leadership residency in January 2018 at KIPP SHINE Prep, one of the highest-performing elementary schools in Houston (http://www.kipphouston.org/shine). As part of the BES Fellowship, Ms. Thibodeaux has benefited from over 90 days of professional development in areas including creating college-preparatory educational programs, ensuring strong financial planning and oversight; developing and implementing efficient, mission-driven operations: securing adequate facilities: and implementing accountability-driven charter school governance. These trainings are led by professionals with years of experience in leading successful charter schools and provide invaluable guidance and resources to BES Fellows. Following the BES Fellowship, Ms. Thibodeaux will receive on-going support from BES through its Follow-On Support services, including a dedicated leadership coach and · support for the Board of Directors. This Follow-On Support will continue for a minimum of three years following authorization. In our third year of operation, Reve Prep will have the opportunity to join the Network of BES schools (schools that are proving high academic results are possible with students living in poverty) and will have access to continued support, leadership trainings, resources, and guidance from experienced School Directors. (Please see Letter of Support from Sue Walsh in ATTACHMENT A4.) Ms. Thibodeaux has an extensive professional background of over 13 years in the corporate and education sectors. Before to becoming a Building Excellent Schools Fellow, Ms. Thibodeaux was an education consultant providing financial, strategic and project management services to major charter school organizations and major school districts. In addition to managing the charter application process for the Orleans Parish School Board for the past two years, she has served as a Charter School Application Team Lead for the National Association of Charter School Authorizers. Before her years as an education consultant, Ms. Thibodeaux was a Broad Resident and Strategic Project Manager at Chicago Public Schools. In that role, she provided financial analysis and guidance to the district's procurement department, working directly with the Chief Procurement Officer, and she led a project to define and streamline the district's STEM initiative. Finally, she led the launch of the Seal of Biliteracy initiative with 18 high schools. Ms. Thibodeaux has cultivated a strong knowledge base of key educational initiatives and has seen both sides of the spectrum in terms of high-performing and low performing schools to inform her belief system as to what is necessary to lead a high-performing school for the children of Houston. Before her transition to the education sector, Ms. Thibodeaux served on the finance leadership team at PepsiCo-Frito Lay Division, and previously as a successful independent financial advisor with Mass Mutual. She started her professional career as a software developer at Dell, Inc. Throughout her career, Ms. Thibodeaux has consistently to challenged herself by taking on career roles that required her to develop new skillsets and push herself out of her comfort zone. She has developed her technology skillset from her experience at Dell: her interpersonal and communication skills from working as a financial advisor with a wide variety of clients; her finance and leadership skills from her experience at PepsiCo-Frito Lay; and her

Page 98 of 120 us1ness managemen an e uca ion acumen rom er 1me a education consultant. In addition to her professional background, as a Building Excellent Schools Fellow, Ms. Thibodeaux has the unique opportunity to take a year dedicated to studying some of the highest-performing charter schools across the country. She will be participating in several leadership residencies, first at KIPP SHINE Prep in Houston in January 2018 and others to be determined, including high-performing BES schools in the summer and fall of 2018. As the proposed School Director, Ms. Thibodeaux has a unique background in finance, and thus will bring depth of knowledge to manage the financial health of Reve Prep during the founding year and beyond, avoiding the financial risk that afflicts many charter schools. (As noted on page 8 in The State of Charter Schools report by the Center of Education Reform https://www.edreform.com/wp-content/ uploads/2011/l2/StateOfCharterSchools_CER_Dec2011-Web-1.pdf, in 2011, 41.73 of charter schools across the country were closed due to financial issues.) As a Board, we collectively believe that Ms. Thibodeaux's background, complemented by her status as a native Houstonian, who lived in Reve Prep's proposed community for several years as a child, has the professional knowledge and intimate understanding of the unique hurdles families face in trying to gain access to high-quality K-12 schools in some of the most underserved neighborhoods in Houston. Ms. Thibodeaux's personal story of having to travel up to two hours outside her neighborhood to access a high quality public school as a child gives her the very real ability to understand the struggle that children and families continue to face in our proposed community. Finally, as the Lead Founder, Ms. Thibodeaux has been instrumental in the development of every aspect of the charter application and has been at the forefront of our community engagement activities. Her passion, dedication, experience, and talent make her an ideal candidate to be the proposed School Director of Reve Preparatory Charter School.

NARRATIVE (2) - Provide specific metrics that will be used to evaluate the performance of the Superintendent. Metrics must be provided to measure performance in the following areas:

(i) Governance and Board Relations (ii) Community Relations (iii) Staff Relations (iv) Business and Finance (v) Instructional Leadership

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

We will used the following metrics to evaluate the performance of the School Director. (i) Governance and Board Relations 1) The number and quality of monthly management reports to Board, as well as to its committees, to include reports on academic metrics aligned with accountability and financial metrics aligned with GAAP practices and sound budgeting approaches (ii) Community Relations 1) The number of community meetings attended every quarter 2) Parent engagement events held at the school annually (iii) Staff Relations 1) Annual staff attrition rate 2) Annual staff survey results (iv) Business and Finance 1) Submission of timely, accurate, and comprehensible financial reports on a monthly and annual basis 2) Submission of a balanced cash flow report on a monthly basis (v) Instructional Leadership 1) Amount of growth of students' performance on End-of-year Math and ELA NWEA MAP compared to Beginning-of-year Math and ELA results 2) School performance on STAAR assessment compared to nearest school district school performance 3) School performance on STAAR assessment compared to charter schools with similar demographics 4) Average Daily Attendance rate of 903 or higher

Page 99 of 120 GOVERNANCE - Academic Performance ndicators

Indicator Board Member(s) with Demonstrable Experience to Lead Assessments • If this proposal is invited to ' participate in a capacity interview; each Board member listed should be I. Student Proficiency IAl;~;~dra A~;y;-. -=i available to discuss the information listed, relevant II. Academic Growth !Alexandra Arroyo I experience, and proposed metric(s).

Ill. Students at Grade Level by subject l,.\l;~~dra ,.\~;y;-- •HH-HH-- --- -=1

IV. Special Education and English Language Learners Data [,.\1;~andra Arroyo =1

V. New Student/Returning Students !Alexandra Arroyo --]

VI. District and State Historical Comparisons [AJe~~~~ I

VII. Composite Peer District l,.\1;~;~dra Arroy; -- -]

VIII. Bottom 103 Proficiency Growth !Alexandr; A~~~ I

IX. Top 103 Proficiency/Growth !Alexandra Arroyo I

X. Achievement Gaps IAlexand~; A~;-;;- I

XI. High School Readiness ... if applicable IAl;~~~dr;A~;y-; ---H···· ----]

XII. Other? You may include additional information, NARRATIVE (1) - Discuss the Board's plan to assess the indicators, considerations within the narrative. proposed academic performance indicators.

You must include: (a) How often the Board will assess each indicator (b) Specific Metrics for each indicator; and (c) Thresholds that will determine success and failure

Page 100 of 120 NARRATIVE (1) - Discuss the Board's plan to assess the proposed academic performance indicators.

You must include: (a) How often the Board will assess each indicator (b) Specific Metrics for each indicator; and (c) Thresholds that will determine success and failure

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

In every monthly meeting, the Board will discuss and review the academic status of the school. The School Director will provide a monthly dashboard which will be consistently updated and presented to the school board for review before each board meeting. This dashboard will allow us to present data in composite and disaggregated form across all subgroups within the school and across different class-based cohorts, as needed. The Board will also be provided with annual academic reports to show performance on internal interim assessments and external state assessments.

Key Academic Indicators I. Student Proficiency - The Board will assess student proficiency by the percentage of students scoring proficient or above on the STAAR Mathematics and Reading assessment. A minimum of 703 of students scoring proficient or above will indicate success. The Board will assess this indicator annually. II. Academic Growth - The Board will assess student academic growth by assessing the student growth on the End-of-year Mathematics and ELA NWEA MAP compared to the Beginning-of-year Mathematics and ELA results. A minimum of 503 of students showing growth will indicate success. The Board will assess this indicator annually. Ill. Students at Grade Level by subject - The Board will assess the percentage of students at each grade level that are performing at or above grade level in ELA and Math as measured by the NWEA MAP. A minimum of 753 of students scoring proficient or above will indicate success. The Board will assess this indicator annually. IV. Special Education and English Language Learners Data - The Board will assess performance for special education students and Ells by student performance on the STAAR Mathematics and Reading assessments. On average, students should score at the same rates of Satisfactory and Advanced as the school's average rate of Satisfactory and Advanced on the STAAR Mathematics and STAAR Reading. The Board will assess this indicator annually. V. New Student/Returning Students - The Board will assess the performance of students who have attended the school for two or more years, on average, will attain a scale score on the STAAR Reading at least 103 higher than that of the surrounding district average which will indicate success. The Board will assess this indicator annually. VI. District and State Historical Comparisons - The Board will assess school performance on the STAAR assessment compared to the nearest school district school performance. The school should on average score at least 103 higher in ELA and Math compared to neighboring schools to indicate success. The Board will assess this indicator annually. VII. Composite Peer District - The Board will assess school performance on the STAAR assessment compared to charter schools with similar demographics. The school should on average score the same or higher in ELA and Math compared to neighboring charter schools to indicate success. The Board will assess this indicator annually. VIII. Bottom 103 Proficiency /Growth - The Board will assess performance for students at the bottom 103 of proficiency growth by student performance on the STAAR Mathematics and Reading assessments. On average, students should score at the same rates of Satisfactory and Advanced as the school's average rate of Satisfactory and Advanced on the STAAR Mathematics and STAAR Reading. The Board will assess this indicator annually. IX. Top 103 Proficiency/Growth - The Board will assess performance for students at the top 103 of proficiency growth by student performance on the STAAR Mathematics and Reading assessments. On average, students should score at the same rates of Satisfactory and Advanced as the school's average rate of Satisfactory and Advanced on the STAAR Mathematics and STAAR Reading. The Board will assess this indicator annually. X. Achievement Gaps - The Board will assess school performance on the STAAR Mathematics and Reading assessment compared to majority groups. The school should have minimal to no gaps in performance. The

Page 101 of 120 1~oaro w111 assess mis 1no1caror annually. XI. High School Readiness - The Board will assess high school readiness by the percentage of students who have attended the school for four or more years and score Satisfactory or Advanced on the STAAR Mathematics and STAAR Reading assessment. A minimum of 903 of students who have attended the school for four or more years scoring proficient or above will indicate success. The Board will assess this indicator annually.

Board member, Alexandra Arroyo, has extensive experience as an educator and has demonstrable experience and competency to assess the academic performance of Reve Prep.

Page 102 of 120 Indicator Board Member(s) with Demonstrable Experience to Lead Assessments If this proposal is invited to participate in a capacity interview; I. YTD revenue and expense vs. budget IErik Gomez, Sameer Soleja I each Board member listed should be II. Fund Balance or Reserve Ratio IErik Gomez, Sameer Soleja I available to discuss the information listed, Ill. Direct Classroom Investment relevant experience, IErik Gomez, Sameer Solej<_J I and proposed metric(s). IV. 3 of Revenue Spent on Personnel Costs IErik Gomez, Sameer Soleja I

V. 3 of Revenue Basic Instruction IErik Gomez, Sameer Soleja I

VI. Average Spending Per Pupil (and comparison to averages) (Erik Gomez, Sameer Soleja j

VII. 3 of Expenditures on Facility IErik Gomez, Sameer Soleja ]

VIII. 3 of Expenditures Spent on Central Services [Erik Gomez, Sameer Solej;- ]

IX. IT Spending on Student IErik Gomez, Sameer Soleja I

X. IT Spending as Percent of Budget IErik Gomez, Sameer Soleja I

XI. Relationship between Priority Area(s) IErik Gomez, Sameer Soleja I

XII. Internal Accounting Control IErik Gomez, Sameer Soleja I

XIII. Other? You may include additional information, NARRATIVE (1) - Discuss the Board's plan to assess the indicators, considerations within the narrative. proposed financial performance indicators.

You must include: (a) How often the Board will assess each indicator (b) Specific Metrics for each indicator; and (c) Thresholds that will determine success and failure

Page 103 of 120 NARRATIVE (1) - Discuss the Board's plan to assess the proposed financial performance indicators.

You must include: (a) How often the Board will assess each indicator (b) Specific Metrics for each indicator; and (c) Thresholds that will determine success and failure

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

In every monthly meeting, the Board will discuss and review the financial status of the school. The School Director will provide a monthly dashboard which will be consistently updated and presented to the school board for review before each board meeting. Additionally, monthly and annual financial reports, will be reviewed and analyzed by the Board. All audit reports conducted by an independent auditor will also be provided and reviewed by the Board annually.

Key Financial Indicators I. YTD revenue and expense vs. budget - The Board will assess YTD revenue and expense vs. budget by analyzing the monthly actual vs. budget report. A maximum of 103 variance will indicate success. The Board will assess this indicator monthly and annually. II. Fund Balance or Reserve Ratio - The Board will assess Reserve Ratio by verifying the amount on the monthly cash flow reports. A minimum of 13 state revenues in the reserve balance will indicate success. The Board will assess this indicator monthly and annually. Ill. Direct Classroom Investment - The Board will assess Direct Classroom Investment by tracking the amount of expenses directly related to classroom curriculum and activities included on the annual financial dashboard. A minimum of 503 of school expenses allocated to direct classroom investment will indicate success. The Board will assess this indicator annually. IV. 3 of Revenue Spent on Personnel Costs - The Board will assess 3 of Revenue Spent on Personnel Costs by tracking the amount of expenses directly related to school personnel included on the annual financial dashboard. A maximum of 703 of school expenses allocated to personnel costs will indicate success. The Board will assess this indicator annually. V. 3 of Revenue Basic Instruction - The Board will assess 3 of Revenue Basic Instruction by tracking the amount of expenses directly related to basic instruction included on the annual financial dashboard. A minimum of 203 of school expenses allocated to basic instruction will indicate success. The Board will assess this indicator annually. VI. Average Spending Per Pupil (and comparison to averages) - The Board will assess Average Spending Per Pupil (and comparison to averages) by tracking the amount of expenses directly related to each student included on the annual financial dashboard. An average that is within 103 range of comparable averages will indicate success. The Board will assess this indicator annually. VII. 3 of Expenditures on Facility - The Board will assess 3 of Expenditures on Facility by tracking the amount of expenses directly related to facilities included on the annual financial dashboard. A maximum of 203 of expenditures will indicate success. The Board will assess this indicator annually. Note: An exception in assessing this metric will be applied in years of expansion to a permanent facility. VIII. 3 of Expenditures Spent on Central Services - The Board will assess 3 of Expenditures Spent on Central Services by tracking the amount of expenses directly related to central services included on the annual financial dashboard. A maximum of 403 of school expenses allocated to central services will indicate success. The Board will assess this indicator annually. IX. IT Spending on Student - The Board will assess IT Spending on Student by tracking the amount of expenses directly related to Technology for students included on the annual financial dashboard. A maximum of 203 of school expenses allocated to IT spending on students will indicate success. The Board will assess this indicator annually. X. IT Spending as Percent of Budget - The Board will assess IT Spending as Percent of Budget by tracking the amount of expenses directly related to Technology for the school included on the annual financial dashboard. A maximum of 403 of school expenses allocated to IT will indicate success. The Board will assess this indicator annually. XI. Relationship between Priority Area(s) - The Board will assess Relationship between Priority Area(s) by tracking the amount of expenses directly related to priority areas included on the annual financial dashboard. Verifying priority areas of the budget are funded before secondary areas will indicate success. The Board will assess this indicator annually.

Page 104 of 120 Board members, Erik Gomez and Sameer Soleja, have extensive experience in business and finance and have demonstrable experience and competency to assess the financial performance of Reve Prep.

Page 105 of 120 Applicants must select financial accounting software that enables compliance with the requirements discussed in the Special Supplement to Financial Accounting and Reporting, Non- Profit Charter School Charter of Accounts: Click to view.

I. What are the expected personnel costs for the start-up year?

II. What are the expected contracted service costs for the start-up year?

Ill. What are the expected school operation costs for the start-up year?

IV. What are the expected facility operation and maintenance costs for the start-up year?

V. State the fiscal year end-date for the Sponsoring Entity. mm/dd

VI. Person(s), position(s), and/or entities that had a significant role in VII. State the fiscal year end-date for the creation and adoption of the start-up plan (and associated the Charter. June 30 IZI budget).

Traci Thibodeaux, Lead Founder and proposed School Director. 13 years of experience in both the corporate and urban education sectors, and access to the national training, support, ~Per Texas Education Code and network of Building Excellent Schools. 11'§44.0011, a fiscal year for a Building Excellent Schools. A national nonprofit focused on school district or charter shall training high-capacity individuals to found and lead high begin on July 1 or September 1 performing charter schools for low-income, minority students. of each year.

NARRATIVE (1) - Provide a detailed start-up plan for the school, specifying tasks, timelines, Board input, and responsible individuals. The plan should describe the segregation of duties. Include specific contingencies if funding is not as anticipated.

Also include a description of how the charter school operations will mitigate waste, fraud, and abuse.

Page 106 of 120 NARRATIVE (1) - Provide a detailed start-up plan for the school, specifying tasks, timelines, Board input, and responsible individuals. The plan should describe the segregation of duties. Include specific contingencies if funding is not as anticipated.

Also include a description of how the charter school operations will mitigate waste, fraud, and abuse.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

To be fully prepared to educate incoming students in Year 1, the founding team has carefully identified the following start-up plan. In Year 0, our School Director will initially focus on detailing the school structures and operations for Year 1. Our lean staffing model requires our operations to be streamlined and simple in our initial year to allow our leadership staff to focus on curriculum and instruction and teacher development in Year 1. The past professional experience of our School Director is keenly aligned to inform decisions on building and maintaining our financial budget and process, implementing a procurement process, and negotiating with and managing vendors. Additionally, in Year 0, the School_ Director will have access to the Founding Board and Building Excellent Schools (BES) to assist in many of these areas. Specifically, BES will provide Follow On Support for the School Director and training for the Board. Additionally, the diverse and extensive expertise of our founding board, in areas of legal contracts, business development, finance, fundraising, and community development, will be a key support resource for the founding staff of Reve Prep. Our goal is to implement a very simplified operations plan in Year 1 and then expand that plan as an Operations Manager is hired in Year 2. (Please see Letter of Support and from Sue Walsh in ATIACHMENT F5.) If authorized, we will receive a start-up grant of $325,000 from the Walton Family grant through the BES Fellowship of Lead Founder Traci Thibodeaux. In addition, the Founding Team has obtained a donation of $10,000 from Affordable Pharmacy for books and supplies in our start-up year, contingent upon charter authorization. Our proposed start-up plan takes a conservative approach, but if expenses arise that are higher than our estimated budget, we will assess our budget to find areas that can be minimized or delayed. Such areas would include looking for grants and donations to cover our technology expenses, field trips and any other non-instructional expenses. Furthermore, as an additional contingency plan, a line of credit will be secured to cover any possible expenses. In addition to the minimum of donating or raising $30,000 annually, the Founding Board will be tasked with fundraising for Year 1 operations, the Board will also actively fundraise to support start-up operations. Initial conversations have already begun to support the viability of obtaining additional funds to put our operations plan in a viable situation for success. (Please see Letters of Intent in ATIACHMENT F5.) Our school operations will mitigate waste, fraud, and abuse by implementing financial best practices, including clear and consistent segregation of duties. During our founding year, we will create or adopt a Fiscal Policies and Procedures Manual to be approved by the Board. One key policy we will implement is not using credit cards among school staff, except for the School Director and the Operations Manager to be hired in Year 2. In addition to the Board reviewing financial reports monthly, we will have an independent audit annually to ensure best practices are being followed. In Year 1, we will also implement a Request for Proposal process that requires a minimum of three bids for any purchase over $10,000 to ensure we are getting the most efficient prices for services and products. Our internal controls will include needing two signatures from leadership and non-academic staff for purchases and receivables over $2,500. As we mature as an organization, we will look to hire a forensic accounting firm to periodically review our data and systems to ensure we are not at risk for any fraud. The chart below is our detailed start-up plan to ensure we are prepared to open our doors to 180 students in the Fall of 2019.

BC = Board of Directors Chair; BOD = Board of Directors; SD = School Director; DCI = Dean of Curriculum and Instruction; AA = Administrative Assistant; BES = Building Excellent Schools Support; (Specific Tasks - Responsible Individual - Timeline) BOARD DEVELOPMENT AND GOVERNANCE Founding Board members attend Founding Board Retreat - BC and SD - February 2018 Establish regular board meeting times - BC and SD - July 2018 Approve financial policies, procedure manuals, HR manual - BOD - August 2018 Approve management goals for SD for Yl - BC and BOD - August 2018 Develop tools/processes to report progress relative to goals to the board - BC and BES -August 2018

Page 107 of 120 Determine instructional vision for the school - SD - October 2018 Create plan to ensure instructional program aligned with mission/values - SD - October 2018 Finalize all instructional staff job descriptions - SD - October 2018 Recruit and select all instructional staff- SD - Jan 2019 - May 2019 Develop standards/scope/sequence for each grade served in Yl - Y5 - SD and DCI - February 2019 Determine interim assessments for each grade level and subject area - SD and DCI - February 2019 Determine data analysis protocols for school building - SD and DCI - February 2019 Determine unit planning and lesson plan expectations for teachers - SD and DCI - February 2019 Determine/purchase materials needed for implementation of curriculum - SD and DCI - March 2019 Determine/purchase supplemental curriculum decisions - SD and DCI - March 2019 Determine homework norms and expectations - SD and DCI - March 2019 Determine grading system and purchase any necessary software - SD and DCI - March 2019 Create summer professional development plan - SD, DCI, AA - March 2019 Create standards-based report cards - SD and DCI - April 2019 Determine school wide instructional expectations/create instructional handbook - SD and DCI - April 2019 Create training for staff on using data to create action plans - SD and DCI - May 2019 Create teacher observation and feedback process - SD and DCI - June 2019 Identify special education population - SD and DCI - July 2019 Contract with special education services - SD and DCI - July 2019 CULTURE AND BEHAVIOR Determine school wide behavioral expectations - SD - September 2018 Determine expectations for routines around common student behaviors - SD - September 2018 Finalize student and family handbook- SD - September 2018 Write staff handbook - SD - September 2018 Create staff cultural binders defining all routines and systems - SD and DCI - March 2019 Create student culture orientation - SD and DCI - May 2019 OPERATIONAL Select payroll vendor - SD - June 2018 Finalize job descriptions for non-instructional staff - SD - July 2018 Recruit and select Dean of Curriculum and Instruction - SD - Sept 2018 - Feb 2019 Create student recruitment strategy- SD - October 2018 Define enrollment policy and timeline - SD - March 2018 Recruit students and hold lottery if necessary - SD and AA - Nov 2018 - Apr 2019 Create benefits package for school employees - SD and Vendor- December 2018 Determine facility placement - SD - Nov 2018- Mar 2019 Select transportation vendor (If necessary) - SD - January 2019 Select key vendors and place orders - SD - March 2019 Select food service provider- SD - March 2019 Create transportation plan (If necessary) - OM - May 2019 Create emergency management plan - SD - May 2019 Create move-in plan - SD - May 2019 Comply with all TEA requests - OM - Ongoing Conduct criminal background checks on new staff - OM - Ongoing FINANCIAL Research and select accounting firm to conduct audit - SD - May 2018 Select accounting software - SD - July 2018 Ensure proper fund accounting systems are in place - SD - July 2018 ongoing Create internal controls process to ensure proper segregation of duties - SD - September 2018 Apply for credit card/line of credit for school - SD - January 2019 Identify tax requirements and timelines - SD - January 2019 Develop proper school filing systems - SD - January 2019 Determine regular financial reporting to the Board - SD and BOD - June 2019 The Start-up Plan was adopted from Nashville Classical Charter School, a BES school in Nashville, TN, and informed by BES Fellowship training.

Page 108 of 120 The term "initial contract period" refers to the initial five-year period of time to which a charter is authorized to operate. The term "collected" refers to any transfer of property [monetary or otherwise] that was gifted to the applicant prior to submitting this application ex. Cash, check, delivered furniture etc. The term "firm commitment" refers to any donation [monetary or otherwise] that has been • promised, but not yet transferred. The term "Anticipated" refers to any donation [monetary or otherwise] that has been calculated on the reasonable belief that a donation will transpire at some point in the future. The term "Contingent upon Charter" refers to a donation [monetary or otherwise] that has been promised but will not be transferred until the applicant is awarded a charter.

I. What is the cumulative amount of donations COLLECTED? If any... How many donors reflect this amount?

II. What is the cumulative amount of donations received with a FIRM COMMITMENT? If any...

How many donors reflect this amount?

Ill. What is the cumulative amount of all other donations ANTICIPATED? If any...

How many donors reflect this amount?

IV. What is the cumulative amount of donations CONTINGENT UPON CHARTER? If any...

How many donors reflect this amount?

A child who is eligible for enrollment in a prekindergarten (PK) class under Texas Education Code, 29.153, Free Prekindergarten for Certain Children, will only generate half-day attendance. Prekindergarten classes must operate on a half-day basis unless funding other than Foundation School Program (FSP) funding is used to offer a full-day PK program.

NARRATIVE(l) - Provide a detailed budget narrative and sources of funding, which must include a description of assumptions and revenue estimates (including but not limited to) the basis and calculations for revenue projections, staffing levels, and expenditures. The narrative response should specifically address the degr~e to which the school/campus budget will rely on variable income (e.g. grants, donations, fundraising).

Indicate the amount and sources of funds, property or other resources expected to be available through banks, lending institutions, corporations, foundations, grants etc. note which are secure and which are anticipated, and include evidence of commitment for any funds. Explain the basis for assumptions around unsecured/anticipated funding sources.

NARRATIVE (2) - Discuss the school's contingency plan to meet financial needs if anticipated revenues are not received or are lower than estimated. Also provide a detailed cash flow contingency (for Year 1), in the event that revenue projections are not met in advance of opening.

Page 109 of 120 NARRATIVE(l) - Provide a detailed budget narrative and sources of funding, which must include a description of assumptions and revenue estimates (including but not limited to) the basis and calculations for revenue projections, staffing levels, and expenditures. The narrative response should specifically address the degree to which the school/campus budget will rely on variable income (e.g. grants, donations, fundraising).

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

PLEASE NOTE - The plan is based on the successful start-up budgets of many high-performing BES schools across the country. The plans described in this section are based on the design and training provided by BES to Traci Thibodeaux as part of her BES Fellowship. Thus, similarity in language and plans described in other charter applications submitted by BES Fellows is by design and authorized by BES.

Our financial projections include an expectation that we will enroll 90 students in kindergarten and 90 students in first grade for a total of 180 total students in Yl. We project our enrollment will grow by 90 students each year, for a total of 540 students in Year 5, growing to a total of 810 students at our initial campus when we reach our maximum capacity in Year 8. In Year 5, we are also proposing to open a second campus with a total of 180 kindergarten and first grade students with the same growth plan as the initial campus.

Start-Up Revenues and Expenses A significant majority start-up expenses will be funded from a $325,000 grant from the Walton Family Foundation (WFF), in which BES is a WFF fiscal partner. These funds will be characterized as a start-up grant and will be contingent upon authorization of the school. Additionally, a $10,000 donation from Affordable Pharmacy will be specifically allocated for book and supply expenses in the start-up year. Approximately half of our YO expenses will cover the salaries of the founding staff members responsible for preparing Reve Prep to open its doors in August 2019. (Please see Letters of Commitment from Building Excellent Schools and Affordable Pharmacy in ATIACHMENT F5.)

In the planning year, otherwise referred to as YO, we have allocated a total of $160,669 for Administrative Staff Personnel Costs and Payroll Taxes and Benefits for 1.0 FTE School Director, .5 FTE Dean of Curriculum and Instruction (DCI), and .33 FTE Administrative Assistant. This core team will be responsible for all start-up activities and will manage any vendors and contract workers during YO. The DCI will be hired six months prior to school opening to support the School Director in developing curriculum, hiring teaching staff, and training teaching staff prior to opening school doors in August 2019. The Administrative Assistant will be hired four months prior to school opening to support the School Director in managing the logistics for summer professional development for teachers, organizing documents related to hiring staff, and other administrative duties. The Founding Board will also take on a key role in supporting the school leadership in community engagement events, inaugural student enrollment efforts, community partnerships development, and fundraising initiatives.

We have allocated $30,000 in contracted services expenses in our start-up year. Included expenses are $3,000 for basic accounting, $5,000 for initial legal fees, and $2,000 in payroll services to external vendors; $10,000 is reserved for BES Follow On Support at a reduced cost ($20,000 market cost), $5,000 for setting up a student information system, and $5,000 is allocated to outsourcing technology support for network assistance and preparation of all technology for our summer professional development and any initial needs for the beginning of the school year. We have budgeted $98,990 for school operations expenses in YO. Costs include $500 for Board training, $10,000 is allocated for Textbooks/Workbooks, $13,690 for Supplies & Materials to prepare six classrooms with teaching supplies, and $10,000 for Equipment/Furniture in YO to be purchased for our kindergarten and first grade classes in Yl . We have also allocated $1,800 for telephone services for the School Director and DCI assuming a rate of $100 per month. $12,000 is set aside for technology which assumes $200 per computer for 10 computers in each of our six classrooms. General office expenses are budgeted at $2,000, staff development at $19,500 which includes the costs to implement summer professional development and STEP

Page 110 of 120 pro ess1ona eve opmen or our 1n ergo en an 1rs gra e eac 1ng s a . e ave a oca e or staff recruitment for six Lead Teachers, six Junior Teachers, one SPED Teacher, and a PEIMS Coordinator for our educational model to operate in Yl. We plan to spend $10,000 to support our student recruitment of 180 students during our founding year and $4,000 dedicated to travel for the School Director and DCI to travel to and study high-performing schools prior to the start of Yl. Finally, $1,500 was been budgeted for Directors and Operators Insurance. We have planned for $19,440 for Facility Operation and Maintenance to cover one month of rent, utilities, and insurance in YO for a facility that is 1,440 square feet. We plan to have our facility lease begin in July prior to our August start date in 2019. We have included $1,440 for insurance assuming $1 .00 per square foot of the facility and $1,440 for utilities assuming $1.00 per square foot of the facility. We are estimating approximately $1 Oper square foot for a total of $14,400 for one month of rent and $2, 160 assuming $1 .50 per square foot of the facility for Janitorial Services. We expect total expenses in our start-up year to be $334,099 which includes a reserve of $25,000 that could be used to support any unexpected expenditures and any necessary renovations in our selected facility. In YO, we would have a net operating income of $901.

We plan on working with non-profit organizations to procure funds or donations for all student materials, supplies, furniture, fixtures, and equipment for our school. Additionally, all necessary materials for classrooms and for administrative use will be purchased prior to day one of classes in August 2019. We will also have strategic efforts to fundraise to support our acquisition of any necessary vendors and obtain multiple bids from vendors to ensure that we are getting the best value for the services and materials purchased. Through our proposed partnership with Building Hope, we will have access to credit enhancements that will strengthen our position to secure our facilities. Building Hope provides financial support for charter schools. We believe that a partnership with Building Hope will give us additional leverage in negotiating lease terms more favorable for our slow growth model. Specifically, we believe there is a likelihood to negotiate a contract that will allow our lease expense to be lower in Years 1 through 3 tied to our enrollment, with the expectation that we will be able to cover those expenses in Years 4 through 6. (Please see Letter of Support from Building Hope in ATTACHMENT A4.) Our existing relationship with Essex, a Houston-based real estate development firm that has worked extensively with new and expanding charter schools to procure facilities, and the initial market research they have already prepared on behalf of Reve Prep, allows us to move swiftly in identifying a facility to support our academic model. We will retain $25,000 from the Walton Family Foundation funds, which can be used for any additional facilities renovations or alterations.

Key Financial Assumptions Campuses

Reve Preparatory Charter School will operate one campus in Years 1-4 and will open a second K-8 campus, a replication of the initial school, in Year 5. Similar to our slow growth plan of the flagship school, starting with kindergarten and first grade in Yl, the second campus will also start with 90 students in kindergarten and 90 students in first grade and add a grade level of 90 students every year thereafter.

Enrollment and Attendance As recommended by the Texas Education Agency (TEA), we have assumed a very conservative average daily attendance (ADA) rate of 853 in Year 1, although we believe our school culture and high expectations for families and students will lead to an ADA of at least 903 or above in Year 1. Our assumption is informed by the average attendance rates of similar BES schools (www.buildingexcellentschools.org). We have included a conservative growth expectation of our ADA in Years 2-5, with an estimate of 933 ADA. Again, we want to clearly convey that we do believe our school model will attain a 973 ADA in alignment with other high performing schools, but believe including this lower than expected ADA is a conservative approach to our financial modeling for the first five years of operations.

Special Populations Based on the demographics of Houston ISD, we estimate that approximately 73 of our general population will require special education services.

Revenue Estimates Our revenue estimates are based on state funding with a very conservative estimation and is driven by our annual student enrollment projections and the inclusion of a lower than expected average daily attendance rate of 853 in Year 1 and 933 in Years 2 through 5 compared to our more likely estimate of 973 or above as seen in other high-performing BES schools.

Page 111 of 120 In approaching our 5-year budget in a very conservative manner, we have not included any federal funding, although we do believe these funds will be available for our student population. However, the only federal funds we have included in our financial budget are for the School Breakfast Program and the National School Lunch Program. We conservatively assume that 403 of students will qualify for reduced breakfast and lunch at a total of $4.28 and 403 of students will qualify for free breakfast and lunch reimbursed at $4.98. We have calculated our expense based on 184 days for a Year 1 total of $122,676. This revenue increases with enrollment.

Our budget is conservative as it includes minimal funding from any grants, donations or fundraising to support our core operations. However, in Yl through Y5, we have included a $30,000 donation from our Board. Though we have not included any additional grants or donations in excess of the board commitment in our Yl through Y5 budget, we will actively work to secure additional philanthropic funding to build our contingency reserves and support programs for students such as additional field trips, technology resources and additional student uniforms for students that cannot afford multiple uniforms. (Please see Commitment Letter from our Board Chair Erik Gomez confirming this commitment from the Founding Board in ATIACHMENT F5.)

Personnel As a key aspect of our educational model, by having two teachers in our Lower Elementary Academy classrooms, we will have a 1 to 15 teacher to student ratio in K-2. For grades three through eight, we will have a 1 to 30 teacher to student ratio, supported by one literacy specialist and one math specialist across grades three through five. For the Middle School Academy, one literacy specialist and one math specialist will be hired in Year 6. We have also included a 23 COLA for all personnel costs.

We plan to hire three positions in the start-up year, the School Director (1.0 FTE), along with a Dean of Curriculum and Instruction (.5 FTE) hired in February 2019, and an Administrative Assistant (.33 FTE) in YearO. In Year 1, these three roles will be full-time employees and will be joined by a PEIMS Coordinator hired at $40,000, six FTE Lead Teachers and six FTE Junior Teachers at $50,000 and $48,000 respectively. We will also hire one FTE Certified Special Education Teacher at $52,000 per year.

In Year 2, we will hire six additional teachers, two for each of our three second grade classrooms, one additional Certified Special Education Teacher, and one ESL Certified Teacher. To support our teaching staff, we will also hire an Operations Manager and one Teaching Aide.

In Year 3, as students advance into third grade, the first year of our Upper Elementary School Academy, we will hire a Dean of Students and Culture, in addition to three teachers and another SPED Teacher. To further support our academic model, we will also hire one Math and one Literacy Specialist, one Spanish Teacher, one Teacher Aide and another ESL Certified Teacher.

For more details on staff personnel, please see Attachment 01-0rganization Chart.

LINE ITEM ASSUMPTIONS

PAYROLL TAX AND BENEFITS Social Security. Based on federal mandated rate of 6.23 of salaries. Medicare. Based on federal mandated rate at 1.453 of salaries. State Unemployment. Estimated at .453 of salary based on state rate. Worker's Compensation. Estimated at .53 of salary.

Teacher Retirement. Includes TRS reporting entity and new member match for a total of 2.053. The TRS employer is not subject to social security, but this is left as is for a combined impact that approximates required employer contribution.

Health Insurance. Estimated at 83 of staff salaries based on average employer contribution. Estimated employer contribution about 503 of health insurance cost.

CONTRACTED SERVICES Accounting/Audit. Assumes an annual audit, in Year 1 costing $10,000. Adjusted for annual inflation.

Legal. Assumes $5,000 for minimal legal services based on market rates.

Page 112 of 120 Food Service. Assumes $4.28 per student per day for reduced lunch and $4.98 per student per day for free lunch as outlined by the School Breakfast Program and National School Lunch program, plus a 33 administrative fee for tracking meals and other administrative costs. We assume $126,357 in Year 1 and this estimate increases with student enrollment.

Payroll Services. Assumes $250 per month for an external provider for a cost of $3,000. An additional $1,000 was added for outsourced Human Resources support for a total of $4,000.

Student Information System. Estimated expense of $1,000 in Year 1. Majority of estimated costs for Year 1 expensed in Year 0. Estimate of $2,500 per year budgeted in Year 2 through Year 5.

Follow-On Support. As a Fellow with Building Excellent Schools (BES), Traci Thibodeaux will have guaranteed Follow-On Support for the first three years of the school's operations with the possibility of support for the first three years. This will include coaching and consulting to help the school achieve its mission. The cost is $10,000 for services that cost $20,000 market rate with a 503 scholarship from Building Excellent Schools, as a result of Traci Thibodeaux's BES Fellowship. The total cost to the school is $10,000 annually.

Outsourced Technology Services. Estimated at $5,000 per year based on industry standard and needs of the organization (network support, troubleshooting, technology planning).

SCHOOL OPERATIONS

Board Expenses. Includes the cost of annual Board Retreat, monthly meetings, printing and supplies. The total expense is estimated at $2,000 for Year 1. Adjusted for annual inflation.

Classroom Teaching Supplies/Materials. Estimated based upon experience of Building Excellent Schools. For Year l, this is calculated at $500 for every classroom. The total expense is $3,000 in Year 1.

Special Education Supplies/Materials. Estimated based upon experience of Building Excellent Schools and a special education population of approximately 73. Estimate includes $500 per student to cover supplies/ materials costs and a $1,000 contingency. The total expense is $7,500 in Year 1. Increases based on special education enrollment.

Textbooks/Workbooks. Assumes approximately $55 per student. Our low estimate is due to our plan to internally create curriculum and materials shared from other schools in the BES network. We plan to purchase Reading Mastery materials and workbooks for 6 classrooms and 180 students estimated at $5,930.28. These workbooks will be for our kindergarten and first grade students are included in our start-up year expense of $10,000. We estimate a $4,950 purchase to take place in Year 1.

Supplies/Materials Other. Assumes $50 per student in curricular costs, including licenses for online curriculum and applications. The total expense is $9,000 in Year 1.

Equipment/Furniture. We estimate approximately $111 per student. The total expense is $20,000, half of which is paid in the start-up year and remaining furniture purchased in Year 1 at $10,000.

Telephone. The budget accounts for two-way radio purchases to be used by teachers and key management staff to communicate within the facility. A school phone system will be considered when we move into a permanent facility. The total expense is $1,000 in Year 1. Adjusted for annual inflation.

Technology. Assumes $200 per computer, which includes 10 computers in each of our six classrooms in Year 1. The total expense is $12,000 in Year Oand $6,000 in Year 1 for 30 computers to cover three additional classrooms. Beginning in Year 2, we estimate $100 to purchase Chromebooks for each student in third grade and above, and incorporate classroom computers for the new campus in Year 5.

Student Testing and Assessment. We estimate $80 per student which includes the cost of benchmark testing with NWEA MAP and the cost of developing internal assessments for Interim Assessments and Comprehensive Exams. Costs increase as enrollment increases. Total expense is $14,400 in Year 1. Increases with student enrollment.

Field Trips. Approximately $11 per student for field trips. We will also do fundraising to support educational

Page 113 of 120 1e 1n ear 1.

Office Expense. Estimated based on the experience of Building Excellent Schools in charter school start-up. Approximately $500 per month totaling $6,000 per year. Increases with inflation.

Staff Development. Estimated based on the experience of Building Excellent Schools in charter school start up. $500 per FTE includes the cost of developing and executing summer professional development, weekly professional development, annual professional development days, and data days (all part of on-going professional development program). Total expense is $8,500 in Year 1.

Staff Recruitment. Estimated based on the experience of Building Excellent Schools in charter school start up. $500 per FTE includes the cost of posting positions, travel for recruitment purposes, and production of recruitment materials (flyers, etc.). Total expense is $5,000 in Year 1 to hire 10 additional FTE for Year 2. Increases with staff growth.

Student Recruitment/Marketing. Includes cost of marketing materials, outreach functions, Home Visits, advertising, and other recruitment operations. Total expense is $15,000 in Year 0 and $7,500 in Year 1.

Directors and Officers Insurances. Assumes $1,500 per year based on recent quotes available.

FACILITIES OPERATIONS

Insurance. Estimates $1.00 per sq. ft. based on local market and experience of Building Excellent Schools in charter school start-up. Total expense is $17,280 in Year 1. Increases with increase in square footage based on enrollment.

Janitorial Services. Assumes $1.50 per sq. ft. based on local market research. Total expense is $25,920 in Year 1.

Building Land Rent/Lease. Assumes year one 14,400 sq. ft. (80 sq. ft. per student) at $10/sq. ft. with additional square footage per year based on increased enrollment. Estimate based on local market research and experience of Building Excellent Schools in charter school start-up and facilities acquisition. Total expense is $172,800 in Year 1.

Repairs and Maintenance. Total expense is $0 as we assume costs will be included in Building Land Rent/ Lease expense.

Utilities. Assumes $1.00 per sq. ft. based on local market research. Total expense is $17,280 in Year 1.

Contingency. We have built in a $13,917 contingency in Year 1 to reflect at least 13 of our expected state revenues. In Year 2 and beyond, the contingency increases to approximately 23 of projected state revenues.

NARRATIVE (2) - Discuss the school's contingency plan to meet financial needs if anticipated revenues are not received or are lower than estimated. Also provide a detailed cash flow contingency (for Year l ), in the event that revenue projections are not met in advance of opening.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

If revenues are not received or if they are lower than expected, the school will be prepared to reduce expenses in the most effective way that has the least impact on the experience of children and families and that protects the core elements of our academic program in alignment with our mission and accountability goals. We plan to take a very strategic approach to both student recruitment and staff hiring.

Page 114 of 120 In Year 0, we will start our student recruitment efforts and staff recruitment in September 2018. As we receive student applications, we will make employment offers correlated to the number of students enrolled. For example, if we have 60 student applications by the end of December 2018, and have six qualified candidates, we will make official offers of employment to four candidates and communicate that we will stay in touch with the two other candidates, but will not offer employment until our student recruitment justifies the additional positions. This will be a delicate process, but we believe it is aligned to our conservative approach to operations and will ensure our revenues are likely guaranteed prior to increasing our expenses. In Year 1 and beyond, we will continue to monitor our enrollment projections and will cease hiring new employees if a future deficit is projected.

Additionally, communications between the School Director and the Board as it relates to financial viability will be ongoing as to clearly set and update fundraising goals for the Board. As we look to increase our revenues through fundraising and grant writing, we will also take specific steps to limit our operating expenses.

Analyzing our budget to find areas for cost efficiencies will be an ongoing practice. First and foremost, we will eliminate all expenses that are not fundamental to our educational program. If additional cost reductions are required, we will reduce salaries of all employees on a temporary basis, if possible, to balance our cash flow of our school. If we do not have the calculated enrollment and a significant waitlist of over 150 students at the end of Year 4, we will delay opening our second campus as a key opportunity to save expenses. If our financial cash flows are limited for a temporary timeframe, we will also explore leveraging our line of credit to cover expenditures in the short term.

After these measures have been taken, our final contingency plan will be to alter our two-teacher model in K-2 to include one teacher and one teaching aide/assistant. We believe our two-teacher model is a core aspect of our program, but we believe that we can still educate our students at a high level in this altered staffing design. It would be our expectation that once we are back to financial solvency, we would re implement our two-teacher model.

Our start-up budget includes a $325,000 grant from the Walton Family Foundation Charter School Start-Up Grant through our Lead Founder Traci Thibodeaux's Fellowship with Building Excellent Schools. The budget also includes $10,000 donation from Affordable Pharmacy pending charter approval. Contingent upon charter approval, the school may also apply for a line of credit to fund any short-term expenses needed to prepare the school for operations on day 1. Our submitted start-up plan takes a conservative approach by retaining $30,000 of this funding in a reserve account to cover for any unexpected or unforeseen expenses that may arise during the founding year, specifically for facility expenses. Additionally, if revenue projections are not met in advance of opening the school in Year 1, the Board has committed to actively participate in fundraising. Additionally, we will utilize the line of credit to cover any expenses prior to the school opening in Year 1. (Please see Letter of Commitment from BES and Affordable Pharmacy in ATIACHMENT F5.)

Page 115 of 120 I. Does the applicant plan to contract any services? Yes~

ONLY COMPLETE THIS PAGE IF ... you indicated "yes" above that the Charter School will outsource services to a management company or other service provider. A management company refers to a person or entity, other than a charter holder, who manage STOP significant aspects of charter operations - including but not limited to, curriculum, finance, facilities, and human resources.

II. What area(s) of service will be outsourced? Check all that apply.

Back Office Services Beginning in Year 1~203040 50

Food Services Beginning in Year 1~203040 50 Transportation Beginning in Year 10203040 50 Janitorial and Grounds Beginning in Year 10203040 50

Other Legal Special Education Services (OT, PT, Speech)

Ill. Does the applicant plan to negotiate service agreements with any organization(s) and/or individual(s) that will include any form of financial accounting, payroll, and/or tax accounting services? Yes~ NoO

Beginning in Year 1~203040 50

IV. If using a Charter Management Organization (CMO), briefly describe the fee structure of the contract. NA~

NARRATIVE: Identify each provider and detail what their respective roles, duties, and qualifications will be. Indicate whether the applicant will adopt the provisions of TEC, Chapter 44 Subchapter B as the process for awarding a contract for the construction, repair, or renovation of a structure or other improvement or addition to real property in the charter application.

Include discussion on costs, timelines, and the selection process of prospective vendors.

Page 116 of 120 NARRATIVE: Identify each provider and detail what their respective roles, duties, and qualifications will be. Indicate whether the applicant will adopt the provisions of TEC, Chapter 44 Subchapter B as the process for awarding a contract for the construction, repair, or renovation of a structure or other improvement or addition to real property in the charter application.

Include discussion on costs, timelines, and the selection process of prospective vendors.

INSERT RESPONSE .. THIS BOX WILL AUTOMATICALLY EXPAND AS YOU TYPE.

Reve Prep will contract several areas to maximize savings and efficiencies. The Founding Team has determined hiring contractors with expertise in certain areas will allow the proposed School Director to fully devote their capacity to the curriculum and operations of the school. An overview of each service to be contracted out is detailed below.

For all services, we will use a formal Request for Proposals (RFP) process to get the most competitive price on the best service.

FOOD SERVICE In alignment with best national practices and as informed by training through Building Excellent Schools, professional qualifications for any food service provider will include: Meeting all competitive procurement requirements of the RFP process; Holding certification to provide child nutrition services with the necessary insurance and bonding required by federal and local authorities; Meeting all USDA and Texas Dept. of Agriculture requirements for serving food in a school setting; Having the knowledge and experience to administer free, reduced and paid meals in compliance with state and federal requirements to receive federal reimbursement; Having point of sale tracking capacity to compile necessary records for free and reduced child nutrition plans. Costs will include a 33 administrative fee to cover software and administrative costs. This is reasonable in comparison to nationwide child nutrition programs. The objective will be for the rest of the child nutrition program to break-even so that the cost of meals to free, reduced, and paid students is met by the federal reimbursement and additional revenue from paying students. SPECIAL EDUCATION SERVICES (OT, PT, SPEECH, COUNSELING) Professional qualifications for any Special Education Services provider will include: All necessary certifications and licensures; Experience working with schools and charter schools in particular; Track record of success in educational settings with a variety of students; Competitive procurement process where required by federal law (EDGAR) and where federal funds are reimbursing for services. Costs will be variable depending on the services needed, the amount of time, and the number of services per week. JANITORIAL SERVICES Professional qualifications for any janitorial service provider will include: Meeting all requirements in the RFP process and pursuant to the Board adopted purchasing policies and administrative procedures; Proof of all necessary insurance and bonds to engage in a janitorial service contract; Ability to meet all local, state, and federal laws regarding hazardous materials (cleaning chemicals) in a school; Experience with school clients. Costs will be based on the services needed and the amount of square footage (see facilities section for estimation). LEGAL SERVICES Professional qualifications for any legal service provider will include: Experience in the education sector, knowledge of charter school legal matters and compliance, and/or any specific area related to the need; Licensure in the State of Texas and adequate malpractice insurance coverage; Time and availability to communicate successfully with School Director and/or Board of Directors as needed. In all cases, the vendors are independent contractors and not employees of the organization. Reve Prep will adopt the provisions of TEC, Chapter 44 Subchapter B as the process for awarding a contract for the construction, repair, or renovation of a structure or other improvement or addition to real property where required by law.

Page 11 7 of 120 Provide the Following:

The Proof of Attendance documentation received at the conclusion of the Applicant Information Session attended in September, 2017. Applicants who attended both sessions need only submit one document.

The Texas Education Agency (TEA) hosted identical Applicant Information Sessions on September 15, 201.7 and September 22, 2017, of which applicants were required to attend one. Each session provided details about (i) applying for (and holding) a charter in the state of Texas; (ii) contents of the RFA document; and (iii) application preparation and submission requirements for both electronic and hard copy application documents. Consequently, attendees received a Proof of Attendance document at the conclusion of each session. For an application to Qe deemed complete, at least one member of the governing board of the sponsoring entity requesting the charter must have attended one of the sessions. It was recommended that the individual(s) with primary responsibility for preparing and submitting the application also attend one of these required information sessions.

Page \ \ <( Texas Education Agency Division of Charter School Administration Generation Twenty-Three Applicant Information Session Registration Form

This form should be saved locally and must be completed using Adobe Acrobat. Preview Mode, the default program for working with PDF files on a Mac, will not work correctly. The completed form should be submitted as an attachment to [email protected] along with the completed application.

Attendance by one governing board member of the sponsoring entity is required. Proof of attendance will be provided to attendees for inclusion as attachment A 1 in the submitted application.

Each session will provide details about applying for and holding a charter in the state of Texas, the contents of the RFA, the application preparation guidelines and submission requirements for both electronic and hard copy application documents.

Paper copies of the RFA will NOT be made available.

Proposed Charter School Name: Reve Preparatory Charter School

Title/Role: Lead Founder/Proposed School Leader

Email: [email protected] Phone: 713-898-7825

Board Member Attending:

--1 ~--:...·· .._,, <::::> n1 Board Member Attending: ~.<;...,i" i;·'~.) ·2 ?'< ,..;,'.;)'<'! ':.,?,':: gz: ..,..,, en --{ rrt k-n (/> ;;c r-•, :::0 Board Member Attending: -0 C;J <.::;:;t 0 :--.> C"> ("') ::i;'": 0-.., .,... ~..,.. m N -t Board Member Attending: "".'.'& -l a;, ;;;:.. 0 ~ ni --! r- ::::: ;"O :::.> 0 <'.""') ~... G'> Date of Session: O Friday, September 15, 201 6, 9:00 a.m. - 4:20 p.m. -l m 9 = m 0 -l N 2: rn C">= (gJ Friday, September 22, 20 16, 9:00 a.m. - 4:20 p .m. 7-7 -<

Su bmit the c ompleted form at lea st 24 hours prior to the session indic ated above to [email protected].

If you have any questions about the sessions or registration, please contact Jennifer Hagan at 51 2-463-0359 or [email protected].

Page JJ.9 Provide the Following:

A scanned/photo copy of the official public notice/advertisement (as printed) in the newspaper. The copy that is provided in this application must include the name of the publication (as printed) and publication date.

Each public notice must include: • the proposed school/campus name: • the sponsoring entity name: • date, time, and place of meeting; and • the names of all sponsoring entity board members.

All public notices/advertisements must be published in a newspaper of general distribution within the geographic boundary of the proposed charter school. Any public notice in newspaper(s) with limited circulation (Greensheet, Dallas Observer, Austin Chronicle etc.) will be ineligible for consideration.

All public notices/advertisements must be published in a newspaper that is distributed in print (not just electronic).

At a minimum, applicants must hold a public meeting within the charter school's proposed geographic boundary. The purpose of this meeting must address/discuss this application for a Generation 23 Open-Enrollment Charter School.

This meeting must take place no earlier than before the charter application due date. Consequently, any prior public meetings in (or before) June, 2016 are not eligible for consideration.

Lastly, any person may attend and participate in the meeting.

AnENTION: All submitted notices must be dated prior to December 4, 2017.

Page lJ.(J Houston Chronicle I0000153739 TRACI THIBODEAUX Page 1 CLASSIFIEDS

AFFIDAVIT OF PUBLICATION

STATE OF TEXAS:

Before me, the undersigned authority, a Notary Public in and for the State of Texas, on this day personally appeared, the Newspaper Representative at the HOUSTON CHRONICLE, a daily newspaper published in Harris County, Texas, and generally circulated in the Counties of: HARRIS, TRINITY, WALKER, GRIMES, POLK, SAN JACINTO, WASHINGTON, MONTGOMERY, LIBERTY, AUSTIN, WALLER, CHAMBERS, COLORADO, BRAZORIA, FORT BEND, GALVESTON, WHARTON, JACKSON, and MATAGORDA and that the publication, of which the annexed herein, or attached to, is a true and correct copy, was published to-wit:

TRACI THIBODEAUX 0000153739 HC022721322 RAN A LEGAL NOTICE SIZE BEING: 2 x14 L Product Date Class Page Houston Chronicle Oct 16 2017 Legal Notices B3

Uc1~V-- ~ NEWSPAPER REPRESENTATIVE

Sworn and subscribed to before me, this 16th Day of October AD. 20i7

\ 9-\ Houston Chronicle I0000153739 TRACI THIBODEAUX Page2 CLASSIFIEDS

The Rive l'rellaratoty, Inc. Board of Director& wlll conduct informational meetings for the public on October 21st and 28th at lO:OOam at t~Hiram Clarke Multl•ser11ie1> Center {3816 West l"uqua, Houston, TX n045). These meetings will provide in· formation about a proDOSed open-enrollment public charter school. R6ve Preparatory Charter School would educate students in kindergarten ttirough eighth grade in the south or southwest areas of Houston. Participants will be presented with the proposal and will be able to ask questions about the school. If approved, classes would begin In August 2019. Members of the school board include Sameer Soleja, Eric Gomez. and Kevin Kebede. Houston Chronicle I I0000155930 TRACI THIBODEAUX Page 1 CLASSIFIEDS . l

AFFIDAVIT OF PUBLICATION

ST ATE OF TEXAS:

TRACI THIBODEAUX 0000155930 HC022721322 RAN A LEGAL NOTICE SIZE BEING: 3 x9 L Product Date Class Page Houston Chronicle Nov 07 2017 Legal Notices B 4 I 1. I !

NEWSPAPERIL REPESENTATIVE~ ~

Sworn and subscribed to before me, this 7th Day of November A.O. 2017

t '2- 3 Houston Chronicle I0000155930 TRACI THIBODEAUX Page2 Cl.A881FIED8

The Rtve ...... ,....,, Inc. Board of Directors will conduct an Informational meeting for tl'ie publlC on November 11th at ll:OOam at the Hiram Clarke Multl·servlcet Center (3810 West F~_a_1 Houston, TX 77045). This meeting wlll provide ·1nidrmation about a propoHQ open-enrollment public charter school. Rive Preparatory · Charter School woufd educate students In kindergarten through eighth grade In the south or southwest areas of Houston. Participants will be pr.esented with the proposal and will be able to ask guestions aboUt the school. If approved, classes would begin in August 2019. Members of the school board include Sameer Soleja, Eric Gomez, arid Kevin Kebede. Provide the Following:

Certified Mail Receipt Cards showing the dates the Statement of Impact forms and Application Coversheets were received by the superintendent of each traditional school district from which the proposed school intends to draw students.

In the absence of signed certified mail return receipt cards, the certified mail receipt showing each school district, fees paid, and the date mailed will be accepted.

Mailing address must include the name of the school district to which the information was sent.

Arrange certified mall receipts In alphabetical order by district. Limit six receipts per page.

Applicants must send a Statement of Impact Form {found at, <. ) and Application Coversheet to the superintendent of each traditional district from which the proposed school intends to draw students. Th~ Statement of Impact Form is the formal opportunity for superintendents of traditional districts to document any impact the proposed school might have. While applicants are required to distribute these documents, they are not responsible for ensuring that superintendents return the Statement of Impact Forms to the TEA.

Additionally. applicants must also send a Statement of Impact Form and Application Coversheet to: • the President of the Board of Trustees of each traditional school district from which the proposed school intends to draw students, • each member of the Texas legislature that represents the geographic area to be served by the proposed school, and • the State Board of Education member that represents the geographic area to be • served by the proposed school.

See Texas Education Code (TEC) § 12.1101.

ATTENTION: All submitted notices must be post marked prior to December 4, 2017.

SENDER COMPLETE THIS SECHON

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l3Y Provide the Following:

I. Scans/photocopies of any (i) advertising content; (ii) community outreach suNeys; (iii) social media campaigns: and (iv) any additional documentation that demonstrates community engagement and support.

If. Public Meeting Protocol- this is the script or list of questions that were prepared and presented at the public meeting. Do ngj; provide petitions, meeting sign-in sheets, or other materials that violate the public disclosure policy.

Ill. Letter(s) of Support- provide (if any) non-financial letters of support from individuals, organizations, officials, etc.

Page \3S Reve Preparatory Charter School

COMMUNITY INFORMATION MEETING Pleasejoin us to learn more about our proposed K-8 open-enrollment charter school.

Saturday, October 21, 2017 from lOam to llam Hiram Clarke Multi-service Center 3810 W. Fuqua St. Houston, TX 77045 Reve Preparatory Charter School REUNION-- DE INFORMACION DE LA COMUNIDAD Por favor, unase a nosotros para aprender mas acerca de nuestra propuesta de escuela charter K-8 abierta.

Sabado, 21 de octubre de 2017 de 10 a 11 de la manana Hiram Clarke Multi-service Center 3810 W. Fuqua St. Houston, TX 77045 Reve Preparatory Charter School COMMUNITY INFORMATION MEETING Please join us to learn more about our proposed K-8 open-enrollment charter school. Attendees will have a chance to win a $50 Target Gift Card!

Saturday, October 28, .2017 from lOam to llam Hiram Clarke Multi- service Center f.2_ooM. l 3 2 3810 W. Fuqua St. Houston, TX 77045 Reve Preparatory Charter School REUNION DE INFORMACION DE LA COMUNIDAD Por favor, unase a nosotros para aprender mas acerca de nuestra propuesta de escuela charter K-8 abierta. Los asistentes tendran una oportunidad de ganar una tarjeta de regalo Target de $ 50.

Sabado, 28 de octubre de 2017 de 10 a 11 de la manana Hiram Clarke Multi-service Center 3810 W. Fu ua St. Houston, TX 77045 Reve Preparatory Charter School

COMMUNITY INFORMATION MEETING Please join us to learn more about our proposed K-8 open-enrollment charter school.

Saturday, November 11, 2017 from llam to 12pm Hiram Clarke Multi-service Center 3810 W. Fuqua St. Houston, TX 77045 Reve Preparatory Charter School REUNION DE INFORMACl6N DE LA COMUNIDAD Por favor, unase a nosotros para aprender mas acerca de nuestra propuesta de escuela charter K- 8 abierta.

Sabado, 11 de novembre de 2017 de 11 a 12 de la manana Hiram Clarke Multi-service Center 3810 W. Fuqua St. Houston, TX 77045 Reve Preparatory Charter School Reve Preparatory Charter School is a proposed K-8 charter school for the students of Houston, proposed to open in August 2019.

OUR MISSION

Educating all kindergarten through grade eight students for success in high school, college, and beyond, Reve Preparatory Charter School ensures rigorous academics, individualized supports, and purposeful character development for every student, every day.

OUR UNIQUE EDUCATIONAL PROGRAM

• Extended Instruction in Literacy and Math - Students will receive a significant amount of literacy and math instruction every day. By preparing our students with the fundamental tools of reading and writing, and by preparing them with mathematical computation and problem-solving skills, our students will be positioned to successfully compete for coveted opportunities in the highest academically ranked high schools in Houston.

• Two-Teacher Classrooms - Our kindergarten, first, and second grade classrooms will each have two teachers. This teaching model will allow for a blended learning model where students rotate from computer-based individualized learning programs to small group targeted instruction with specialized attention from two teachers, ensuring a strong academic start for our students starting in kindergarten.

• Spanish for All Students - While English literacy will be a core focus, we believe that all students will benefit from learning a world language throughout elementary and middle school. Specifically, students will be prepared to take advanced Spanish courses or additional world languages in high school which will position them to compete for acceptance into selective colleges and universities.

• Mind/Body Connection - Students will be guided in a meditation moment every morning and afternoon. Students will be taught that deep breathing and positive thoughts will help calm their bodies and minds and will help prepare them to learn each day. Additionally, students will have the opportunity to learn child-friendly yoga during physical education classes.

• Strategic Character Development - Our REVED-UP values - Respect, Excellence, Virtue, Enthusiasm, Determination - Understanding, Preparedness - are the key values we will develop within all ofour students and will ensure they practice these values consistently. As a school community, we will develop students' ability to be highly impactful, positive, and productive members oftheir school, family, and community as they grow into young leaders in our city, state, country, and world.

Contact Us Traci Thibodeaux, Lead Founder [email protected] 713.898.7825 Reve Preparatory Charter School Reve Preparatory Charter School es una propuesta de K-8 de la carta de la escuela para los estudiantes de Houston, propuso abrir en agosto de 2019.

NUESTRA MISION Educar a todos los nifios desde kindergarten hasta el octavo grado los estudiantes para el exito en la escuela secundaria, la universidad y mas alla, Reve Preparatory Charter School asegura riguroso academicos, apoyos individualizados, y con el prop6sito de desarrollo de la personalidad de cada estudiante, cada dfa.

NUESTRO EXCLUSIVO PROGRAMA EDUCATIVO • Extension de la Instruccion en Alfabetizacion y Matematicas - Los estudiantes recibiran una cantidad significativa de la alfabetizaci6n y la instrucci6n matematica todos los dias. Mediante la preparaci6n de nuestros estudiantes con las herramientas basicas de la lectura y la escritura, y por la preparaci6n de ellos con el calculo matematico y las habilidades de resoluci6n de problemas, nuestros estudiantes estaran en posici6n para competir por el codiciado oportunidades en el mas alto academicamente a los puestos altos de las escuelas en Houston.

• Dos Maestros en Clases - Nuestro kindergarten, primero y segundo grado en las aulas, cada una tiene dos maestros. Este modelo de ensefianza va a permitir un mezclado modelo de aprendizaje donde los estudiantes rotan de equipo individualizado de los programas de aprendizaje de grupos pequefios de instrucci6n especializada atenci6n especializada atenci6n de dos profesores, asegurando una buena academico de inicio para nuestros estudiantes de partida en el jardin de infantes.

• Espanol para Todos los Estudiantes - Mientras que la alfabetizaci6n en ingles sera un centro de atenci6n, creemos que todos los estudiantes se benefician del aprendizaje de un idioma del mundo a lo largo de primaria y secundaria. Especificamente, los estudiantes estaran preparados para tomar avanzados cursos de espafiol o adicionales de idiomas de todo el mundo en la escuela secundaria que posicionara a competir por la aceptaci6n selectiva en colegios y universidades.

• La Conexion Mente/Cuerpo - Los estudiantes seran guiados en un momento de meditaci6n cada mafiana y cada tarde. Los estudiantes seran ensefiados que la respiraci6n profunda y pensamientos positivos ayudara a calmar sus cuerpos y mentes y los ayudaran a prepararse para aprender cada dia. Ademas, los estudiantes tendran la oportunidad de aprender amigas de yoga durante las clases de educaci6n fisica.

• El Caracter Estrategico de Desarrollo - Nuestro REVED-UP valores de Respeto, la Excelencia, la Virtud, el Entusiasmo, la Determinaci6n de la Comprensi6n, la Preparaci6n son la clave de los valores que se desarrollan dentro de todos nuestros estudiantes, y se asegurara de que la practica de estos valores de forma coherente. Como una escuela de la comunidad, vamos a desarrollar la capacidad de los estudiantes a ser muy impactantes, positivas y productivas de los miembros de su escuela, la familia y la comunidad como de que se conviertan en lideres j6venes en nuestra ciudad, estado, pais y el mundo.

Pongase En Contacto Con Nosotros Traci Thibodeaux, El Fundador De Lead [email protected] 713.898.7825

\ Reve Preparatory Charter School Community Survey Reve Preparatory is a proposed, K-8, college preparatory charter school working to open in the Central Southwest area of Houston.

Name: ------ Email: ------ Phone: ------1. Are you a parent or guardian ofa school-aged child? YES NO a. Ifyes, how old are your children?

2. Are you a resident ofthe Central Southwest area? YES NO

3. Are you satisfied with the school options for children in the Central Southwest area? YES NO Why or why not?

4. What are the major challenges standing in the way ofstudent success in neighborhood schools?

5. As a member ofthe community, would you be interested in supporting a new school that would meet challenges to student success while helping students get to and through college? Reve Preparatory Charter School Communitv Meeting Agenda Saturday, October 21. 2017 10am

I. Welcome to Reve Preparatory Charter School Community Meeting II. Introduction by Founding Team and proposed School Director Ill. Meeting Agenda IV. School Mission V. Key School Design Elements

• Extended Instruction in Literacy and Math

• Two-Teacher Classrooms

• Spanish for All Students

• Mind/Body Connection

• Strategic Character Development

VI. Questions and Answers

P-l 5 Work

November 10, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Re: Letter of Support for Reve Preparatory Charter School

Dear TEA Charter Application Review Committee:

I am proud to send this letter of support for Reve Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open-enrollment public charter school in central southwest Houston.

As Co-Founder of KIPP, since 1994 I have focused on the work to better educate early childhood, elementary, middle, and high school students in a nationwide network of free enrollment college preparatory schools in underserved communities throughout the United States. 50% of our KIPP Houston Public School gth graders go on to graduate from college compared to only 10.6% of students who live in low-income areas in Harris County. As we currently have nearly 12,000 children on our open-enrollment lottery waitlist in Houston, we believe in increasing the number of high-quality seats for the city's children. And we believe in the Reve Preparatory Charter School's mission of educating all kindergarten through grade eight students for success in high school, college, and beyond, by ensuring rigorous academics, individualized supports, and purposeful character development for every student, every day.

After meeting with Building Excellent Schools Fellow and proposed School Director, Traci Thibodeaux, I respect her personal journey of growing up in poverty in Houston and returning to her community to establish a high-performing school that will allow all children to dream big and gain the knowledge and skills to turn those dreams into a reality.

I hope Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me with any questions at [email protected] and 713-202-0549.

Plow on, lfrLJJ~ Mike Feinberg Co-Founder

832.328.1051 10711 KIPP Way, Houston, TX 77099 www.kipphouston.org 3900 Essex lane Suite 1200 Houston, TX Tel (713} 589-8767 Families Fax (281) 616-3945 EMPOWERED www.FamiliesEmpowered.org

November 14, 2017

Commissioner Mike Morath Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Dear Commissioner Morath:

Families Empowered is a 501(c)(3) organization operating in Houston, San Antonio, and Austin, Texas. Our mission is to empower families to engage in a marketplace of schools. We believe that when families are empowered with accurate and accessible information about their educational options, they are able to engage and participate in a system of schools in a meaningful way.

Our key strategy is to partner with high performing charter schools to support their ever growing waitlists. To date we have compiled a database of more than 62,000 waitlisted families in Texas who need our help. Throughout the year, we work with families via our call center, School Connection Fairs, targeted emails (961,042 in 2016), postcards (81,509 sent in 2016), social media, and smaller parent engagement events. In 2016, an average of 637 people attended, 3,276 school and parent connections were made at, and 200+ schools were represented at FE events.

While an increasingly vibrant array of educational choices already exists in Houston, tens of thousands of families continue to look for innovative, diverse, and high-quality options. We support Reve Preparatory Charter School's application to establish a school with rigorous academics, individualized supports, and daily purposeful character development for every student.

Additionally, I support the leadership of proposed School Leader, Traci Thibodeaux, a Building Excellent Schools Fellow (BES). BES is a nationally recognized school leadership program which recruits and develops exceptional teacher leaders to become our next generation of school leaders. Their track record of success is strong and gives me confidence that Traci has the skill set and support to found and lead this new school. I have come to learn about Traci's experience, training, and vision for the school over the past few months, and am impressed by her intentional design of the school, passion for education, and experience in urban education. Reve Preparatory Charter School 's founding team has been working to connect with the community in the Houston metro area. They are committed to understanding the community needs. They have been canvassing neighborhoods, attended the Families Empowered's School Connection Fair and in short, they have been engaging with the community in meaningful ways for many months.

Again, I am happy to support Reve Preparatory Charter School as a high-quality educational option. It is my hope that the school will be granted a charter to open in August 2019. If you have any questions, please do not hesitate to contact me. Thank you for your consideration of this application.

In gratitude, s~~ Stefanie Solar Cruz Manager of School and Community Partnerships [email protected] November 15, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Re: Letter of Support for Reve Preparatory Charter School

Dear Commissioner Morath:

I am proud to send this letter on behalf of Building Hope in support for Reve Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open-enrollment charter school in central southwest Houston.

Building Hope is a national non-profit established in 2003 with the sole purpose to tackle one of the key barriers to charter school growth: identifying and financing viable facilities so that all students have access to a quality K-12 education. Today, we partner with individual and institutional investors and philanthropic and government organizations to provide a full range of support to public charter schools across the nation. Our services include facilities financing, charter school facility development, incubator space, and back-office business services.

Specifically, we have provided over $200 million in direct loans, credit enhancements, and equity investments to support over $1 billion in school construction. This assistance has supported 200 charter school projects in 18 states and the District of Columbia, serving more than 70,000 students, more than half of whom live in underserved communities.

In selecting charter schools to support and partner with, Building Hope takes the time to get to know the school leadership team as we believe the individuals leading the school are the most important factor in determining success. After getting to know Ms. Thibodeaux through multiple meetings and conversations, we are impressed with her professional achievements, her commitment to providing quality school choice in Houston and her depth of thought and planning in creating a plan for the school.

Building Hope is pleased to offer support to Reve Preparatory School in its mission to provide a high quality education to all kindergarten through grade 8 students for success in high school, college, and beyond, through rigorous academics, individualized supports, and purposeful character development for every student, every day. Our team has met with Ms. Thibodeaux specifically to discuss the facilities plan for the school.

Particularly, I am inspired by her desire to serve the community in which she was raised by establishing quality education options for the students in her home neighborhood. The fact that Ms. Thibodeaux is a native Houstonian from the targeted neighborhood speaks to her commitment in this endeavor and gives me confidence that she will be successful as she has first-hand knowledge of the area and has personal relationships within the community that will help her along the way.

In fact, over the past few months, the Reve Preparatory Charter School founding team has engaged with the community in a multitude of ways and throughout the broader Houston community. They have already set a strong foundation of community members who look to continue support their mission in the future.

I hope Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me with any questions.

Sincerely,

Bob Boone Manager, Real Estate - Texas Region Building Hope -A Charter School Facilities Fund 910 1rh Street N.W. Suite 1100 Washington D.C. 20006 (512)571-8149

\SD Essex I Commercial Properties

3900 Essex Lane, Suite .1200 Houston, Texas 77027 USA Telephone 713.62.1.2350 Facsimile 713.966.5879

November 9, 2017

The Texas Education Agency 1701 N. Congress A venue Austin, TX 78701

Re: Letter of Support for Reve Preparatory Charter School

Texas Education Agency:

We are proud to send this letter of support for Reve Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open enrollment charter school in central southwest Houston.

Essex Commercial Properties is a Houston based real estate development firm that has worked extensively with new and expanding charter schools to procure facilities. We have assisted schools with the planning process, site acquisitions, due diligence, and development/design/construction phases. Our construction affiliate, Linbeck Group, has constructed more than 45 charter schools on over 30 campuses in the Houston area.

We are strong advocates of charter schools and share the urgency to improve public education. We believe Reve Preparatory Charter School will make a significant positive impact in central southwest Houston. Reve Preparatory Charter School's mission, to focus on rigorous academics, individualized supports, and purposeful character development will provide students with the educational framework and expectations necessary to be successful through eighth grade and into adult life.

Essex has met with the Lead Founder and proposed School Director, Traci Thibodeaux, to advise on her facilities planning process and projected budget. We believe Traci's business acumen and leadership qualities make her an excellent choice for School Director. Traci is highly organized and easy to communicate with. She was able to assimilate key real estate and financial concepts easily and prioritize her facilities plan accordingly. As a native Houstonian who grew up in the central southwest area, Traci is passionate about the children in this area and the opportunities they can be afforded.

Over the past few months, the Reve Preparatory Charter School founding team has engaged with the community in a multitude of ways and throughout the broader Houston community. They have already set a strong foundation of community members who look to continue support their mission in the future.

Essex Commercial Properties supports Reve Preparatory Charter School's application for a charter to open in August 2019. Please do not hesitate to contact us with any questions.

Sincerely, ESSEX COMMERCIAL PROPERTIES 0 John D. Go, AIA, LEED AP Vice President

\5 ~ Buffalo Soldiers National Museum 3816 Caroline Street Houston, TX 77004

November 16, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701 Paul (P. J.) Matthews Founder Re: Letter of Support for Reve Preparatory Charter School Desmond Bertrand, MBA, M.Ed Texas Education Agency: Executive Director I am proud to send this letter of support for Reve Preparatory Charter School, a BOARD OF DIRECTORS proposed kindergarten through eighth grade college-preparatory, open-enrollment Keynan Dutton, M.B.A. charter school in Central southwest area of Houston. President Melanie Richard Vice President The Buffalo Soldiers National Museum was founded in 2001 by Vietnam veteran, June Marsh Captain Paul J. Matthews and is the only museum dedicated to primarily preserving the Treasurer Damian W. Abreo, J.D. legacy and honor ofthe African-American soldier in defense ofthe United States of Secretary America from the Revolutionary War to present day.

Nancy Arriola, M.Ed We believe in the college preparatory school model and in Reve Preparatory Charter Robert E. Burnette, MD School's mission to educate all students through rigorous academics. Ifapproved, we Samuel Davis hope to partner with Reve Preparatory Charter School to ensure that students will have Angela Holder, MB Pam Plumbar-Holliman the opportunity to take a field trip to our museum and learn more about a unique aspect Damon Johnson ofAmerican history. Bruce Lemmie Michelle Y. Long Nathaniel McClinfon, Ph.D We support the leadership ofLead Founder and proposed School Director,Traci Raynell Parker-McNeil Thibodeaux, a native Houstonian, who has visited our museum on multiple occasions Milton Moore, MD and truly understands the importance of exposing the children ofher community to a Shirley Moore, Ph.D Andrea Mosie, MS rich cultural education that is built on a foundation ofliteracy and math instruction. Hulen Rigby, CSM I hopeReve Preparatory Charter School will be granted a charter to open in Fall 2019. James Shotwell Please do not hesitate to contact me with any questions. Ken Taylor Archie Wilmer, Ph .D Sincerely, Mr. David Whatley President Emeritus LJ~ .fj~jJ~ Mr. Desmond Bertrand-Pitts Executive Director Buffalo Soldier National Museum 713-942-8920 The Texu Edooaion ~ 1701 Amdn. TX

Rot ~or~ b'.IMPmpntory~~l

DurCommbliana' ~

We_. proud to~ tMt~ ofwpport tor Rm~ a.ner ~hoot. a ~ kinderp1en ~ eialdh ..-coJ&ep~.opa;~lbnmtehlreer .ldmol in a:nhl Homltm. . It i! dle wlm.nn1 n weteomma COl\lfCPtion ~to• lpirit the pmn. AlmiahtY Ood thll~&t~tionofcbH...~and W: amt workh!idl ~ the promotion ofpuce ewr)' apect mkeml aU ~·wiU be~ a ~b)i tbe l~p.'Nfa' of0od$;1 Hmy

H1Ym1•1d•0at1a. MBC mppmudlemiaion.mrRtw·~~whkb R*1r..~d~ ..-1....1tor~mltiah~I. ~0Deae.and~IM·~·Chlmft.tioofam.n1ripwom~ lndi~im.t~and~ftd e~~lopment forevtq~ev.,

We 1re wrftinl to wa ow mwquivoad ~ ladenhip oru.t Fmmda'aai ~Schoo.I Dir=tor~ Thi~x andtoex,,_ow~~ in her~ipofmi1~aew ·

We mpport Tmei Thibodeaux •WH ofher-of'dul)'. her ~j~and her ~J.Pk:J n incl~. We aappott ber tbrae •Y •-~- dntre•1·eommak)>ded~to ·~-~·-·~ ~ Cliartli 'll'VIU!'n WV'llJ• Wt~ her far her ud c:olllbomliw ofhrinJinl fnuky. *'fad **-~ladle~on1thlt mbmtdabold ~ plm bour ·ammmityl.. ntW.lmdltiwt ad m:wopponunida fO~.OUf amplify. our rele\~ to dU ID a whole..

We--unM4 bdtind Tft!Wi Th~ad to "make AO lhdt pluL1' SU t.tHM.m the aMlky ofha.....toelm hip a reach We lftt:lt herJudpml ed recoplre dlat 11\e often mmtmike dllkultdHW:ou hued on information ad pulpldlv..~n todUc~ ~ eHJMte. In those~~ lhc al•:P miwstoheBpthe ~ un~the«Gmand ~bdHnd sueh eeinml edlheatwa:p ram ror her•iUml..

Ihope Rm~· Chattf knool a dafterto open Aqwt 2019, ~ danot hes.iweto~mewith ny~.

Clrm._ MBA Ph~O. OmdWde T~h Mmi~ lJrentwood November 22, 2011 baptist church Wlv:rt CAriJf· 1j the Jvla.1!1· SlttradioxRA(,We p reparatory Cha rt er S c h. oo l

Dr. Joe Samuel Ratliff Attention: To Whom It May Concern Pastor I write this letter of recommendation in support ofMs. Traci Thibodeaux, Mr. Paul E. Jeffers:on the Lead Founder of R~ve Preparatory Charter School. The mission focus Church Business Administrator . ' and vision of bringing a high performing school to our community is indeed pertinent. Ms. Lydia A. Alston Minister ofWorship and Praise During our meeting it was.apparent that Ms. Thibodeaux has given much Dr.Joseph G. Ford •thought, labor and research toward the development ofthis exceptional Minister ofCollege, Young Adults.

Mrs. Doris Gardner Ratliff Centerfor Child Development Director Respectfully, , Rev. Lillie M. Seals Minister ofChristian Counseling f ~.~~ Rev. Barbara A Thomas Minister ofChildren & Events Coordinator

Rev. Kevin W . Williams Minister ofFacilities Managemenl & Outreach

13033 Landmark Street Office (713)852 HOO• Fax (713)852 H6l P.O. Box -150-109 Houston, Texas 77045 W\\ ·w.brentvvooclbaptist.org Houston, Texas 772-15 Hiram Clarke Miss:ianary BaptistChurch 3000' W. Fuqµa *Houston, TX 77045' "'StnJin:g Jbives;a}Pev50·w a.Ft a/'Eimtttr· Rern Wyman'[. Webster, Pastor

November 30, 2017

The Texas: Education Agency 1701'N. Congress Avenue Austin, TX 78701

ram proucfto sencf this fetter ofsupport for Re\te Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open-enrollment charter school in cent ral southwest titousto:n.

As a f.ait~ based @rganizati>Gn,7 ancr'.501<:3,, Hir.am·Clarke Missioflery Baptist<:~ur>eh, is located Withli·rn tme metr;o;pIHitan ar.ea where·suc-h 'a .~pro_gr:a m \WOul:cl,be .~rtasseit;to Jtt;te,c@filnmumly.

We support the proposed school's mission of educatingkindergartenthrough grade eightstudents for success in high school, college, and beyond, Reve Preparatory Charter School ensures rigorous academics, individualized supports, and purposeful character development for every student, every day.

After-me.e.tihg witli the Lecrct'Founde:r and propos.ed· School Dfrector, Traci Thibodeaux; I am,_ex-eited to> s:ee:her passionfor~ducatian · and · brFngJnga • hi-gh~peJ'f@r:mihgsehooJt~nm community.

Lh.'1,pa R:e:Ve.'' Pr,epa-iratr~ Chia.rtU Sch~h wW1be g;irarlillrOOi f:f. c~r torop:(!!!l:1.. ir:i , ~g1J6t2.0 l9i Please d©'not hesit ate to contact me with any questions.

··Reverend:,wyn>ranJ.·Webster Pastor Hiram Clarke Missionary Baptis,t Church nJ~4'-il2"'s808'

(50 HEADS UP

l**--1--*1* _JJ HOUSTON*** ** Heads Up Houston P.O. Box 1668 Alief, Texas 77411 Tel. 832.607.6557 November 23, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Re: Letter ofSupport for Reve Preparatory Charter School Dear Commissioner Morath: I am proud to send this letter ofsupport for Reve Preparatory Charter School, on behalfofHeads UP Houston. Heads UP Houston is a community based organization that has a vision to maximize the capacity ofevery person through every thing. Our organizational mission is to inspire hope through community engagement via optimal access to holistic development aimed to solidify support, foster unity and achieve prosperity in all things. Identifying the strategic focus areas of extending the school day, providing support and access to the underserved and underrepresented, and deepening engagement and fostering relationships has enabled us to connect with cause-driven partners to leverage our education, experience and expertise. One ofour areas of focus has been providing intramural sporting activities to students in grades Pre-K to 12..

Heads UP Houston supports the Reve Preparatory Charter School mission as we believe in equal access to college preparatory, high-performing schools in our community.

We lookto support Reve Preparatory Charter School, specifically by assisting in the school's student recruitment efforts. As we are an organization that works with children starting at four years old, to participate in intramural sports, such as basketball and soccer, we will be able to hold community events that will attract students and families in the community and enable us the opportunity to share more information about Reve Preparatory Charter School.

I hope and pray that Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me with any questions.

Sincerely,

,,,--Y'rYY\ {\ I 1 E~lJV\ Kevin Kebede President and CEO Heads UP Houston 832.971.3295

\51 November 29, 2017

The Texas Education Ageney 1701 N. Congress Avenue Austin, TX 78701

Re: Letter ofSupport for Reve Preparatory Charter School

Dear Commissioner Morath:

Iam proud t-o and this letter of support for Rive Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open-enrollment charter school in central southwest Houston.

As Founder and President of a non-profit organization, S.T.R.E.S.S.O.U.T., which stands for Striving to Reveal · Encourage, Succeed, and Strengthen Others by Uniting Together, we support women and children in underserved neighborhoods. We also provide financial assistance to families ofsingle parent households. Our focus is to educate and empower women of all ages to reach their highest potential by assisting them in areas of financial literacy, child development, and education.

As a founding board member, I support the mission of Mve Preparatory Charter School because I believe that every child is entitled to a quality education in the same area in which they live. I also believe in a rigorous curriculum and being prepared for college will give children a chance to believe In themselves and have hope for their future.

Ifgranted a charter, the boar~ ofS.T.R.E.S.S.O.U.T. has agreed to support Reve Preparatory Charter School in their student recruitment and community engagement efforts. Specifically, S.T.R.E.S.S.O.U.T. will hold at least one fundraiser on behalf of R~ve Preparatory Charter School and actively share information about enrollment to the women and families who participate in S.T.R.E.S.S.O.U.T. activities and events.

I hope Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me with any questions.

Dr. Toscha L Dickerson President/Founder S.T.R.E.S.S.O.U.T. Corporation (210} 380-6870 Provide the Following:

I. Admissions and Enrollment Policies, should include the following:

• The period (both the beginning and the ending dates) during which the applications for admissions will be accepted including a summary of the application process. See Texas Education Code (TEC) § 12.117.

• Procedures to be followed in conducting a lottery when a grade or class is oversubscribed, including any exemptions from the lottery. Include whether the charter school will exercise the right to exempt from the lottery returning students, the siblings of returning students, and/or the children of the school's founders and staff (as long as the total number of students allowed constitutes only a small percentage of the total enrollment).

• The approximate date on which a lottery will be conducted, if required.

• Policies and procedures for student waiting lists, withdrawals, re-enrollment, and transfers.

• The non-discrimination statement to be included in the proposed school's admissions policy. See TEC § 12.111 (a) (5).

• Policies and procedures for the admission of students with documented history of a criminal offense, a juvenile court adjudication, or discipline problems under Subchapter A. Chapter 37. See TEC § 12.111 (a) (5) (A).

Enrollment deadlines and procedures. If the proposed school will specialize in performing arts. discuss whether applicants will be required to demonstrate artistic ability for admission to the school. TEC § 12.111 (a) (6) permits a charter school specializing in performing arts to have an admissions policy that requires a student to demonstrate artistic ability. In addition, TEC § 12.1171 permits a charter school specializing in one or more performing arts to require an applicant to audition for admission to the school.

II. Documented History of Misconduct Form, • In the form provided behind this coversheet, applicants must indicate below which documented instances of misconduct/disciplinary action will NOT be grounds for denial of enrollment. In other words, check all boxes that will not exclude an individual from enrolling as a student at the proposed charter school. I.e. checking box [Abuse of Volatile Chemical] means that a student with that particular documented history of misconduct WILL be eligible to enroll as a student with the proposed charter school.

Page 15q Applicants must indicate below which documented instances of misconduct/disciplinary action will NOT be grounds for denial of enrollment. In other words, check all boxes that will not exclude an individual from enrolling as a student at the proposed charter school. I.e. checking box [Abuse of Volatile Chemical] means that a student with that particular documented history ofmisconduct WILL be eligible to enroll as a student with the proposed charter school.

Check all that Apply

~ Abuse Of A Volatile Chemical - TEC §37.006(a)(2)(E) [PEIMS Code 06] 11 Aggravated Assault Under Penal Code §22.02 Against a school district employee or volunteer - TEC § B 37.007(d) [PEIMS Code 29]

"' Aggravated Assault Under Penal Code §22.02 Against someone other than a school district employee tr or volunteer - TEC §37.007(a)(2)(A) [PEIMS Code 30]

~ Aggravated Kidnapping - TEC §37.007(a)(2)(E) [PEIMS Code 19]

~ Aggravated Robbery - TEC §37.007(a)(2)(F), TEC §37.007(C)-(D) (HB9680) [PEIMS Code 46] g v Arson - TEC §37 .007(a)(2)(B) [PEIMS Code 16]

v Assault Under Penal Code §22.01 (a)(1) Against a school district employee of volunteer TEC §37.007(b) E1 (2)(c) [PEIMS Code 27]

V Assault Under Penal Code §22 .01 (a)(1) Against someone other than a school district employee of ~ volunteer TEC §37.006(A)(2)(b) [PEIMS Code 28]

v Based on Conduct Occurring Off Campus And While The Student Is Not In Attendance At A School B Sponsored Or School-Related Activity For Felony Offenses In Title 5, Penal Code - TEC §37.006(c), TEC §37.007(b)(4), and TEC §37.0081 [PEIMS Code 9]

v Based on Conduct Occurring Off Campus And While The Student Is Not In Attendance At A School ~ Sponsored Or School-Related Activity For Felony Offenses In Title 5, Penal Code - TEC §37 .006(d) and TEC §37 .007(b)(4) [PEIMS Code 10] v 0 Breach of Computer Security - TEC §37.007(a)(5) (HB1224) [PEIMS Code 58]

Q V Brought a Firearm to School - TEC §37.007(e) or Unlawful Carrying of a Handgun under Penal Code46.02 TEC §37.007(a)(1) [PEIMS Code 11] v Conduct Containing the Elements of an Offense Relating to Prohibited Weapons Under Penal Code E1 46.05 - TEC §37.007(a)(1) [PEIMS Code 14] af Conduct Punishable As A Felony - TEC §37.006(a)(2)(A) [PEIMS Coce 02] Continuos Sexual Abuse of Young Child or Children Under Penal Code §21 .02 Occurring on school ~ - property or while attending a school-sponsored or school-related activity on or off school property - TEC §37 .007(a)(2)(1)[PEIMS Code 57] [M" Criminal Mischief - TEC §37.007(f) [PEIMS Code 22]

g Criminally Negligent Homicide - TEC §37.007(a)(2)(H) [PEIMS Code 48] v [!? Emergency Placement/Expulsion - TEC §37.019 [PEIMS Code 23] 11 ~ Engages in Deadly Conduct - TEC §37.007(b)(3) [PEIMS Code 49] "' l:'1 False Alarm/False Report - TEC §37.006(a)(1) and TEC §37.007(b) [PEIMS Code 35] '" ~ Felony Alcohol Violation - TEC §37.007(a)(3) [PEIMS Code 37] v IQ' Felony Controlled Substance Violation - TEC §37.007(a)(3) [PEIMS Code 36] ,... [!21' Fighting/Mutual Combat - Excludes all offenses under Penal Code §22 .01 [PEIMS Code 41] Check all that Apply

~ ~ - Indecency With A Child - TEC §37.007(a)(2)(D) [PEIMS Code 18] ~ Manslaughter - TEC §37.007(a)(2)(G) [PEIMS Code 47] I ~ Murder, Capital Murder, Criminal Attempt To Commit Murder, Or Capital Murder - TEC §37.007(a)(2)(C) [PEIMS Code 17]

[0., Permanent Removal By A Teacher From Class(Teacher has removed the student from classroom and denied the student the right to return. TEC §37 .003 has been invoked.) - TEC §37 .002(b) [PEIMS Code 1]

[i:J i..- Possessed, Purchased, Used, Or Accepted a Cigarette or Tobacco Product as defined in the Health and Safety Code, §3.01, Chapter 161.25 [PEIMS Code 33]

ii" Possessed, Sold, Used, Or Was Under the Influence of An Alcoholic Beverage - TEC §37 .006(a)(2)(D) and ~ §37.007(b) [PEIMS Code 5]

[& "' Possessed, Sold, Used, Or Was Under the Influence of Marijuana Or Other Controlled Substance - TEC §37.006(a)(2)(C) and §37.007(b) [PEIMS Code 4] I ru Public Lewdness Or Indecent Exposure - TEC §37 .006(a)(2) (F) [PEIMS Code 7] [Ii Retaliation Against School Employee - TEC §37.006(b) and §37.007(d) [PEIMS Code 8]

1School-Related Gang Violence Action by three or more persons having a common identifying sign or [Q symbol or an identifiable sign or symbol or an identifiable leadership who associate in the commission of criminal activities under Penal Code §71.01 [PEIMS Code 34] Serious Misbehavior, as identified by TEC §37.007(c), while expelled to/placed in a Disciplinary Alternative Education Program (DAEP) - TEC §37.007(c) defines "serious misbehavior" as: (1) deliberate violent behavior that a direct threat to the health or safety ofothers; (2) extortion, meaning the gaining of money or other property by force or threat; (3) conduct that constitutes coercion, as defined by Section ~ 7.07, Penal Code; or (4) conduct that constitutes the offense of' (AJ public lewdness under Section 27.07, Penal Code; (BJ indecent exposure under Section 27.08, Penal Code; (CJ criminal mischiefunder Section 28.03, Penal Code; (DJ personal hazing under Section 37. 752; or (EJ harassment under Section 42.0l(aJ (7J, Penal Code of a student or district employee. [PEIMS Code 59]

Sexual Assault Under Penal Code §22.011 or Aggravated Sexual Assault Under Penal Code §22.021 ~ Against a school district employee or volunteer - TEC §37 .007(d) [PEIMS Code 31]

Sexual Assault Under Penal Code §22.011 or Aggravated Sexual Assault Under Penal Code §22.021 ~ Against someone other than a school district employee or volunteer - TEC §37.007(a)(2)(A) [PEIMS Code 32]

, Student Is Required To Register As A Sex Offender Under Chapter 62 Of The Code of Criminal Procedure [jJ And Is Under Court Supervision - TEC §37.304. The offense(s) for which the student is required to register as a sex offender must have occurred on or after Sept. 1, 2007 [PEIMS Code 55]

/ Student Is Required To Register As A Sex Offender Under Chapter 62 Of The Code of Criminal Procedure ~ And Is Not Under Court Supervision - TEC §37.305. The offense(s) for which the student is required to register as a sex offender must have occurred on or after Sept. 1, 2007 [PEIMS Code 56]

/ [M Terroristic Threat - TEC §37.006(a)(1) or §37.007(b) [PEIMS Code 26] r . CTa Unlawful Carrying of a Club under Penal Code 46.02 - TEC §37.007(a)(1) [PEIMS Code 13] !La / Unlawful Carrying of an Illegal Knife under Penal Code 46.02 - TEC §37.007(a)(1) (Illegal knife - blade longer than 5.5 inches) [PEIMS Code 12] IB ,,, Violation Of Student Code Of Conduct Not Included Under TEC §37.002(b), §37.006, or §37.007 (does not include student code of conduct violations covered in reason codes 33 and 34) [PEIMS Code 21]

Page lkJ ATTACHMENT El -Admissions and Enrollment Policy

Non-Discrimination Policy · The admissions and enrollment process at Reve Preparatory Charter School shall be free from discrimination based on sex, national origin, ethnicity, religion, disability, academic, artistic, athletic ability, or the district the child would otherwise attend.

Admissions Eligibility To be eligible for admission, the applicant or.qualifying occupant specified by Texas Education Code §25.00l(b) must reside within the geographic boundaries of Reve Preparatory Charter Schools. The geographic boundaries include Houston Independent School Dis~ Fort Bend Independent School District, Stafford Municipal School District, Aldine Independent School District, Alieflndependent School District, Cypress-Fairbanks Independent School District, Katy Independent School District, Pasadena Independent School District, Pearland Independent School District, Spring Branch Independent School District, and Spring Independent School District. Reve Preparatory Charter School will not exclude from admission any students with a documented history ofa criminal offense, a juvenile court adjudication, or discipline problems as described in Texas Education Code Subchapter A, Chapter 37, as authorized by Texas Education Code §12.1 ll(a)(S)(A). To be eligible for Kindergarten admissions, a student must be five years ofage on or before September 1 ofthe student's Kindergarten year.

Application Period Reve Preparatory Charter School's designated application period for the 2019-2020 school year will begin on November 1, 2018 and end on March 29, 2019. Each year, the date of this period will be publicized on Reve Preparatory Charter School's website at www.reveprep.org and communicated widely to prospective families. Ifthe number of applications received during this period for any given grade level is less than the available seats in that grade, applicants will receive offers of enrollment in the order in which they applied. However, if the number of applications received during this period for any given grade level exceeds the available seats in that grade, Reve Preparatory Charter School will conduct a lottery to determine the order ofenrollment for student applicants.

Lottery and Waitlist Ifa lottery is required, Reve Preparatory Charter School will conduct the lottery within fifteen business days ofthe close ofthe designated application period. Only applications submitted during this designated period will be iricluded in the lottery. A computer-based lottery software will generate a randomized list of these applicants by grade level. Reve Preparatory Charter School will ensure that the process of conducting the lottery is transparent and that all lottery results are generated r.andomly. Applicants ineach grade will be offered enrollment in order oftheir lottery number until allseats are filled. Following this, the remaining applicants will be placed on waitlists by grade level in the order oftheir lottery numbers. As space becomes available in any grade level, waitlisted applicants beginning with the lowest waitlist number will be contacted through phone and email to receive offers ofadmission.

Applications Submitted After Designated Application Period Applicants who apply after the close ofthe designated application period in any grade level that •Valid Texas driver's license • Current property tax bill with parent/guardian name and property address •Current rental or lease agreement with parent/guardian name, student name, and address • Mail .dated within.60days before the applicati.op. date fr-om the following sour~s: o Social Security Administration o A Texas State government agency o Utility companies o Credit card bill o Financial institutions o Insurance companies o State .and Federal Revenue documents o Paycheck information o Other sources or documents demonstrating residency

Reve Preparatory Charter School may also request additional verification of residency if the student's or qualifying occupant's residency is in question. Reve Preparatory Charter School may also conduct home visits at any time as necessary to confirm residency. **Food Allergy Information

The parent of each student enrolled at Reve Preparatory Charter School must complete a form provided by the school that discloses (1) whether the child has a food allergy or a severe food allergy that should be disclosed to Reve Preparatory Charter School to enable the school to take any necessary precautions regarding the child's safety and (2) specifies the food(s) to which the child is allergic and the nature ofthe allergic reaction. For purposes ofthis requirement, the term "severe food allergy" means a dangerous or life-threatening reaction ofthe human body to a food bome allergen introduced by inhalation, ingestion, or skin contact that requires immediate medical attention. Reve Preparatory Charter School may also require information from a child's physician ifthe child has food allergies. Food allergy information forms will be maintained in the child's student records and shall remain confidential. Information provided on food allergy information forms may be disclosed to teachers, school counselors, school nurses, and other appropriate school personnel only to the extent consistent with Board policy and as permissible under the Family Educational Rights and Privacy Act of 1974 ("FERPA").

Texas Records Exchange (TREx) For any student enrolling at Reve Preparatory Charter School who has previously attended a Texas public school, the school Registrar will use the Texas Records Exchange to request student records on file at the student's previous school.

McKinney-Vento. Compliance Reve Preparatory Charter School will establish policies and procedures to ensure that all homeless students, are not stigmatized or segregated on the basis oftheir homeless status. We are committed to enrolling homeless students who may not be currently attending school. Reve Preparatory Charter School will immediately enroll a homeless student even ifthe child is unable to produce the records normally required for enrollment (e.g., residency verification documents or immunization records). Withdrawal Parents wishing to withdraw a student from school should contact the Registrar at least 48 hours prior to withdrawal to receive specific instructions about the withdrawal process. A formal withdraw.al request must be completed and submitted to the office, including the student's.new school, current home address, and phone number, if applicable. This request must be signed for use as documentation that the student will continue to be enrolled in a school as required by compulsory attendance laws. When a student withdraws from Reve Preparatory Charter School and space is available in the student's grade level, the space will be filled from the waitlist beginning with the applicant with the lowest waitlist number.

·Re-Enrollment Students previously enrolled at Reve Preparatory Charter School who have withdrawn and wish to re-enroll are subject to policies and procedures outlined in this document, including submission ofa new application, the lottery, and waitlist.

REFERENCES Valor Public Schools Generation 22 Charter Application Provide the Following:

Discipline policy addressing the following:

• The code of conduct for the school. Texas Education Code (TEC) §12.131 requires that the governing body of an open-enrollment charter school adopt a code of conduct for the charter or for each campus.

• Practices the school will use to promote good discipline, including penalties for infractions and incentives for positive behavior.

• A list and definitions of the offenses for which students in the school must (non-discretionary) and may (discretionary) be suspended or expelled, respectively.

• An explanation of how the school will take into account the rights of students with disabilities in disciplinary actions and proceedings.

• Procedures for due process should a student be suspended or expelled as a result of a code of conduct violation, including a description of the appeal process that the school will employ for students facing expulsion, and a plan for providing services to students who are expelled or out of school for more than ten days.

• An explanation of how students and parents will be informed of the discipline policy.

Pagelkio ATTACHMENT E2 - Discipline Policy

STUDENT CODE OF CONDUCT

The Board of Directors of Reve Preparatory Charter School (the "School") adopts this Student Code of Conduct (the "Code") in accordance with Section 12.131 ofthe Texas Education Code. This Code will be reviewed annually by the Board ofDirectors with an eye toward improvements that reflect campus culture and best practices for student discipline. The purpose ofthis Code is to set forth the practices the school will use to promote good discipline, standards for expected student conduct, the disciplinary consequences that may be applied to students who violate those standards, and the .. applicable procedures for ihe implementation ofdisciplinary consequences.

Annual Distribution and Acknowledgment: This Code will be distributed to parents, guardians, and students every school year. Parents/Guardians and students are expected to review and be familiar with the provisions ofthe Code. Lack ofknowledge or awareness about any School rules, including this Code, will not excuse violations of the Code. Each year, Parents/Guardians and students will be required to sign a statement acknowledging receipt and understanding of the Code.

Restorative Discipline: Reve Preparatory Charter School will incorporate restorative discipline practices to its approach to student behavior. Restorative Discipline is a whole school relational approach to building school climate and addressing student behavior that fosters belonging over exclusion, social engagement over ·control, and meaningful accountability over punishment. Implementing this philosophy, Reve Preparatory Charter School will endeavor to keep students in the school; reconcile .offensive .behavior, and .avoid out ofschool suspension and expulsi.ons.as. much as possible.

School Jurisdiction: The School has the authority to create and enforce rules related to student conduct and behavior while on school property, traveling to or in attendance at a school-sponsored or school-related event or activity, whether on or off campus. The School has the authority to issue disciplinary consequences for certain other student conduct that relates to, affects, or shares .a nexus. with the Schoo.I, its students, .or its. .empl-Oyees. :regardless of when or where the conduct occurs. The School may also issue discipline based on a student's use of electronic media, whether on or offcampus.

Multiple Disciplinary Consequences: Other School rules, codes or policies may apply to a student's misconduct, and may result in multiple disciplinary consequences issued for the same conduct.

Impact on Student Admissions: In considering a student's request for admission, Reve Preparatory Charter School will not automatically deny admission to the School based on the student's history ofa criminal offense(s ), juvenile court adjudication( s), or disciplinary problems under subchapter A, Chapter 3 7 ofthe Education Code, as evidenced by records received from schools previously attended by the student, law enforcement, or any other relevant documentation.

\(al False Information on Admission Applications: Ifa student who would otherwise be ineligible for admission to the School provides false information on an admissions application or other enrollment document and as a result ofthe false information is admitted to the School, the student shall be itnmediately with.drawn from enr.ollment from the School upon discovery of the falsification. Falsification ofinformation for the purpose ofgaining enrollment in a public school is a criminal offense under§ 37.10 ofthe Texas Penal Code. The School may elect to report the falsification to law enforcement or take any other action permitted by law.

Involvement of Law Enforcement: The School follows all State and Federal laws. As a result, the police will be called to campus when students are found in possession ofany type ofdrug or alcohol.

Expectation of Student Conduct

The mission ofReve Preparatory Charter School is to educate students kindergarten through grade eight for success in high school, college, and beyond. Reve Preparatory Charter School ensures rigorous academics, individualized supports, and purposeful character development for every student, every day.

To achieve that mission, the School must be an environment that is safe, secure and free from disruption. Students are expected to demonstrate behavior appropriate to the School's learning environment, to treat other students, School personnel, and visitors to the School with respect. As such, each student is expected to: • Behave in a responsible and respectful manner; • Demonstrate courtesy and respect for others, especially other students and School personnel; • Attend classes and required School activities and events regularly and on time; • Prepare for each class and complete assignments on time; • Respect the rights and privileges ofother students and school personnel in person and online; • Respect and care for School property and facilities; • Turn off cell phones or other electronic media during instructional time, and otherwise follow policies related to use oftechnology; • Cooperate with School personnel in maintaining safety, order and discipline; • Dress appropriately in accordance with the School's dress code; • Review and comply with the Student Handbook and other School and campus rules; Obey classroom rules and classropm expectations for behavior; •I • Refrain from verbal or written acts ofbullying whether in person or online; • Avoid vio4Uions ofthis.Code . Students are expected to comply with the school's technology and electronic media use policies and procedures. Students are also expected to demonstrate the same respectful behavior online or while using electronic media as is expected in the classroom, on school property, or at school related events. Sending, posting, or possessing electronic messages · that are disrespectful, disruptive, abusive, obscene, illegal, threatening, harassing or damaging to another person disrupts the learning environment w.d will not-be tole.rated. Parent/Guardian cooperation is essential to achieving the School's mission and ensuring that students learn in a safe, secure and positive environment. Parental involvement and cooperation is vital in the discipline process. Parents/Guardians should understand and be familiar with the Code, ensure that his or }:igr child understa..11ds and seeksto comply with this Code, and assist the school in counseling students regarding appropriate behavior.

Prohibited Conduct The following conduct constitutes a violation ofthe Code. Any student found to have engaged in such conduct shall be subject to one or more disciplinary consequences as identified within the Code.

General Student Behavior .1. Cursing, using offensive language, name calling, ethnic, racial or gender slurs, other derogatory statements, or yelling; 2. Disrespectful behavior towards adults; 3. Failure to follow directives; 4. Disruption ofinstruction or other school activities or operations; 5. Unexcused or excessive tardiness; 6. False statements or false accusations; 7. Bullying (including cyberbullying), teasing, or targeting other students; 8. Inappropriate cell phone or electronic media use;

Violation of School Rules and Policies 9. Failure to comply with this Code, or other campus or classroom rules; 10. Leaving the classroom, school building, mandatory school activities or events, or adult supervision. . wi.'th out penn1ss1on;.. 11. Skipping a class period or other mandatory activity, in whole or in part, without permission; 12. Violation ofthis Code, campus policies, or classroom rules related to the use ofelectronic media, including personal or School-owned electronic devices (e.g., cell phones, tablets, game systems, computers, cameras), or the School's network or Internet connection; 13. Truancy or other failure to attend school without excuse; 14. Defacing, destroying or ot.lJ.erwise modifying School property without authorization; 15. Taking photographs or making video or audio recordings ofstudents, employees, or other persons without the consent ofthe other person; 16. Soliciting or attempting to solicit another student to violate the Code, School policies and rules, or the law; 17. Taking steps toward violation ofthe Code even ifthe act is not completed, as determined by appropriate School administrator; 18. Failing to follow school directives and classroom rules and expectations; 19. Disobeying rules and expectations regarding school transportation; 20. Inappropriate or unauthorized use ofSchool property, including posting or distributing literature or materials without School authorization;

Violent, Illegal, and Other Serious Offens es 21. Possession ofprohibited items; 22. Conduct which meets the elements ofa criminal offense, as determined by the School; 23. Physical, verbal or sexual harassment ofothers; 24. Inappropriate physi-eal .or sexual behavior, includi..1'.lg jokes, comments, gestures or unwelcome physical conduct or contact; 25. .False statements or false accusations; 26. Hazing or initiations; 27. Participation in a gang, soliciting or attempt to solicit participation in a gang; 28. Possessing, distributing, using or being under the influence oftobacco products, electronic cigarettes, drugs, alcohol, or controlled substances, including prescription drugs if the student has not been prescribed the drugs or is taking t..lie drugs in excess of the dosage specified by the prescription; 29. Possessing drug paraphernalia; 30. Stealing, lying, cheating, or copying the work ofanother without authorization (plagiarism); 31. 'Deliberately, and without School authorization, accessing, damaging, or altering School data and records, including but not limited to confidential records, electronic data, networks or systems; 32. Violence ofany kind, including dating violence; 33. Fighting; 34. Gambling; 35. Setting or attempting to set a fire; 36. Inappropriate or indecent exposure ofbody parts; 37. Retaliation ofany form against other students or School personnel; 38. Conduct which requires the student's registration as a sex offender; 39. Possession or distribution ofpictures, text messages, electronic messages or other material ofa sexual or obscene nature; 40. Endangering the health or safety ofothers; 41. Other conduct as identified within this Code.

Determining Appropriate Discipline Depending on t..lie nature a.11d severity of the offense, discipline may be issued by the student's classroom teacher, campus administrator, or administrator's designee, in accordance with this Code. In order to make a determination ofmisconduct or issue disciplinary consequences under this Code, the authorized School employee must have a reasonable belief that the student engaged in the suspected conduct. The employee's conclusion may be based on any relevant evidence including, but not limited to, observation, other personal knowledge, verbal or written witness statements, other forms ofdocumentation, or information received from law enforcement.

In reaching a decision regarding a student discipline matter, the School may consider the specific facts and circumstances ofthe situation, including but not limited to: • The student's intent; • The student's age and grade level; • The student's past disciplinary history; • Whether the student's conduct may have been the manifestation ofa disability; • The extent oHhe student's cooperation during the investigation ofthematter; • The nature and severity ofthe alleged conduct; • Whether the student has previously engaged in similar conduct; • Whether self-defense was involved; • The student's remorsefolness for t.1te conduct; • The severity oft,he effect or harm ofthe conduct on other persons or property; • The frequency ofthe conduct.

The School may issue discipline based on a determination that a student has engaged in conduct which meets the elements of a criminal offense. The School has the authority to make such a determination without regard for whether the student is arrested, charged, or otherwise processed by t.~ criminal justice system for the criminal offense. The School may consider information received from law enforcement or other entities within the criminal justice system in issuing discipline under this Code.

Actions will not be based on a student's race, ethnicity, national origin, gender, sex, religion, disability, or any other unlawful consideration.

Investigation .of Discipline Issues To determine whether a violation of the Code has occurred, campus administrators or other ·authorized individuals may conduct an investigation. Investigations of student misconduct may involve, but are not limited to, interviews of other students, employees and adults, review of school surveillance footage, review of relevant documents, review of information on School owned computers, verification of tips received from other individuals, gathering of physical evidence, contact of or cooperation with law enforcement agencies and officials. Law enforcement may be contacted and informed of student conduct which may constitute a criminal offense.

Students should have no expectation ofprivacy with respect to School-owned property. Lockers, desks, and other items provided for student use remain School property, and students do not have a reasonable expectation ofprivacy in School property or in personal itenis placed inside School property. School administrators or other authorized personnel may monitor and search student desks and lockers for .any reason. School officials may search any School pr0rnerty, including School property that is within a student's possession or otherwise being used by a student, at any time, with or without notice to the student and without consent. School officials may confiscate any items found during a search, including prohibited items, dangerous items or other items that violate School policy.

A student's person or property may be searched by authorized school officials ifthe official has a reasonable belief that the search will result in the discovery of evidence of a violation of the Code or ofthe law. Any personal property which is brought onto school property or to a school sponsored or school-related activity or event, on or off school property, may be subject to search (e.g., backpack, purse, etc.).

Discipline of Students with Special Needs Students eligible for services under the Individuals with Disabilities in Education Act (IDEA) or Section 504 ofthe Rehabilitation Act of 1973 (Section 504) are subject to discipline under those laws and in accordance with the provisions ofthis Code.

The School may take disciplinary action pertaining to the use or possession of illegal drugs or alcohol against any student with a disability under Section 504 who is currently engaging in the illegal use of drugs or in the use of alcohol to the same extent that the. School would take disciplinary action against nondisabled students. The due process procedures afforded under Section 504 do not apply to disciplinary action for the use or possession ofillegal drugs or alcohol. However, a student who is eligible for special education under the IDEA should have a manifestation determination review .conducted to address a..11y use or possesshm of illegal drugs or alcohol if such conduct could result in a change ofplacement.

Any disciplinary action that would constitute a "change in the placement" of a student receiving special education services may be taken only after the student's Admission, Review, and Dismissal (ARD) committee conducts a manifestation determination review in order to determine whether the student's conduct was a manifestation ofhis or her disability.

A change in placement occurs if a student is:

1. Removed from the student's current educational placement for more than ten consecutive school days; or 2. Subjected to a series ofremovals that constitute a pattern because: t. The series ofremovals total more than ten school days in a school year; ii. The student's behavior is substantially similar to the student's behavior in the previous incidents that resulted in the series ofremovals; and 111. Additional factors exist, such as the length of each removal, the total amount of time the student is removed, and the proximity of the removals to one another.

The School will determine, on a case-by-case basis, whether a pattern of removals constitutes a change in placement.

A student who has not been determined eligible for special education services and who has engaged in behavior that violates the Code is entitled to the protections under the IDEA regarding discipline ofa student with special needs described above if the school has knowledge thatthe student was a student with a disability before the behavior that precipitated the disciplinary action occurred. Ifthe school does not have knowledge that a student is a student with a disability prior to taking disciplinary action, the student may be subject to the disciplinary actions applied to students without disabilities. Ifa request is made for an evaluation of a student during the time period in which the student is subjected to disciplinary action, the evaluation shall be conducted in an expedited manner.

Types of Discipline Available disciplinary consequences include: • Parent/Guardian conference with teacher or administrator; • Verbal correction; • Restorative justice circles; • Cot111seling; • Conference with teacher or administrator; • Education/training; • Improvement plan I Disciplinary contract; • Community service; • School-related assigned tasks or duties; • Loss or restriction ofprivileges (e.g., eligibility to hold special positions, exemption from exams, etc.); • Consequences related to student participation in extracurricular activities, including removal, or restriction ofparticipation; • Removal from class to campus office; • Confiscation ofitems; • Detention; • Out-of~School Suspension; • Expulsion.

One or more ofthese disciplinary consequences may be issued to a student found to have violated the Code. Ifthe Code does not specify the appropriate disciplinary consequence for a particular type of student conduct, the School may issue whatever disciplinary consequence is deemed reasonable and appropriate, with the exception ofexpulsion. A teacher may have additional rules and consequences for student conduct in the classroom which may result in discipline under this Code or may be enforced in addition to any discipline issued under this Code.

Ifa student withdraws from the School before the expulsion process is completed, the School may choose to complete the expulsion process and send documentation ofthe expulsion decision to the next school that enrolls the student. Ifthe student returns to enroll in the School at a later date and has not been required to complete the disciplinary consequences previously required, the School may require the student to complete the discipline upon return.

The Code shall be applied and enforced consistently and equitably among students, with the understanding that every disciplinary situation will differ, and decisions will be made based on the individual facts and circumstances ofa given situation.

Detention I In-School Suspension

A student may be assigned to one or more sessions ofdetention or placed in in-school suspensions for engaging in prohibited conduct under this Code. The student's parent or guardian will be notified by phone and in writing ofthe student's conduct and assignment to detention or in-school suspension. Detention will be held outside ofthe instructional day, either before or after school, during lunch period, or during recess. In-school suspension will require the student to report to the in.:.school suspension classroom for all or part ofone or more school days. While in in-school suspension, the student will be provided the appropriate class assignments and will be expected to complete those assignments as ifthe student w-ere inthe regular .cl{lSSroom. ·

Out-of-School Suspension A student may be suspended for one or more school days for engaging in prohibited conduct under this Code. The student's parent or guardian will be notified by phone and in writing ofthe student's conduct and the length ofthe period ofsuspension. A student may not be suspended for more than three consecutive school days. During a period of suspension, the suspended student may not enter onto.school property or participate in.or attendschool.. sponsor-edor school-r.elated events or activities. The student's teachers will provide assignments that the student will be expected to complete during the period of suspension. Student assignments or other class work completed during a period of suspension will be accepted for grading if completed in a timely fashion.

Reasons for Expulsion A student must be expelled from the School if h.e or she is. found to.have committed any ofthe acts listed below. 1. Weapons. The student used, exhibited, or possessed any ofthe following while on school property or while attending a school-sponsored or school-related activity on or off school property: a. A firearm; b. An illegal knife; .c. A.club; or d. A prohibited weapon. 2. Violent Conduct. The student engaged in conduct that contains the elements ofthe following offenses within the Texas Penal Code, regardless oflocation: a. Aggravated assault, sexual assault, aggravated sexual assault, arson, murder, capital murder, criminal attempt to commit murder or capital murder, indecency with a child, aggravated kidnapping, aggravated robbery, manslaughter, criminally negligent homicide, or continuous sexual abuse.ofa.child or children; b. Assault against another student, an employee, or a volunteer ofthe School; c. Deadly conduct; d. A Title V felony under the Penal Code. 3. Disruptions. The stUdent engaged in conduct that contains the elements ofthe following offenses within the Texas Penal Code, regardless oflocation: a. False alarm or report or terroristic threat involving a public school; b. An .off..ense related to. an abusable volatile .chemical; c. Breach of computer security if the conduct involves accessing a computer network, or computer system owned by or.operated on behalf ofa public school and the student knowingly alters, damages, or deletes school district property or information or commits a breach of any other computer, computer network,. or computer system; d. Criminal mischief ifthe conduct is punishable as a felony; .e. Public lewdness or indecent.exposm'e. 4. Drugs and Alcohol. The student engaged in conduct that contains the elements ofthe following offenses within the Texas Penal Code: a. On school property, at school-sponsored or school-related event, or within 300 feet ofschool property: b. Sells, gives, or delivers to another person or possesses, uses, or is under the · influence ofany amount ofmarijuana, dangerous drug, or alcoholic beverage. c. Regardless oflocation: i. Sells, gives, delivers to another person or possesses or uses or is under the influence of marijuana or a dangerous drug, as defined by the Health and Safety Code, ifthe conduct is punishable as a felony. n. Sells, gives, delivei:s to anot.l:iei: person an alcoholic beverage, as defined by the Alcoholic Beverage Code, commits. a serious act or offense while under the influence ofalcohol or possesses, uses, or is under the influence ofan alcoholic beverage, and the conduct is punishable as a felony. 5. Other. The student, while on campus or at a school-sponsored or school-related event, on or offcampus: a. Engages in conduct that constitutes a felony; b. Commits an assault; c. Commits frequent violations ofthis Code that cause significant disruption to the School environment or substantial interference with the instructional process.

Expulsion Process If the school administrator or administrator's designee determines that the student's conduct warrants expulsion, the administrator shall provide written notice to the parent, guardian, or adult student of the proposed expulsion .of the student. T.b..e written notice shall also i.11Clude the reason(s) for the proposed expulsion and the date, time, location and procedure for the expulsion hearing. The student is entitled to a hearing with the campus administrator during which the student and/or the student's representative (e.g., parent, guardian, attorney, other) will have the opportunity to review and present evidence and information. The campus administrator may place reasonable restrictions on the conduct ofthe hearing, including the length ofthe presentations. At the end ofthe hearing, the campus administrator may issue a decision immediately or may wait until a later date to communicate a decision. The administrator shall send written communication of the decision to the parent, guardian or adult student. If the administrator determines that expulsion is appropriate, the written decision ("Expulsion Order") shall include the length ofthe term ofexpulsion.

The parent, guardian or adult student may choose to voluntarily waive the right to an expulsion hearing by signing a hearing waiver form provided with the notice ofproposed expulsion. Ifthe hearing is waived, the administrator will review the relevant evidence and issue a written decision to the parent as described above.

As required by law, the School will notify the independent school district in which the student resides ofthe student's expulsion within three business days ofthe Expulsion Order.

Terms of Expulsion The period ofexpulsion may be determined by many factors, including the severity ofthe conduct and the existence ofa continuing risk ofharm to other students and employees ifthe student were allowed to return. An expulsion may range in length from four school days to one calendar year. During a period of expulsion, the student is prohibited from entering onto any school property and attending any school-sponsored or school-related events. Failure to comply with this prohibition may result in the filing of criminal trespass charges against the student. Except as otherwise required by law, students will not receive educational services or receive course credits during a period of expulsion.

Discipline Appeal Process With the exception of expulsions, student discipline decisions at the campus level are final and not appealable. A parent, legal guardian, or adult student may appeal an expulsion decision by filing a written appeal with the School Director within three business days of the date of the Expulsion Order. The School Director or School Director's designee will review the record ofthe expulsion proceedings at the campus level, along with any other relevant information, and will issue a written decision to the appealing party within 10 business days of receiving the request for review.

Ifthe appealing party is not satisfied with the decision ofthe School Director or School Director's designee, he or she may appeal that decision to the Board of Directors by filing a request for review with the School Director's office within 5 business days ofthe date ofthe decision. The School Director shall notify the Board Chair and arrange for the Board of Directors to hear the complaints ofthe appealing party at the next available board meeting. The School Director shall notify the appealing party of the location, date and time of the hearing in front of the Board of Directors. The decision of the governing body is final and not appealable. An expulsion action will not be delayed during the appeal process.

Def"mitions The following definitions are provided to further detail and define the terms of this Code. The Board ofDirectors shall have final authority to interpret or amend any terms or provisions within this Code.

Abusable volatile chemicals: Those substances as defined in Texas Health and Safety Code § 485.001. Alcoholic Beverage: Those substances as defined in Texas Alcoholic Beverage Code§ 1.04. Assault: Intentionally, knowingly, or recklessly causing bodily injury to another. Bullying: Written or verbal expression or physical conduct that (1) has the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear ofharm to ~ student's person or of damage to the student's property; or (2) is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. Club: An instrument specially designed, made, or adapted for the purpose of inflicting serious bodily injury or death by striking a person with the instrument, including a blackjack, nightstick, mace, and tomahawk. Controlled substance: Substances as defined in Chapter 481 ofthe Texas Health & Safety Code or 21 U.S.C. § 801 et seq.

17 (o Deadly conduct: Recklessly engaging in conduct that places another in imminent danger of serious bodily injury or knowingly discharging a firearm in the direction of an individual, habitation, building, or vehicle. Electronic media: Refers to all forms, kinds and types of electronic devices, communication . systems, networks, software, websites, and any other technology resources including, but not limited to, social media, text messaging, instant messaging, electronic mail (e-mail), Web logs (blogs), electronic forums (chat rooms), video-sharing or file sharing Web ·~ites, cellular telephones, portable electronic devices, computers. False alarm or report: Knowingly initiating, communicating, or circulating a report ofa present, past, or future bombing, fire, offense, or other emergency that is known to be false or baseless aµd that would ordinarily: (1) cause action by an official or volunteer agency organized to deal with emergencies; (2) place a person in fear ofimminent serious bodily injury; or (3) prevent or interrupt the occupation ofa building, room, or place ofassembly. · Firearm (federal): (1) any weapon, including a starter gun that will, is designed to, or may readily be converted to expel a projectile by the action ofan explosive; (2) the frame or receiver of any such weapon; (3) any firearm muffler or firearm weapon; or (4) any destructive device, such as an explosive, incendiary, or poison gas bomb, or grenade. Firearm (state): Any device designed, made, or adapted to expel a projectile through a barrel by using the energy generated by an explosion or burning substance or any device readily convertible to that use. Gang: An organization, combination, or association of persons composed wholly or in part of students that: (1) seeks to perpetuate itself by taking in additional members on the basis of the decision ofthe membership rather than on the free choice ofthe individual, or (2) that engages in illegal and/or violent activities. In identifying gangs and associated gang attire, signs, or symbols, the School will consult with law enforcement authorities. Harassment: Threatening to cause harm or bodily injury to another, engaging in sexually intimidating conduct, causing physical damage to the property of another, subjecting another to physical confinement or restraint, maliciously taking any action that substantially harms another's physical or emotional health or safety, alone or in combination with other conduct prohibited by School policy, rules or the Code. Hazing: Any act, occurring on or offcampus, by one person alone or acting with others, directed against a student, that endangers the mental or physical health or safety of a student for the purposes of pledging, initiation into, affiliation with, holding office in, or maintaining membership in an organization or group. Consent to or acquiescence in the hazing activity does not excuse the student ofresponsibility for the misconduct. Illegal knife: A knife with a blade over 5 Yz inches; hand instrument designed to cut or stab another by being thrown; dagger, including but not limited to a dirk, stiletto, and poniard; bowie knife; sword; or spear. Paraphernalia: Any article or device used or intended for use to inject, ingest, inhale, or otherwise introduce marijuana, a controlled substance, or a dangerous drug into the human body, including but not limited to roach clips, rolling papers, needles, baggies with residue, razor blades, bongs and pipes. Possession: Regardless ofthe student's knowledge or intent to possess the item, to have in or on: (1) a student's person or in the student's personal property, such as the student's clothing, purse, or backpack; (2) in any vehicle used by the student for transportation to or from school or school

f7{ related activities, such as an automobile, truck, motorcycle, or bicycle; or (3) any other school property used by the student, such as a locker or desk. Prohibited item: Includes but is not limited to (1) alcoholic beverages, marijuana, controlled substances, or dangerous drugs; (2) paraphernalia; (3) prohibited weapons; (4) any other item prohibited by this Code. Prohibited weapons: Includes the following items: armor-piercing ammunition, chemical dispensing device, explosive weapon, firearm silencer, knuckles, machine gun, short-barrel firearm, switchblade knife, or zip gun, taser gun. Retaliation: Harming or threatening to harm another: (1) on account oftheir service as a School employee or volunteer, (2) to prevent or delay another's service to the School, or (3) because the person intends to report a crime or violation ofthis Code. Self-defense: When the person who is not the aggressor in an encounter uses the minimum force required to remove himself or herself from immediate danger of harm. Actions that escalate or continue the encounter will not be considered self-defense. Sexual harassment: Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct ofa sexual nature that has the purpose or effect ofunreasonably interfering with a student's performance or creates an intimidating, hostile, or offensive educational environment. Soliciting: Requesting, commanding, or attempting to induce another student to engage in specific conduct that would constitute a violation ofthe Code, and with the intent that a violation ofthe Code be committed. Short-barrel firearm: A rifle with a barrel length of less than 16 inches or a shotgun with a barrel length ofless than 18 inches, or any weapon made from a rifle or shotgun if, as altered, it has an overall length ofless than 26 inches. Switchblade knife: Any knife with a blade that folds, closes, or retracts into the handle or sheath and that opens automatically by pressing a button or other device located on the handle or opens or releases a blade from the handle or sheath by the force ofgravity or centrifugal force. Terroristic threat: Threats to commit an offense involving violence to any person or property with intent to: (1) cause a reaction by an official or volunteer agency organized to deal with emergencies; (2) place any person in fear of imminent serious bodily injury; (3) prevent or interrupt the occupation or use ofa building, room, place of assembly, place to which the public has access, place ofemployment or occupation, aircraft, automobile, or other form ofconveyance, or other public place; (4) cause impairment or interruption of public communications, public transportation, public water, gas, or power supply or other public service; (5) place the public or a substantial group of the public in fear of serious bodily injury; or ( 6) influence the conduct or activities ofa branch or agency of the federal government, the state, or a political subdivision of the state (including the School). Title 5 felony offenses: Offenses against the person that, depending on the circumstances, may include the following offenses under the Penal Code: murder; capital murder; transport; assault; aggravated assault; sexual assault; aggravated sexual assault; improper relationship between educator and student; indecency with a child; injury to a child, an elderly person, or a disabled person; abandoning or endangering a child; improper photography or visual recording; coercing, soliciting, or inducing gang membership; deadly conduct; terroristic threat; aiding a person to commit suicide; harassment by a person in a correctional facility; continuous sexual abuse of a young child or children; and tampering with a consumer product. Under the influence: When in an employee's professional judgment, the student does not have the normal use ofmental or physical faculties likely attributable to the student's use ofmarijuana,

11~ a controlled substance, dangerous drug or alcoholic beverage. Such impairment may be evidenced by the symptoms typically associated with drug or alcohol use or other abnormal or erratic behavior. The student need not be legally intoxicated. Use: With respect to substances, voluntarily injecting, ingesting, inhaling, or otherwise introducing a prohibited substance into the body. With respect to objects or devices, putting into action or service or carrying out an action or purpose with the object or device. ·Zip gun: A device or combination ofdevices that was not originally a firearm and is adapted to expel a projectile through a smooth-bore or rifled-bore barrel by using the energy generated by an explosion or burning substance.

Sources: El Paso Academy Charter School Student Handbook and Student Code ofConduct, 2017-2018 The Law Office ofDenise Nance Pierce, P.C. Provide the Following:

The section of the proposed Code of Conduct that addresses the gun-free school statute found in Texas Education Code (TEC) §12.131, requiring that the governing body of an open-enrollment charter school adopt a code of conduct for its district or for each campus.

The Gun-Free Schools Act (20 U.S. Code § 7151 ), as re-enacted by the Every Student Succeeds Act (ESSA) of 2015 (Public Law 114-95), requires a State receiving ESSA funds to have a state law in effect requiring local education agencies (LEAs) to expel any student who is determined to have bought a firearm to school or possessed a firearm at school, for a period of no less than one year. Local education agencies must annually report any expulsion in order to receive ESSA funds.

Charter operators that fail to adhere to the Gun-Free Schools Act are subject to forfeiture of ESSA funds.

Senate Bill l l, as enacted by the 84th Texas Legislature, revised the Texas Penal Code to allow concealed handgun license holders to carry concealed handguns onto the campuses of public higher education institutions or private or independent higher education institutions.

Applicants who propose to operate a charter campus on the premises of an institution of higher education MUST complete this attachment in order to demonstrate policies that will be compliant with the TEC §37.007.

PagejjlQ ATTACHMENT E3 - Gun-Free School Policy

Reve. Preparatory Charter School win· expel any student for one year from the school who is determined to have brought a firearm, as defined by federal law, to the school in accordance with the Gun-Free Statutes in TEC §12.131, the Gun-Free Schools Act (20 U.S. Code §7151) and the Every Student Succeeds Act (Public Law 114-95).

The School Director shall only modify the term of the expulsion on a case-by-case basis if it is allowed by state and federal law.

For the purpose ofthe Gun-Free Policy, a "firearm" is defined by 18 U.S. Code§ 921 as "(A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of any such weapon; (C) any firearm muffier or firearm silencer; or (D) any destructive device. Such term does not include an antique firearm" (18 U.S. Code§ 921).

\<6\ Provide the Following:

Using the template provided at , complete the Financial Plan Workbook.

Once complete, applicants are instructed to submit this attachment as follows:

Hard Copy- print and provide only the Financial Plan Workbook Summary. This is the RED TAB in the Financial Plan Workbook; AND

Electronic Submission-The entire Financial Plan Workbook, will be submitted electronically as an MS Excel file.

It is important to budget conservatively and to consider that charter schools often have lower than anticipated attendance rates in the first five years of operation. Therefore, a reasonable planning estimate of $5,920 per student, which accounts for a daily attendance rate of 803. should be used when planning and developing the budget.

Note: When using a school district as a baseline for supplemental HR forms, make sure the ISO used has the same or close to anticipated average daily attendance (ADA) that the proposed charter is projecting.

Applicants should be aware that the fiscal year of the charter school should end on August 31. Through a grant application process. federal funds may be available for up to 12 months of post-award planning and up to two years of implementation. However, start-up funds are available for no more than three years.

Actual funding depends on the number of eligible charters, the completion of a successful competitive charter grant application, and the continuation of funds from the United States Department of Education. Start-up funding is NOT to be used for budget purposes and, If awarded, wlll not be available to the sponsoring entity untll the contract for charter has been executed, a county-district number has been assigned, and a grant appllcatton has been completed and negotiated.

- The federal funds may then only be accessed after a request for reimbursement has been submitted. Generally, the federal funds may not be received until after the charter holder has demonstrated that it has incurred an expenditure that represents an allowable cost pursuant to the requirements of the federal award.

Page \~2. FINANCIAL PLAN WORKBOOK SUMMARY 0 YearO Year1 Year2 Year3 Year4 Year5 {start-Up) 43646 43647 43648 43649 43650 I 43651 REVENUE Total State Revenue $ 1,391,689 $ 2,282,370 $ 3,035,552 $ 3,794,440 Total Federal Revenue $ 122,676 $ 201,189 $ 267,582 $ 334,477 · Total Local and Other Revenue $ 30,000 $ 30,000 $ 30,000 $ 30,000 TOTAL REVENUE EXPENSES Total Administrative Staff Personnel Costs $ 137,500 $ 230,000 $ 290,700 $ 352,696 $ 465,870 $ Total Instructional Personnel Costs $ - $ 640,000 '$ 1,084,260 $ 1,554,358 $ 1,908,052 $ Total Non-Instructional Personnel Costs $ - $ - $ - $ - $ - $ Total Payroll Taxes and Benefits $ 23,169 $ 162,255 $ 256,430 $ 355,665 $ 442,737 $ TOTAL PERSONNEL, PAYROLL TAXES AND M BENEFITS EXPENSES $ 160,669 $ 1,032,255 $ 1,631,390 $ 2,262,719 $ 2,816,659 $ 4,570,844 f>c Total Contracted Services $ 30,000 $ 161,357 $ 244,105 $ 302,877 $ 372,175 $ 579,285 Total School Operations $ 98,990 $ 88,350 $ 112,986 $ 137,153 $ 204,862 $ 265,638 Total Facilities Operations and Maintenance $ 19,440 $ 233,280 $ 382,579 $ 508,830 $ 636,038 $ 1,017,661 Reserves and/or Contingency $ - $ 13,917 $ 45,230 $ 60,156 $ 75,195 $ 120,312 TOTAL EXPENSES $ 309,099 $ 1,529,159 $ 2,416,290 $ 3,271,735 $ 4,104,928 $ 6,553,740

NET OPERATING INCOME. (before depreciation) [$ 25,901 l $ 15,201 I$ 91.210 I$ 61,3991 $ 53,990 I$ STUDENT ENROLLMENT Projected Student Enrollment Revenue Per Pupil Expenses Per Puoil Provide the Following:

A copy of the most recent audit report. Use the format provided in the most recent version of the Financial Accountability System Resource Guide, Special Supplement Charter Schools (Module 10) found at, http://tea.texas.gov/Finance and Grants/ Financial Accountability/Financial Accountability System Resource Guide/.

For organizations less than one year old or established organizations with no financial activity to date: If an audit report is not available, provide an unaudited financial report that includes from inception to date: 1. a statement of financial position, 2. a statement of activity, and 3. a cash flow statement.

Page l<6~ ATTACHMENT F2 - Audit Report

Reve Preparatory, Inc. Statement of Financial Position - Unaudited As ofNovember 31, 2017

Assets Current Assets $0 $0 Cash and cash equivalents $0 $0 Accounts receivable $0 $0 Prepaid expenses $0 $0 Total current assets $0 $0 Property and Equipment, net $0 $0 Total Assets $0 $0

Liabilities and Net Assets Current Liabilities $0 $0 Accounts payable $0 $0 Accrued liabilities $0 $0 Deferred revenue $0 $0 Current portion oflong-term debt $0 $0 Total current liabilities $0 $0 Long-Term Debt $0 $0 Total Liabilities Net Assets $0 $0 Unrestricted Temporarily restricted $0 $0 Total Net Assets $0 $0 Total Liabilities and Net Assets $0 $0 Reve Preparatory, Inc. Statement of Cash Flows - Unaudited September 2017 - November 2017

Cash flows from operating activities: Foundation School Program payments $0 $0 Grant payments $0 $0 Contributions and fund-raising activities $0 $0 Miscellaneous sources $0 $0 Payments to vendors for goods and services rendered $0 $0 Payments to charter school personnel for services $0 $0 Interest payments $0 $0 Net cash provided by operating activities $0 $0

Cash flows from investing activities: Purchase ofland and building $0 $0 Purchase ofequipment $0 $0 Net cash provided by investing activities $0 $0

Cash flows from fmancing activities: Issuance oflong-term debt $0 $0 Principal payments on long-term debt $0 $0 Net cash provided by fmancing activities $0 $0

Net increase in cash $0 $0 Cash at beginning ofyear $0 $0 Cash at ending ofyear $0 $0

Reconciliation ofchange in net assets to net cash provided by operating activities: $0 $0

Change in net assets $0 $0 Adjustments to reconcile change in net assets to net cash provided bv operating Depreciation $0 $0 (Increase) Decrease in assets: Accounts receivable $0 $0 Increase (Decrease) in liabilities: Accounts payable $0 $0 Accrued liabilities $0 $0 Net cash provided by operating activities $0 $0 Provide the· Following:

A credit report of the sponsoring entity. If the entity was incorporated prior to January 1. 2016, but has no credit history, a response from one of the credit rating bureaus (Equifax, Experian, TransUnion) must be attached indicating the entity has no credit history.

If the sponsoring entity was incorporated after January 1, 2016, you are not required to provide a credit report but must instead provide a statement attesting, "No documents are being provided because the sponsoring entity was incorporated after January 1, 2016."

Pageffi ATTACHMENT F3- Credit Report

No documents are being provided because the sponsoring entity was incorporated after January 1, 2016. Provide the Following:

The sponsoring entity's most recently filed (IRS) Form 990, Form 990-N, or Form 990-EZ. For an organization less than one year old, or if a Form 990 is not available, provide a statement that explains why a form 990 is not available.

Page l~O ATTACHMENT F4 - IRS Form 990

No documents are being provided because the sponsoring entity was incorporated after January 1, 2016. Provide the Following:

Evidence of financial support from intended community partners such as:

(i) letters of intent/commitment; (ii) memoranda of understanding; and/or (iii) contracts.

Applicants having no responsive documents to this attachment shall provide the statement, "The applicant has no documents in response to this attachment."

PageJ.22 ATTACHMENT F5 - Evidence of other Financial Support

Walton Family Foundation Grant The Walton Family Foundation (WFF), in partnership with Building Excellent Schools (BES), will make eligible to Reve Preparatory Charter School $325,000 in start-up funds, contingent upon charter authorization.

Please see letter from BES Founder and CEO Linda Brown submitted as part ofthis attachment.

Governing Board Funding Commitment The Founding Board of Reve Preparatory, in support of the growth and success of Reve Preparatory Charter School, have committed to donate or raise a minimum of$30,000 each year.

Please see letter from the proposed Board Chairperson Erik Gomez, written on behalf ofthe Reve Preparatory Charter School Board ofDirectors and submitted as part ofthis attachment.

Affordable Pharmacy Commitment Affordable Pharmacy, in support ofthe growth and success ofReve Preparatory Charter School, have committed to donate $10,000 for books and supplies in the start-up year, contingent upon charter authorization.

Please see letter from owner, Charlotte Levingston-Johnson submitted as part ofthis attachment.

BES Follow On Support- Sue Walsh Sue Walsh, BES Chief Academic Officer and Director ofthe BES Fellowship and former Principal ofBoston Collegiate Charter School, has supported the training ofLead Founder Traci Thibodeaux and oversees the BES Leadership team that will provide Follow On Support post-charter authorization to Ms. Thibodeaux, the Founding Board, and the charter school.

Please see letter from Ms. Walsh subniitted as part ofthis attachment. November 27, 2017

Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

RE: Commitment of Start-Up Funds to Reve Preparatory Charter School

To Whom It May Concern:

We are pleased to inform you that the Building Excellent Schools Post Authorization Fund, infused through funding provided by the Walton Family Foundation to Building Excellent Schools, Inc., will make available $325,000 of start-up funds to Reve Preparatory Charter School for the start-up year (fiscal year 2018 2019) upon charter authorization.

These funds will be categorized as a $325,000 grant.

The grant is given in support of the start-up needs of Reve Preparatory Charter School and will be contingent upon authorization of Reve Preparatory Charter School.

Sincerely,

Linda Brown CEO and Founder Building Excellent Schools November 19, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Re: Letter of Intent for Reve Preparatory Charter School

Dear TEA Charter Application Review Committee:

On behalf of the Founding Board of Reve Preparatory Charter School, I am proud to send this letter of intent for Reve Preparatory Charter School.

Every Founding Board member has committed to making an annual personal donation to the school. In the founding yea r, fiscal year 2018-2019, we have committed to fund raise and donate at least a total of $30,000 to go towards Year 1 expenditures for Reve Preparatory Charter School.

This will be the minimum amount we, as the founding board, commit to fund raising and donating every year, especially for Years 1 through 5. The Board will reconfirm this annual gift every year and will increase the minimum amount as our development efforts grow within our networks in Houston and beyond.

We sincerely hope Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me w ith any questions.

Sincerely, r

Erik Gomez ~ Proposed Chairperson of the Board

\C/5 November 27, 2017

The Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701

Re: Letter of Intent for Reve Preparatory Charter School

Dear TEA Charter Application Review Committee:

We are proud to send this letter of intent for Reve Preparatory Charter School, a proposed kindergarten through eighth grade college-preparatory, open-enrollment charter school in the Central southwest area of Houston.

We believe in the mission of Reve Preparatory Charter School and believe ifauthorized, the school will be a strong addition to the community, as they will provide a high-quality, college-preparatory education to the children of Houston.

This letter serves to document our donation of$10,000 for the purchase of BOOKS AND SUPPLIES to Reve Preparatory Charter School for their start-up year (fiscal year 2018-2019}.

This donation is to support the start-up needs of Reve Preparatory Charter School and is contingent upon charter authorization.

We sincerely hope Reve Preparatory Charter School will be granted a charter to open in August 2019. Please do not hesitate to contact me with any questions.

Sincerely, eAad,µ;t;f~~~~~ Charlotte Levingston- Johnson

Charlotte Levingston-Johnson Owner Affordable Pharmacy 832-216-5951 BUILDING EXCELLENT SCHOOLS

November 27, 2017

To the Texas Education Agency: We are extremely proud to support the charter application for Reve Preparatory Charter School ("Reve Prep") and the outstanding leadership ofTraci Thibodeaux as Lead founder and proposed School Director. Building Excellent Schools (BES) is a highly selective, nationally recognized non-profit whose flagship program, the Building Excellent Schools Fellowship, prepares outstanding candidates for urban charter school leadership. Traci is a gifted, well-trained, and ambitious school leader who brings strategic experience from both the educational and business communities, nationally recognized charter school training, a leadership residency at KIPP Shine in Houston, and deep access to additional leadership opportunities at and resources from multiple high-achieving BES schools and school leaders within the BES Network. Traci is a focused and relentless champion of best practices as well as of those innovations that will allow all children to succeed. She leads others with strength, firmly grounded in intellect, experience, and belief. She holds the bar high for herself and the school's Founding Board, which has been deeply involved in all of the early founding stages of work for Reve Prep. Traci is deeply thoughtful and reflective, ambitious for and planning towards implementation of a school design that combines proven practice with innovative elements and which, under her visionary and detailed leadership, will deliver measurable results for Houston students in grades K-8. Traci is thoroughly open and responsive to the leadership coaching she has received from BES and is eager to continue that coaching relationship throughout her planning year and first two years of school operation as part of our dedicated Follow On Support for all BES schools. With a clear vision shared, informed, and embraced by the community, Traci and the Founding Team of Reve Prep will provide a proof point for what is possible for the children of their city as together they bring a high-quality, high-achieving, accountable K-8 school to the families of Houston. We are honored to work with Traci, and look forward to continuing to support her and the Reve Prep team post-authorization. We have complete confidence that her school leadership and the well-researched and practice-proven components and the innovative elements of the school design for Reve Prep will lead to strong and measurable student achievement.

Respectfully,

S'~ tval.r~

Sue Walsh BES Chief Academic Officer Provide the Following:

The 501 (c) (3) Determination Letter issued by the Internal Revenue Service (IRS) or evidence of filing for tax exempt status with the IRS.

If applicant does not have 501 (c) (3) determination letter at the time of application submission, include any documentation that proves an IRS Form 1023 has been submitted by December 4, 2017.

Note: Applicants submitting proof of filing with the IRS must provide to the TEA the Determination Letter issued by the IRS granting the entity nonprofit status, no later than Friday, April 6, 2018, in order to be deemed an eligible entity and scheduled for an applicant capacity interview. Failure to submit the Determination Letter will result in the applicant being removed from the application process without the opportunity to interview.

Page lq

Employer Identificatio11 Number: Date: O'CT 24 2017 82-2809171 DLN: 26053684001447 REVE PREPARATORY INC Contact Person: 2424 SAWYER HEIGHTS APT 382 CUSTOMER SERVICE ID# l 54 HOUSTON, TX 77007-0000 Contact Telephone Number: (877) 829·5500 Accounting Period Endincr: June JO Public Status: 509 (a) (2) Form 990/990 90 N Required: Yes Effective Date of Exemption: September 15, 2017 Contribution Deductibi1 Yes Addendum Applies: No

Dear Applicant:

We're pleased to tell you we determined you're exempt from federal income tax under Internal Revenue Code {IRC) Section 501(c) (3). Donors can deduct contributions they make to you under IRC .Section 170. You're also qualified to receive tax deductible bequests, devises, transfers or ts under Section 2055, 2106, or 2522. This letter could help resolve quest ems on your exempt status. Please keep it for your records.

Organizations exempt under IRC Section 501 {c) (3) are further clacEdfie

If we indicated at the top of this letter that you' re required to Lile Form 990/990-EZ/990-N, our records show you're required to file an annual information return (Form 990 or Form 990-EZ) or electronic notice (Form 990·N, the e-Postcard). If you don't file a required return or notice for three consecutive years, your exempt status will be automatically revoked.

If we indicated at the top of this letter that an addendum ies, the enclosed addendum is an integral part of this letter.

For important information about your responsibilities as a tax exempt. , go to www.irs. . Enter "422l~PC"' i.11 the searcli baJ to view Publication 4221-PC, Compliance Guide for 501 (cl (3} Publi<' Charities, which describes your recordkeeping, reporting, and disclosure

Letter -·2

REVE PREPARATORY INC

Sincerely,

Director, Exempt Organizations Rulings and Agreements

Letter 947 Provide the Following:

The original Articles of Incorporation filed with the Texas Secretary of State, or the state of incorporation (and any restated Articles of Incorporation and Articles of Amendment).

If the sponsoring entity was incorporated after January l, 2006, submit the Certificate of Formation and the Certificate of Filing in place of the Articles of Incorporation.

All submitted forms to the state must be dated prior to December 4, 2017.

Office of the Sect'ftary of Stine Certi(xai.- of F'ormatiml PT-nftmS-iuaa:I CO'rpunthm

CKRTIFICA'TE CW FILfNG OF AMl••lid Tl'!'<

Thi: l!lqrnti!)' h

f't11.m;:·(~l.'.H<'d-S;5.; !.ll~l: "H-f fur It\!~· ~,·'l'l~ l't>:/'· r~;eGo,.t'1k<>li J)<)._'U/~<.\t>j '•," ' o<

TEXAS CERTIFICATE OF FILING TEXAS CERTIFICATE OF FORMATION

Page ~\ Corporations Section Rolando B. Pablos P.0.Box 13697 Secretary of State Austin, Texas 78711-3697

Office of the Secretary of State

CERTIFICATE OF FILING OF

Reve Preparatory, Inc. File Number: 802815 519

The undersigned, as Secretary of State of Texas, hereby certifies that a Certificate of Formation for the above named Domestic Nonprofit Corporation has been received in this office and has been found to conform to the applicable provisions of law.

ACCORDINGLY, the undersigned, as Secretary of State, and by virtue of the authority vested in the secretary by law, hereby issues this certificate evidencing filing effective on the date shown below.

The issuance of this certificate does not authorize the use of a name in this state in violation of the rights of another under the federal Trademark Act of 1946, the Texas trademark law, the Assumed Business or Professional Name Act, or the common law.

Dated: 09/15/2017

Effective: 09/15/2017

Rolando B. Pablos Secretary of State

Come visit us on the internet athttp://www.sos.state.tx.us/ Phone: (512) 463-5555 Fax: (512) 463-5709 Dial: 7-1-1 for Relay Services Prepared by: Tiffany Garcia TID:·z.nz... 10306 Document: 761837340002 f~~ 202 mm ml m.. m=~;="'= m ,:===-=-·=--=-=-===-=-==--=-=~ ·!Secretary of State Filed in the Office of the P.O. Box 13697 Secretary of State of Texas ·•. ~ustin, TX 78711-3697 Filing#: 802815519 09/15/2017 •FAX: 512/463-5709 Document#: 761837340002 Certificate of Formation Image Generated Electronically •Filing Fee: $25 Nonprofit Corporation for Web Filing •r------··------Artic1e~=~==-···-....-....-... :-...,-- f:Corf>oraie-Name------·--··------1·=~==~-=~==~-....-... ... --=-...-....-...-.~

•Ffhetmri9~e1rtltY1ormeci. is a. nonprofit corporation. The. nallle of the. entity-~cc=• ...... ·-·.. _... ·-····-·.. · jReve Preparatory, Inc. •re"'' ··· ············ · ······ · ···· ··· ················ ···· ···c.._····-····-····-···-····-· ··-····cc_···-·· ._...._._ ... _ .. ='-"'-''-•=-····-···,..... I Article 2 - Registered Agent and Registered Office rKJh;i~itial _r~giste~e~ aQ~~t is·~~ OrQ~niiation (~an~~t~~ ~~rpo~ation.~~r1le~a~~~~) ~yjh~ n~~~ ~f: . [ ' ------~· OR ·r~s-.--~r-fle--initia-ire-9-fste-recfi9ent"is-an--fiicii-vici"liai--r0sicieiiTof"tile-siaie--wfl-ose-nam-0--is_s_eTtoitil--t>eiow:------i r.;------·------ ~ame: !Traci Thibodeaux •ic. The t>~siness address oiit19 registered agent and ttleregistereci office address is~··········· · •~reet Address: ------ •2424 Sawyer Heights

•. p~ ?~~ ~~~~~~~!?.< ??~~? ...... ······················································································ ················································· ...... ! ·r·------··----··-----··------.·------··.------~§~~~-~!~!"~~iji~~~~e~-~~~-~~------·------1 !fJA: A~py~f the co~sent of r~9i~~~r~~ ~Qe~ti~ attached. ----- . OR !~B. The consent of the registerE!~ aQE!~iis ~aint~ined ~y~the-entitY,~ .·. ·· · ------ - - - ------ -- ·c--- ... - .. ~·--~---- . Article 3- Management --· •D A. Management of the affairs of the corporation is to be vested solely in the members of the corporation. OR •~ B. Management of the affairs of the corporation is to be vested in its board of directors. The number of directors, which must be a minimum of three, that constitutes the initial board of directors and the names and addresses of the •persons who are to serve as directors until the first annual meeting or until their successors are elected and qualified •are set forth below. foirecior 1; t>CllTl8.f)~ mm~()le,jCl mmm mm mm ········m·· ···m••mm· ••m••· ••m··· --....-.....-.... -...-.J~itlEl: [)ire,Ct()r ..... mm••m ·mm•• ...... m...... ~~~2 ~!~~os~:~~~-:tlouSfon Tx~U¥!701l7 - •••••:~ltle: .Di~:tor······· •..•. •.. ••.•. .•.• •• -••.•.•.. ·~cici~~;;:··-4a·o:fwfo-k:viewia~e------Hou&t<»n---,.-x~--iJsii.---'itos3 ______-----··------..·------ ~:~3s~t~~l~~1 _H()U~t~~ !X,lJ;~ 77'~0~ ~ ~ ~ i~l~-~D==~(): :: ______

•D A. The corporation will have members. ~r ·~ B. The corporation will not have members. l ...... J.\rticlt!.s.~.Purpose ...... ~~~:~:~~~~~~~~:;:~;:~:~?i:'FL~:~~~1~:~~-:_.1_~_~_:_!_i~-;-~-·~_... _-·------'-' c;·;9811-1Zaiions~ii1ai'q~uaiiiv~as;eiemilt'o"r9al112.atrons..linCie'r''so1(cR3fort:'he··~·~·"'·~;~~·~·""~"··~~-;;~·~·~.·~·····"\ Internal Revenue Code of 1986, or the corresponding provision of any future tax ·code. In particular, the Corporation is organized to design a high performing network of schools that educates and develops individuals through rigorous cademics and character development.

he Corporation is organized to have and exercise all rights and powers onferred upon non-profit corporations under the laws of the State of Texas, or hich may hereafter be so conferred, in order to promote charitable and educational activities.

•No part of the net earnings of the Corporation shall inure to the benefit of, or •be distributable to, its officers, directors or other private persons, except hat the Corporation, in accordance with applicable law, shall be authorized and ·empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes of the Corporation set orth in these Articles herein. No substantial part of the activities of the Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution of statements), any political campaign on behalf of or in opposition to any candidate for public ffice .

. Notwithstanding any other provision hereof, the Corporation shall not carry on any other activities not permitted to be carried on (a) by a corporation exempt rom federal income tax under Section 501(c)(3) of the Internal Revenue Code of 1986, or the corresponding provision of any future federal tax code, or (b) by any corporation, contributions to which are deductible under Section 170(c)(2) f the Internal Revenue Code of 1986, or the corresponding provision of any • uture federal tax code. i :r...... _...... _...... _...... _...... _...... _...... _.... _..._ ...._....._.... _...... _...... _...... _...._._...... _._...... _.._.._...... _...... _._ ...... _...... _...... _...... _...... "...... _...... ~ •[ ·•...... ············ ··········· ······················ ······························· ·····················••••·••·••·•·•·•••••· ·•·•••··••••••• ~~pe1!~~~~~i ~foyi~~?.~~ !1~!?.~~~~~~ ;;, ...... ······················· ······· ···· ········· ·· ··· ···· ·········· ········· ···. ······ ·····' ·=c======"'======~" "'""'" ""··== II money and other assets owned or controlled by the Corporation, wherever erived, shall be devoted for the use in performing the charitable and ducational functions of the Corporation solely through the furthering of the •primary purposes of the Corporation.

·Except as otherwise required by applicable state or federal law, upon dissolution or liquidation of this Corporation, and after payment of all debts and satisfaction of all liabilities and obligations of the Corporation (or making adequate provision therefore), and after the return, transfer, or conveyance of all assets requiring return, transfer, or conveyance thereof •because of the dissolution or liquidation of the Corporation, any organizations · hat would then qualify as an organization described in Section 501(c)(3) of the Internal Revenue Code of 1986, or the corresponding provision of any future ederal tax code, as determined by the Board of Directors of the Corporation.

[The attached addendum, if any, is incorporated herein by reference.]

Effectiveness of Filing This document becomes effective when the docurT-i'~ni"isfiled by the secretary of state. · ,. '" · " ~ '· ' · · ·1 OR I fL's~T"iiis-ciocu.meni'.becomeseifeciive-aTa-iaier··aaie:·w11Tct1.isn·01·;nc;;:etti·a11-111n·e;1y-·(9o)-ciays-trom~iii.edaie·-c;ri15··--····· ...1 !signing. The delayed effective date is: I r·.:.:..:.:.:.:.::.:_.... ~:.::.:::.:.:...... :.-:.:.::::.:::::.:.:.:_.;.:.;__.:.:...... :.:.:.. .:.:.:::....::....:~....: .. .:.:.: .... :.:.:_.....:.:.:...:.:::.:.:.:.:::.::.:_...... :.:.: ...:::.::.. :::.:==~:::::: ... ::.:...:::.:.:.~::=:·:::.: .. ·:::... :::.:..:.:_;::_::.:::::.:·:.:::·=::;::,..:.::::::::_:::_.:=~·.:.:..:::.::.:.:;_.;;:__::.::.:::::.:.:.:.:::.: ..:...:::_ .. ::::·:::. . ··- -. ··- __..__ ..... _ . - ...... -----..-·.... - ..... - ...... --·-· .-.... -- ····-----·------· -· __ ..... _ ------..... - ...... _ .... _ .... _ ;:· ·;: _, l I Organizer i Wh'e=~a~e~~C:iacici~es~~title'~~9a~iie~a~e~eitorih6er0~:~ ·· · ·------··· ------...... ,~,: !Traci Thibodeaux 2424 Sawyer Heights, Apt 382, Houston, TX 77007 I ....c ..... ="·"'·;;.;.;c... =_cc;;.;.;.-"...;.:..;.o.cc;.:c;..."'....;;... :.. ...;.:..;.•.;c.c.... " ... "-',.··"';·"·;··°"...;"·'"'"'""'""·'"'·'..;·;".;..;;;;..;;;c..;.c;.;;;;c;.;.c;,"· ..°'""'"'''"· ..·'·-"·=•=cc..;.;;;.cc;===cc;;;;;;;.c;;.;c;;;c;,.=... ;;;....;o.;.;;;."·-'••·"''"''''""";" ... ;;." ... cc.;~;..cc..." ... " .... ;;.;;c..;cc.;.;;;;..;c.;....;c;;""·i' [ ...... ····························································· ...... f:>

FILING OFFICE COPY AMENDED AND RESTATED CERTIFICATE OF FORMATION OF REVE PREPARATORY, INC.

1. REVE PREPARATORY, INC., a Texas nonprofit corporation (the "Corporation"), pursuant to the provisions of Sections 22.105 to 22.108 of the Texas Business Organizations Code, hereby adopts this Amended and Restated Certificate of Formation which accurately copies the Certificate of Formation as amended by such Amended and Restated Certificate ofFormation as hereinafter set forth.

2. The Certificate of Formation of the Corporation is amended and restated in its entirety by this Amended and Restated Certificate of Formation, as summarized below:

(a) Article Vis divided into Articles V and VI following paragraph four. (b) Article VI is renumbered as Article VII. (c) Articles VIII - XI are added. (d) The organizer is removed.

3. Each such amendment made by this Amended and Restated Certificate of Formation has been effected in conformity with the provisions of the Texas Business Organizations Code and the· Corporation's governing documents and was duly adopted by unanimous written consent ofthe directors ofthe Corporation.

4. The Amended and Restated Certificate of Formation of the Corporation accurately states the text of the Certificate of Formation being restated and each amendment to the Certificate of Formation being restated that is in effect, and as further amended by the Amended and Restated Certificate of Formation. The attached Amended and Restated Certificate ofFormation does not contain any other change in the Certificate of Formation being restated except for the information permitted to be omitted by the provisions ofthe Texas Business Organizations Code applicable to the filing entity.

[Remainder ofPage Intentionally Blank} CERTIFICATE OF FORMATION OF REVE PREPARATORY, INC.

ARTICLE I

The name of the corporation is Reve Preparatory, Inc. The filing entity being formed is a non-profit corporation. The period ofits duration is perpetual.

ARTICLE II

The business address of the registered office of the corporation is 2424 Sawyer Heights, Apt. 382, Houston, Texas, 77007 and the name of its registered agent at such address is Traci Thibodeaux.

ARTICLE III

The number of directors of the Corporation, which shall constitute its Board of Directors and the governing body of the Corporation, shall be fixed by or as provided in the Bylaws of the Corporation. The number of directors shall be no fewer than three. The current Directors are:

Sameer Soleja 4306 Rose Street Houston, Texas USA 77007

Kevin Kebede 4803 Wickview Lane Houston, Texas USA 77053

Erik Gomez 629 West 20th Street Houston, Texas USA 77008

ARTICLE IV

The Corporation shall have no members.

ARTICLEV

The Corporation is organized exclusively for charitable and educational purposes, including for such purposes as the making ofdistributions to organizations that qualify as exempt organizations under Section 501(c)(3) of the Internal Revenue Code of 1986, or the corresponding provision ofany future federal tax code. In particular, the Corporation

AMENDED AND RESTATED CERTIFICATE OF FORMATION REVE PREPARATORY, INC. PAGE2

~o7 is organized to design a high performing network of schools that educates and develops individuals through rigorous academics and character development.

The Corporation is organized to have and exercise all rights and powers conferred upon non-profit corporations under the laws ofthe State ofTexas, or which may hereafter be so conferred, in order to promote charitable and educational activities.

No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to, its officers, directors or other private persons, except that the Corporation, in accordance with applicable law, shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes of the Corporation set forth in these Articles herein. No substantial part ofthe activities ofthe Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution of statements), . any political campaign on behalfofor in opposition to any candidate for public office.

Notwithstanding any other provision hereof, the Corporation shall not carry on any other activities not permitted to be carried on (a) by a corporation exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code of 1986, or the corresponding provision of any future federal tax code, or (b) by any corporation, contributions to which are deductible under Section 170(c )(2) of the Internal Revenue Code of 1986, or the corresponding provision of any future federal tax code.

ARTICLE VI

All money and other assets owned or controlled by the Corporation, wherever derived, shall be devoted for use in performing the charitable and educational functions of the Corporation solely through the furthering of the primary purposes of the Corporation.

Except as otherwise required by applicable state or federal law, upon dissolution or liquidation of this Corporation, and after payment of all debts and satisfaction of all liabilities and obligations of the Corporation (or making adequate provision therefore), · and after the return, transfer, or conveyance of all assets requiring return, transfer, or conveyance thereof because of the dissolution or liquidation of the Corporation, any remaining assets of this Corporation shall be distributed to charitable or educational organizations that would then qualify as an organization described in Section 50l(c)(3) of the Internal Revenue Code of 1986, or the corresponding provision of any future federal tax code, as determined by the Board ofDirectors ofthe Corporation.

AMENDED AND RESTATED CERTIFICATE OF FORMATION REVE PREPARATORY, INC. PAGE3 ARTICLE VII

This Certificate shall be effective on the date filed with the Secretary of State of Texas.

ARTICLE VIII

The initial Bylaws of the Corporation shall be adopted by its Board of Directors, and the power to alter, amend or repeal the Bylaws or adopt new Bylaws shall be vested in its Board ofDirectors. ·

ARTICLE IX

To the fullest extent permitted by applicable law, a director of this Corporation shall not be liable to the Corporation for monetary damages for an act or omission in the director's capacity as a director, except that this Article does not eliminate .or limit the liability ofa director to the extent the director is found to be liable for:

(a) a breach ofa director's duty ofloyalty to the Corporation;

(b) an act or omission not in good faith that constitutes a breach ofduty ofthe director to the Corporation or an act or omission that involves intentional misconduct or a knowing violation ofthe law;

(c) a transaction from which the director received an improper benefit, whether or not the benefit resulted from an action taken within the scope ofthe director's office; or

(d) an act or omission for which the liability of a director is expressly provided by applicable law.

ARTICLEX

The Corporation shall indemnify any person who (i) is or was a director, officer, employee, or agent ofthe Corporation, or (ii) while a director, officer, employee, or agent of the Corporation, is or was serving at the request of the Corporation as a director, officer, trustee, employee, agent, or similar functionary of another foreign or domestic non-profit corporation, trust, employee benefit plan, or other enterprise, to the fullest extent that a. corporation may or is required to grant indemnification to a director under the Texas Business Organizations Code as now written or as hereafter amended, but only to the extent permitted for (a) a corporation exempt froni federal income tax under Section 501(c)(3) of the Internal Revenue Code of 1986,.or the corresponding provision of any future federal tax code , and (b) a corporation, contributions to which are deductible under Section 170(c )(2) of the Internal Revenue Code of 1986, or the corresponding provision ofany future federal tax code.

AMENDED AND RESTATED CERTIFICATE OF FORMATION REYE PREPARATORY, INC. PAOE4 ARTICLE XI

Except as otherwise provided in the Bylaws ofthe Corporation, this Certificate of Formation may be altered, amended, or repealed only as provided in the Texas Business Organizations Code, as presently written or hereafter amended.

Dated: October 9, 2017

REVE PREPARATORY, INC.

By: Isl Erik Gomez Erik Gomez, Director

AMENDED AND RESTATED CERTIFICATE OF FORMATION ~VE PREPARATORY, INC. PAGES UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU OF MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. . Cbfbloer 141 ,2017

Pursuant to Section 22.220 of the Texas Business Organizations Code (the "TBOC"), the undersigned, being Directors of Reve Preparatory, Inc., a Texas non-profit corporation (the "Corporation"), and in lieu of a meeting of the Board of Directors, the call of which is hereby expressly waived, do hereby consent to the adoption of the following resolution:

AMENDED AND RESTATED CERTIFICATE OF FORMATION

RESOLVED, that the form, terms and provisions ofthe Amended and Restated Certificate of Formation of the Corporation filed in the office of the Secretary of State of Texas, is hereby in all respects approved, and the Secretary is hereby instructed to file in the Corporation's minute book the Corporation's Amended and Restated Certificate of Filing, together with the duly certified duplicate original Amended and Restated Certificate of Formation.

This Consent may be executed in one or more counterparts, all ofwhich together constitute the same instrument.

[Directors' Signature Page Follows]

UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU 1 MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. REVE PREPARATORY, INC.

UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU 2 MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. Provide the Following:

The original bylaws of the sponsoring entity including any and all amendments made to the original document.

PagelliS BYLAWS OF REVE PREPARATORY, INC.

WHEREAS, the initial Board of Directors of Reve Preparatory, Inc. (the "Corporation") caused to be filed with the Texas Secretary of State a Certificate of Formation for the organization ofthe Corporation NOW, THEREFORE:

BE IT RESOLVED by the Board of Directors ofthe Corporation, that these Bylaws will govern its affairs in pursuit of its declared purposes.

PREA.M:BLE CORPORATE PURPOSE, OBJECTIVES AND DEDICATION OF ASSETS

The Corporation shall enrich, strengthen, enhance, and support the advancement of education and school choice in Texas by engaging in fundraising as it deems appropriate in furtherance of the purposes as provided in the Certificate of Formation. The Corporation shall also seek to operate an Open-Enrollment Charter School (the "School") as provided under the Texas Education Code for the benefit of students in Texas, providing educational opportunities, programs and such other functions as it deems appropriate in furtherance of the purposes as provided in the Certificate of Formation. This Corporation is formed for charitable purposes, and it will be nonprofit and nonpartisan. No substantial part of the activities of the Corporation will consist of the publication or dissemination of materials or statements with the purpose of attempting to influence legislation, and the Corporation will not participate or intervene in any political campaign on behalf of or in opposition to any candidate ofpublic office. The Corporation will not engage in any activities or exercise any powers that are not in furtherance of the charitable purposes described in the Certificate of Formation.

The properties and assets of the Corporation are irrevocably dedicated to charitable and educational purposes. No part of the net earnings, properties or assets of this corporation, on dissolution or otherwise shall inure to the benefit of any private person, or any director or officer of this Corporation. On liquidation or dissolution, all properties, assets and obligations will be distributed or paid over to an organization dedicated to charitable and educational purposes that is tax-exempt pursuant to Internal Revenue Code Section 501(c)(3) as amended or as otherwise required by state and federal law.

The Corporation, in all its activities and programs, shall not discriminate on the basis of sex, national origin, ethnicity, religion, disability or any other prohibited manner.

ARTICLE ONE NAME, OFFICE AND SEAL

1.01 NAME: The name ofthe Corporation is "Reve Preparatory, Inc." 1.02 OFFICE: The principal office of the Corporation will be located at 2424 Sawyer Heights, Apt., Houston, Texas 77007.

1.03 SEAL: The corporate seal of the Corporation, if any, will be inscribed with the Corporation name and year and place ofits incorporation.

ARTICLE TWO MEETINGS & RECORDS

2.01 Regular Meetings. Frequency and Place. Regular meetings of the Board of Directors shall be held on at least a monthly basis at suoh places and at suoh times as the Board may determine.

2.02 Annual Meeting. The Annual Meeting of the Board of Directors shall be held on the occasion of its First (1st) Quarterly meeting each and every fiscal year, or as otherwise determined by the Board.

1.03 Special Meetings. Special meetings ofthe Board ofDirectors may be called by the Chairperson, Secretary, or by any one or more Board members with the consent of the Chairperson or Secretary, which consent will not be unreasonably withheld, for any purpose not otherwise proscribed by law, grant or loan condition, or the Certificate of Formation, to transact any business described in the call for the special meetings.

MEETINGS RELATING TO CHARTER SCHOOLS

2.04 Charter School Meetings. When conducting business relating in any way to the operations or affairs of any of the Corporation's open-enrollment charter schools, meetings of the Board or any Board Committee shall be conducted in accordance with provisions of the Texas Education Code and Chapter 551 of the Texas Government Code, and the Board of Directors shall be subject to the requirements ofthe Texas Open Meetings Act., At no time shall a quorum ofthe full Board meet to deliberate any issue or business of the Corporation without posting notice of a meeting as required by law. Directors shall normally attend all meetings in person, but may attend by alternate means only if circumstances warrant and expressly in accordance with the Texas Open Meetings Act.

2.05 Notice for Charter School Meetings. Notice of all meetings of the Board of Directors will be delivered by mail postmarked, electronic facsimile or e-mail transmission to each Director at least 72 hours before the time ofthe meeting.

(a) Posting ofNotice: In addition, notice to the public of any meeting shall be posted at the administrative offices ofthe Corporation in a location convenient to the public at least 72 hours before the time of such meeting. Matters not disclosed in the meeting notice shall not be deliberated or be considered by the Board, except as permitted by the Texas Open Meetings Act.

BYLAWS IIBVE PREPARATORY, INC. PAGE 2 (b) Emergency Notice: Emergency meetings as allowed under the Texas Open Meetings Act may be posted up to two hours before such meeting and subject to other prerequisites under the Act.

(c) Internet Posting: Notice and the agenda of all meetings of the Board of Directors shall also be posted on the Corporation's Internet website for the charter schools, ifany, concurrently with the notice posted at the administrative offices, or as otherwise required and authorized by the Texas Open Meetings Act.

(d) Closed Meetings: The agenda shall clearly state whether the Board intends to convene in a closed meeting and shall identify separately each matter to be deliberated by the Board in the closed meeting and whether the Board may take action on any such matter upon returning to the open meeting.

CORPORATE BOARD MEETINGS NOT RELATING TO CHARTER SCHOOLS

2;06 Non-Charter Meetings; When conducting any other Corporate business not related, in any way, to the operations or affairs ofthe Corporation's open-enrollment charter schools, or prior to award and execution of a charter contract, Board meetings shall be conducted in accordance with provisions ofChapter 22 ofthe Texas Business Organizations Code, the Certificate ofFormation and these bylaws. The Secretary shall cause to be mailed at least forty-eight hours in advance, or sent by electronic means at least twenty-four (24) hours in advance to every director at his/her address (email address) of record with the Corporation, a notice stating the time and place of every meeting. Notice of such meetings shall state the reasons that such meeting has been called and the business to be transacted at such meeting.

2.07 Board Action By Unanimous Written Consent. When conducting any Corporate business not related, in any way, to the operations or affairs of the Corporation's open-enrollment charter schools, or prior to award and execution of a charter contract, the Board may take any action required or permitted to be taken at a meeting of the Board of Directors of committee of the Corporation, without an actual meeting if a consent, in writing, setting forth the action to be taken, is signed by all directors or committee members entitled to vote (unanimous written consent) subject to all requirements of applicable law. The unanimous written consent for any such action by the Board or committee must state the date of each Director's or committee member's signature and memorialize the action to be taken. The written consent of each of the Directors or committee members must be delivered to the Corporation no later than the tenth (10th) day after the earliest date of consent, and must be delivered to the Chairperson or Secretary ofthe Board. Delivery must be by email, by facsimile, by hand delivery, or by certified or registered mail, return receipt requested.

MEETINGS & RECORDS GENERALLY

BYLAWS REVE PREPARATORY, INC. PAGE 3 2.08 Corporate Records. The Corporation will maintain at its principal office all financial books and records of account, all minutes of the Board meetings and committee meetings, the list of Directors, and copies of all other material Corporate records, books, documents and contracts as required by Texas law. All such records will be made available for inspection at any reasonable time during usual business hours for any lawful purpose to any officer, Director, or person authorized by law or the Board to inspect such records, and the Corporation's records will also be available to the extent required by the Texas Public Information Act where applicable for public inspection and copying as promptly as possible as required by such act. Upon leaving office, each Director, officer or agent of the Corporation will turn over to the Chairperson in good order any Corporation monies, books, records, minutes, lists, documents, contracts or other property of the Corporation in his or her custody or control.

2.09 Quorum. The presence of a majority ofthe members shall constitute a quorum and shall be necessary to conduct the business of the Corporation except as otherwise provided in Article 2.14 herein. Any Board vacancies shall not be counted in determining a majority called for by these Bylaws.

2.10 Order of Business. Board meetings shall generally proceed with the following order ofbusiness unless the Presiding Officer determines:

• Roll Call and Establishment of a Quorum • Public Comments • Reading and Approval ofMinutes ofPreceding Meeting(s) • Reports of Committees • Reports of Officers • Old and Unfinished Business • New Business • Adjournments

The Board ofDirectors may, by majority vote, adopt a different agenda order.

2.11 Record of Board Action. All motions and resolutions of the Board will be written or recorded in the minutes of the Board and certified copies will be placed in a journal of proceedings of the Board. Such records shall be maintained in accordance with state law and Article 2.09 herein.

2.12 Voting. All matters at any meeting of the Board of Directors or any of its designated committees, except as otherwise provided in these Bylaws, the Certificate of Formation, or as permitted by law, will be decided by a vote of a majority of the Directors present at or lawfully participating in the meeting as permitted by the Texas Open Meetings Act. If a quorum of the Board is present or lawfully participating in the meeting, the affirmative vote of a majority ofthe Board ofDirectors will be the act ofthe body corporate, unless the vote of a greater number is required by statute, regulation, the Certificate of

BYLAWS REVE PREPARATORY, INC. PAGE 4 Formation, or these Bylaws. Any Director may request a roll call vote on any motion or resolution. Directors may not vote by proxy or secret ballot.

2.13 Fundamental Actions. In aocordanoe with Section 22.164 of the Texas Business Organization Code, the following actions of the Board of Directors are fundamental actions that shall require the affirmative vote of the majority of directors then serving on the Board:

(a) Amendment ofa certificate offormation [or articles ofincorporation]; (b) Voluntary winding up under Chapter 11; (c) A revocation ofa voluntary decision to wind up under Chapter 11; (d) A cancellation ofan event requiring winding up under Chapter 11; (e) A reinstatement under Section 11.202; (f) A distribution plan under Section 22.305; (g) A plan ofmerger under Subchapter F; (h) A sale ofall or substantially all ofthe assets ofthe Corporation; (i) A plan ofconversion under Subchapter F; or G) A plan ofexchange under Subchapter F

2.14 Compensation. No Director will receive directly or indirectly any salary, compensation or gift from the Corporation, except as authorized by state law. The Directors of the Corporation will serve as such without salary. No Director will be entitled to any dividend or any part of the income or principal of the Corporation, or to share in the distribution of the assets upon dissolution of the Corporation. The Board of Directors may authorize the payment by the Corporation of the reasonable, documented and allowable expenses incurred by a Director in performance ofhis or her duties in accordance with state and federal law.

2.15 Parliamentary Procedure. For all matters of parliamentary procedures, the Board and any Committees established by the Board, shall be guided by Robert's Rules of Order Newly Revised, 11th ed. (Cambridge, Mass.: Perseus Publishing, 2011).

ARTICLE THREE DIRECTORS

3.01 MANAGEMENT: The activities, affairs, property and powers of the Corporation will be managed, directed, controlled or exercised by and vested in the Board of Directors.

3.02 NUMBER AND QUALIFICATIONS: The Board ofDirectors will consist of no fewer than seven (7) persons. New board members shall be appointed to the Board of Directors based on a majority vote ofa quorum on existing board members.

3.03 REMOVAL: Any Director who fails to attend three (3) consecutive meetings may be asked to resign from office by resolution of the Board of Directors. The Secretary will notify Directors when they have missed three (3) regular consecutive meetings.

BYLAWS ~VE PREPARATORY, INC. PAGE 5 Absences may be formally excused by vote of the Board. The Secretary will certify a Director's excessive absence to the Chairperson. Any Director may also be removed with or without cause upon a two-thirds (2/3) majority vote of all the remaining directors for removal. However, the Chairperson of the Board may only be removed upon a two-thirds (2/3) majority vote ofall the remaining directors for good cause.

3.04 TERM: The Directors shall serve staggered terms to ensure continuity over time. Approximately half of the Board will serve two-year terms and the remaining members will initially serve three-year terms, which may be renewed indefinitely by each respective Director, subject to Articles 3.03 and 3.06 herein. As the Board appoints new members filling expiring terms, new members will serve three-year terms.

3.05 VACANCY: The Chairperson of the Board will appoint Directors to fill vacancies. Each Director appointed or designated to fill a vacancy on the Board of Directors will hold office for the remainder of the term of the Board of Directors. A vacancy occurring on any committee may be filled by the Board of Directors for the remainder ofthe term ofthe position.

3.06 RESIGNATION: Any director or officer may resign from the Corporation by delivering a written letter ofresignation to the Chairperson ofthe Board.

ARTICLE FOUR OFFICERS

4;01 OFFICERS; The officers of the Corporation will consist of the Chairperson of the Board, a Vice-Chairperson of the Board, and a Secretary/Treasurer and any other officers that the Board may establish and designate by resolution adopted by a majority of vote ofthe whole Board.

4.02 APPOINTMENT: The officers of the Corporation will be elected by the members ofthe full Board each year at its annual meeting.

4.03 CHAIRPERSON: The Chairperson of the Board will preside at all meetings of the Board of Directors. The Chairperson will have other powers and duties not inconsistent with these Bylaws as may be assigned by the Board. The Vice-Chairperson will have the powers and duties ofthe Chairperson in his absence.

4.04 SECRETARY: A Secretary will act under the direction of the Chairperson and in his absence have the duties and powers of the Chairperson. The Secretary will have the general powers and duties usually vested in such office of a Corporation, including keeping all records, documents and the corporate seal at the principal office of the Corporation; affixing the corporate seal to any instrument requiring it and to attest the same by his or her signature when authorized by the Board ofDirectors or after the instrument has been signed by the Chairperson, Vice-Chairperson or other authorized officer or agent; keeping the minutes of the meetings of the Board of Directors, the Executive and other

BYLAWS REVE PREPARATORY, INC. PAGE 6 committees of the Board of Directors, the Executive and other committees of the Corporation to recorded in one or more books provided for that purpose, with the time and place, how they were called or authorized, the notice given, the names ofthose present, and the proceedings therein; and issuing proper notices in accordance with these Bylaws. The Secretary will have such other powers and duties not inconsistent with these Bylaws as may be assigned by the Board ofDirectors or the Chairperson.

4.05 TREASURER: The Treasurer will be responsible for all funds and securities ofthe Corporation and will have the general powers and duties usually vested in such office of a Corporation, including receiving and documenting all monies due and payable to the Corporation; depositing all monies received in the name of the Corporation in a depository designed by the Board, disbursing monies of the Corporation under the direction or orders ofthe Board; entering regularly in the books kept by the Treasurer a complete and accurate account of all monies received and disbursed by the Corporation; rendering a statement of the financial accounts of the Corporation to the Board as requested; exhibiting the books of the financial accounts of the Corporation to the Board as requested; exhibiting the books of account in his custody to any Director upon request; and submitting a full financial report to the Board of Directors at the annual meetings. The Treasurer will have such other powers and duties not inconsistent with the Bylaws as may be assigned by the Board ofDirectors or the Chairperson.

4.06 OTHER OFFICERS: The Board of Directors may create by resolution other offices as it deems necessary to serve the Corporation to serve as officers or agents of the Corporation.

ARTICLE FIVE COMMITTEES

5.01 COMMITTEES: Designated committees may be established by the Chairperson of the Board or the Board to perform the duties and functions assigned in furtherance of Board objectives. Any committee may include one or more Directors from the Board. The Chairperson ofthe Board or its designee will appoint the members, officers, or others to committee positions. The rules of procedure of any committee may be set by the Board. Any committee may be abolished or any committee member removed for any reason and at any time by the Board ofDirectors.

5.02 RECORDS: Each committee will keep and deliver a copy of minutes of its proceedings to the Secretary of the Board and will report briefly on its activities at each Board meeting.

ARTICLE SIX DEPOSITS, CHECKS, LOANS AND CONTRACTS

6.01 DEPOSITORIES: All funds of the Corporation not otherwise employed will be deposited in banks or other depositories designated by the Board of Directors and in accordance with state law.

BYLAWS IIBVE PREPARATORY, INC. PAGE 7 6.02 TRANSACTIONS: All checks, drafts, endorsements, notes and evidences of indebtedness of the Corporation will be signed by such officers or agents and all endorsements for deposits to the credit ofthe Corporation will be made as authorized by the Board ofDirectors.

6.03 LOAN OR GRANT AUTHORITY: No loans or advances will be contracted on behalfofthe Corporation, and no note or other evidence ofindebtedness will be issued in its name, except as authorized by the Board.

ARTICLE SEVEN CONTRACTS WITH DIRECTORS AND OFFICERS

7.01 INSIDER DEALING: Subject to any law, regulation, or contractual agreement of Texas or federal law, no Director, officer or committee member will be interested directly or indirectly in any contract or program involving Corporation assets, relating to the operation conducted by it or in any contract for furnishing services or supplies to it, unless (a) the contract is authorized by a majority of Directors present at a meeting in which there is a quorum and vote without the interested Director's presence, (b) the facts and nature of the Director's interest is fully disclosed to the whole Board of Directors before the meeting in which the contract will be considered and (c) the Corporation could not have obtained a more advantageous arrangement with reasonable effort under the circumstances.

7.02 INSIDER LOANS: No loans or grants will be made by the Corporation to its Directors, officers or committee members during their term of office. The Directors who vote for or assent to, and any officer who participates in, the making of a loan to a Director or officer will jointly and severally be liable to the Corporation for the amount of the loan until it is repaid.

ARTICLE EIGHT INDEMNIFICATION OF DIRECTORS AND OFFICERS

8;01 LIABILITY: A Director or committee member will not be required to furnish any bond or surety for his services as a Director or committee member. A Director will be immune from liability to the same extent as a trustee ofa school district. 8.02 INDEMNIFICATION: Any person made or threatened to be made a party to any action in court or other proceeding because he is or was a Director or committee member may be indemnified by the Corporation against any and all liability and the reasonable expenses, including attorney's fees, incurred in connection with the defense or settlement ofthe action, except where it is adjudged that the Director or committee member is liable for gross negligence, bad faith or willful misconduct in performing his duties. The right of indemnification will not exclude any other right of the Director or committee member. INDEMNIFICATION UNDER THIS SECTION IS SUBJECT TO ANY AND ALL PROHIBITIONS, RESTRICTIONS AND LIMITATIONS IMPOSED BYLAW.

BYLAWS REVE PREPARATORY, INC. PAGE 8 8.03 INSURANCE: The Board of Directors will have the power to purchase and maintain at the Corporation's expense insurance on behalf of the Corporation, the Board of Directors, and others.

ARTICLE NINE AMENDMENT OF BYLAWS

9.01 AMENDMENT: Except as otherwise provided in the Certificate of Formation, and subject to the power of the Board to amend or repeal these Bylaws, these Bylaws may be altered, amended or repealed and new Bylaws may be adopted by a majority vote, provided that written notice setting forth in defail the proposed Bylaws revisions with explanations for the change is given at least three days previously. In the case of an emergency, which must be explained in the notice, two hours notice of a proposed amendment may be given to all Directors, and the Bylaws may be amended upon the unanimous vote ofall Directors.

ARTICLE TEN MISCELLANOUS

10.01 FISCAL YEAR. The fiscal year of the Corporation will begin on July 1 of each year and will end on June 30 ofthe next year.

10.02 ANNUAL REPORT: The Treasurer shall obtain and will provide to the Board no later than 90 days after the close of the fiscal year a report containing the following information in appropriate detail.

(a) The assets and liabilities ofthe Corporation as ofthe end ofthe fiscal year.

(b) The principal changes in assets and liabilities during the fiscal year;

(c) The revenues and receipts, both restricted and unrestricted to particular purposes, for the fiscal year.

(d) The expenses or disbursements, for both general and restricted purposes, during the fiscal year;

(e) The substantial activities and projects begun, in progress, and completed during the Fiscal year.

(f) Such other information as may be requested by the Board.

The report will be accompanied by a report of an independent accountant, or in lieu of such report, the certificate of an authorized officer of the Corporation that such statements were prepared without audit from the books and records ofthe Corporation.

BYLAWS REYE PREPARATORY, INC. PAGE 9 10.03 FEDERAL TAX FILING: The officers of the Corporation will be responsible for ensuring timely annual filing of IRS Form 990 within the timeframes of IRS rules.

10.04 CONSTRUCTION: Whenever the context requires, the masculine will include the feminine and neuter, and the singular will include the plural, and vice versa. If any portion of these Bylaws is declared invalid or inoperative, then so far as is reasonable the remainder of these Bylaws will be considered valid and operative and effect will be given to the intent manifested by the portion held invalid or inoperative.

10.05 STATUTORY AND OTHER AUTHORITY: These Bylaws are subject to and governed by any applicable federal or state laws and regulations, including pertinent local ordinances and the Certificate of Formation.

As approved by Unanimous Written Consent of the Board of Directors dated ~ ( \\ , 2017, pursuant to the BOC.

BYLAWS REYE PREPARATORY, INC. PAGE 10 ZZ3 UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU OF MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. Sepm~er \) ,2011

I. CERTIFICATE OF FORMATION

RESOLVED, that the form, terms and provisions of the Certificate of Formation of the Corporation filed in the office ofthe Secretary ofState ofTexas, is hereby in all respects approved, and the Secretary is hereby instructed to file in the Corporation's minute book the Corporation's Certificate of Filing, together with the duly certified duplicate original Certificate of Formation.

II. BYLAWS

RESOLVED, that the Bylaws appearing in that certain document entitled "Bylaws ofReve Preparatory, Inc." are hereby adopted as the Bylaws ofthis Corporation.

RESOLVED FURTHER, that the Secretary ofthe Corporation is authorized and directed to certify a copy of such Bylaws and maintain them in the principal office of the Corporation for the transaction of its business, open for inspection by the directors at all reasonable times during office hours, and that in certifying such Bylaws, the Secretary shall state in his certificate that the Bylaws were adopted by the unanimous written consent of the directors without a meeting as authorized by the TBOC.

III. CONFLICT OF INTEREST POLICY

RESOLVED, that the certain document entitled "Reve Preparatory, Inc. Conflict of Interest Policy" is hereby adopted as the policy ofthis Corporation.

This Consent may be executed in one or more counterparts, all ofwhich together constitute the same instrument.

[Directors' Signature Page Follows]

UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU 1 MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. REVE PREPARATORY, INC.

UNANIMOUS WRITTEN CONSENT OF DIRECTORS IN LIEU 2 MEETING OF THE BOARD OF DIRECTORS OF REVE PREPARATORY, INC. ZZ-5 Provide the Following:

Using the template provided at http://tea.texas.gov/charterapp.aspx, submit a notarized, Board Member Biographical Affidavit completed by each member of the proposed school's governing board.

All prompts and response boxes shall be completed. If a prompt does not apply to the member, enter a response of N/A followed by a brief explanation of why the prompt does not apply. Ensure that the anticipated role to be filled at the proposed charter is identified.

NOTE: Substantial repetition among and between affidavit responses will be subject to this application's Plagiarism Polley, and may be removed from consideration. Applicants must ensure that each Board Member lndlvldually provides their own personal response{s).

Page22._(o Name of Proposed Charter School: IReve Preparatory Charter School

Name of Sponsoring Entity: jReve Preparatory, Inc.

BACKGROUND

Full Legal Name: Alexandra Arroyo '----~-~------~--~-~------~

Home Mailing Address: (7026 Woodridge Row Dr., Houston, TX 77087

Phone Number: 1281-889-1148

E-mail Address: '---~~-~---~~--~~~~~~~~~~~~~~~~

Business Name: .....IY_E_S_P_re_p_P_u_b_li_c_s_c_h_o_o_ls ______,

Business Mailing Address: 15515 South Loop East, Suite B, Houston, TX 77033

Business Phone Number: 1713-967-8803

E-Mail Address: [email protected]

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

OYes @No, does not apply to me

If Yes, state the name of the entity:

l . What was your motivation to serve on the board of the proposed charter school? My motivation for serving on the board of the proposed charter school is to ensure that every child in the Houston area has access to a high-quality education. I believe that all children can learn and succeed if given the opportunity to do so. I have many education contacts in the Houston community that can support the success of Reve Preparatory Charter School. I am motivated to use my background as an educator to ensure the school curriculum and structures are aligned with state and national standards. I am also motivated to ensure that the school lives up to its mission and provides all students with a high-quality education.

Page /,,?-7 2. What is your understanding of the appropriate role of a public charter school board member? My understanding is that the public charter school board member role consists of holding school leadership accountable for academic outcomes. This involves reviewing the academic programs and charter systems for alignment to the mission and vision. The role also includes establishing and approving policy that supports the direction of the charter school.

3. Describe any previous experience you have that is relevant to serving on the charter school's board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. I have the capability to be a board member because I have held leadership positions within the field of education for over a decade. Furthermore, given my previous career as an educator and current career as educational leader, I bring the ability to analyze student data and problem-solve in a manner that ensures student success.

4. Describe the specific knowledge and experience that you would bring to the board. As an educational leader within a successful charter management organization, I would bring knowledge about various aspects of charter school systems and structures. As a previous educator, I would also bring an understanding about curriculum and instructional design.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory Charter School's mission is to educate all students from kindergarten to eighth grade for success in high school, college, and beyond. The school will ensure rigorous academics, individualized supports, and purposeful character development for every student, every day. This will include a focus on literacy and math, personalized interventions, high-quality instruction, meaningful communication, and character building. ·

2. What is your understanding of the school's proposed educational program? I understand that the educational program will by a high-quality instruction with a focus on literacy and math. The school will offer a small student-teacher ratio in grades kindergarten through second grade and personalized supports to all students. I also understand that the school will offer Spanish classes for all students and character development as important aspects of the curriculum.

3. What do you believe to be the characteristics of a successful school? I believe that high quality teachers that focus on planning detailed lesson plans and create a classroom community that respects all students while maintaining high expectations are the foundational characteristics of a successful school. I also believe that school leadership that provides support and accountability for those teachers ensures that the school accomplishes its mission.

Page 'tZ.f6 4. How will you know that the school is succeeding (or not) in its mission? The ultimate measure of success will be student performance on school, state, and national assessments. The data collected from students through high school and college will also measure the school's success in achieving its mission.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will be responsible for ensuring the business of the school is running properly and support the executive director and the administration in achieving the mission. The board will not be involved in the day to day operations of the school.

2. How will you know if the school is successful at the end of the first year of operation? The school will be successful at the end of the first year of operation based on the academic results of the students, the level of persistence of both students and staff, financial responsibility, and the number of families that opt to enroll in the second open enrollment.

3. How will you know at the end of four years if the school is successful? Within four years, the school should meet or exceed the goals outlined in the charter and maintain full enrollment. Once the charter school serves all grades K through 8, success will include all 8th graders taking Algebra I, Spanish classes, and maintaining passing rates on local, state, and national assessments.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

The charter school board will need to maintain frequent and effective communication with the school administration to ensure the school is successful. The charter school board will support the school director and administration as needed and seek fund raising opportunities to build awareness about the school.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? If one of more members of the school's board were acting unethically or not in the best interest of the school, I would report this concern to the board chair to ensure an equitable investigation took place. If the investigation found unethical behavior, this person would be removed from the board in accordance with the bylaws of the board.

Pagel4:_q DISCLOSURES l . Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. O Yes @1 No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. 0Yes ®No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

3. Indicate whether you (or your spouse) knows anyone who is doing, or plans to do, business with the charter school (whether as an individual or as a director, officer, employee or agent of an entity). O Yes ®No, I/we do not know any such persons

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. O Yes ®No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

Ci:Not applicable because the school does not intend to contract with an education service provider or !>school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. O Yes® No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page 'Z..jO 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. O Yes @Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

8. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters including dates, charter schools/charter holders, addresses and positions held. YES Prep Public Schools, North Central campus: Algebra I, Math 8, and AP Psychology Teacher; Math Science and Technology Department Chair; Data Czar

YES Prep Public Schools, Southeast campus: AP Psychology Teacher, Dean of Instruction, Director of Academics

YES Prep Public Schools: Director of Teacher Development, Director of Talent Development

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company o,f the school? OYes @Does not apply to me.

If yes, state the compensation you expect to receive.

l 0. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or with the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of he sponsoring entity or of the governing body of the charter school? OYes @Does not apply to me.

If yes, describe the precise nature of your relationship.

Page~\ 11. Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? CYes {!)Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62.01 (5) Code of Criminal Procedure? OYes @Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

I, AlexaVlQYa AvYo~ o , certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect.

Signature Date 11 /14 /zorl r I

State of

County of

On this day, (n ame of affiant) appeared before me the undersigned notary public and depos d that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief. '2017 . (Seal) (Notary Public) ~"L-1:'l~..L~!t:til~~~'------

My commission expires--=O'-'j----+, _.\ __,_-+"-- =-.>.J.- /J.>e;~'!.f.<;{:'-::.\\\11111, TRACE S JORDAN J ' ~~(··fr(_..:'<:~ Notary Public. State of Texas -::.;~;. Comm. Expires 04-15-2020 ,.,. $'or-,v".....;:?! ~' "'''''' Notary ID 126484829 Page 232 Name of Proposed Charter School: IReve Preparatory Charter School

Name of Sponsoring Entity: IReve Preparatory, Inc.

BACKGROUND

Full Legal Name: Toscha Lynette Dickerson

Home Mailing Address: 12410 Yellow Maple Lane, Fresno, Texas 77545 ..

Phone Number: 1210-380-6870

E-mail Address:

Business Name: IH_o_n_e_yw_e_1_11_n_te_r_n_a_ti_o_n_a_I.... ------'

Business Mailing Address: 1250 W Sam Houston Pkwy, Houston, Texas 77058

Business Phone Number: 1832-683-5674

E-Mail Address:

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

OYes @No, does not apply to me

If Yes, state the name of the entity:

1. What was your motivation to serve on the board of the proposed charter school? My motivation for serving on the board of Reve Preparatory Charter School is to support the children in the community with access to an outstanding education. I know the importance of how education can affect a person's life. I am the founder of a non-profit organization in which I interact with the community and hear their concerns about the lack of access to a high-performing school. I am motivated by the opportunity to support a high-quality school for children in our targeted community.

PageJ2L3 2. What is your understanding of the appropriate role of a public charter school board member? My understanding as a board member is to make sure that I provide the oversight needed to ensure the school fulfills the mission by reviewing academic and financial reports. Each board member will hold the school leadership accountable on the academic goals in our charter proposal. Each member is responsible to do their due diligence to make sure the school is financially sound. I understand the school would be aided by additional monetary support and I will work diligently to fundraise for the school.

4. Describe the specific knowledge and experience that you would bring to the board. As a founder of a non-profit, I would bring the knowledge of community engagement and support. My 16 years of experience in procurement will also be of value to the board as I will bring a wealth of knowledge in contract negotiations, supplier diversity, sourcing initiatives, and business acumen.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory's mission is to ensure that every student receives a high-quality education. Students in grades K-8 will receive a rigorous curriculum which will guide them in obtaining academic success while building character, strengthening their self-esteem. The goal is to prepare students for high school, college graduation, and a successful life. The guiding beliefs are acquired from Building Excellent Schools which includes a model that focuses on literacy and mathematics.

2. What is your understanding of the school's proposed educational program? I understand that the program will be a college-preparatory curriculum that will follow the State of Texas education requirements. The areas that will have the most emphasis will be literacy and mathematics and will have more instructional time during every school day. In addition to those two areas, the program includes individualized support, along with character development and Spanish for all students.

3. What do you believe to be the characteristics of a successful school? I believe that a dedicated and determined staff is very important in order for a school to thrive. A positive environment paired with continuous encouragement, motivation and support from its leadership team creates a school that will be successful. I strongly believe that leadership is the deciding factor in how well the school performs because their presence and direction will influence the faculty and students.

PageZ3~ 4. How will you know that the school is succeeding (or not) in its mission? One way to determine if the school is succeeding in its mission is by measuring the student academic performance from one grade level to the next. The board will review state assessment results to determine if students have increased their knowledge in specific areas within the curriculum. The board will also analyze student growth on the state assessments on an annual basis to see how well each grade level has progressed from the past year.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will be actively involved in ensuring the mission of the school is met, as well as providing financial oversight for the short-term and long-term financial health of the school. The board will also be responsible for ensuring the ethical handling of public funding to make sure the school is operating in full alignment with the school's mission.

2. How will you know if the school is successful at the end of the first year of operation? At the end of the first year, reviewing the academic results of each student will determine if we are successful in achieving our mission. We will also be able to review the enrollment of students and potential new students for the next year to see if we have growing interest in the school.

3. How will you know at the end of four years if the school is successful? At the end of four years, we will measure the results from each year and compare if student performance has increased or decreased in specific areas, like reading and math, to identify if and where improvements are needed. Enrollment should be at its full capacity and faculty should be acclimated in if the school is succeeding academically. If we have a waiting list to enter the school, that will also be a very good sign that the community has accepted the school and its mission.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

The charter school board will need to ensure that we have a clear and consistent system to oversee the academic success of the school and that we have a strong decision-making process as a policy-making body. The board will also need to have open and consistent communication with the School Director in order to be aware of any incidents that may need board support. The board will also need to provide supplemental financial support through community events to include fundraisers and sponsorships.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? I would immediately speak with the chair of the board to voice my concerns and ask that an investigation be initiated. According to the bylaws, if one or more members was found to have committed an act that was unethical, I would want the bo.ard to vote to remove the person or persons from the board.

Page23_5 DISCLOSURES 1. Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. O Yes @No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. OYes @No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. OYes @No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

0 Not applicable because the school does not intend to contract with an education service provider or ~;school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. O Yes @No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page 23(c; 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. O Yes @Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

8. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters including dates, charter schools/charter holders, addresses and positions held.

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? 0Yes @Does not apply to me.

If yes, state the compensation you expect to receive.

l 0. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew} or with the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew} a member of the governing body of he sponsoring entity or of the governing body of the charter school? OYes @Does not apply to me. If yes, describe the precise nature of your relationship.

Page 237 11. Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? QYes @Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62.01 (5) Code of Criminal Procedure? QYes @Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

1,_j~O~_~ vh_Cl.~~L~· -\J~-t ~_v\lt~fS~~aN~-----, certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect.

Signature Date

Verifi~ n Stateof · ~

County of ~---'-=--'--"'-"""-'---___,,------On this day, } D$J--a b J:e,rsen (name of affia nt) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers conta ined therein are true and correct to the best of his/her knowledge and belief. \1 Subscribed and~~q-1{1 day 01hlvv~ '20i__!__. (Seal) (N otary Public) ~~~-~~...... ~~------

•' ~...... My commission expires {)\..) \ J~)~ ,-- ~ \\\\ 1111, . · - · ~'i...~'!.f,i~''-:- TRA CE S JOR ~ I .;::- ...• -. <;:.. ::;. ' ~ ~ [ ~~i~' :: N::itary Public, State of TGxas : :. -:.: "'··'ff Co mm E ~ · ·:.:: 04-15-2020 ~ ·'/- ,,.. ,. .. fl.v ·' Page 1-3i ,,L.. '-'i:;-;;,;,,,, Notary 10 126484829 Name of Proposed Charter School: IReve Preparatory Charter School

Name of Sponsoring Entity: IReve Preparatory, Inc.

BACKGROUND

Full Legal Name: IJean Onwuchekwa Ekwenibe

Home Mailing Address: 3226 Tamara Creek Lane, Pearland TX, 77584

Phone Number: 832-244-3125

E-mail Address:

Business Name: IJ_e_a_n_E_k_w_e_n_i_b_e_,.... _M_D_FA_c_c______.

Business Mailing Address: ADVACARDIO, 25329 1-45 North, Woodlands TX, 77380

Business Phone Number: 1281-533-5333

E-Mail Address:

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

OYes @No, does not apply to me

If Yes, stqte the name of the entity:

1. What was your motivation to serve on the board of the proposed charter school? I look forward to serving on the board of Reve Preparatory Charter School because I believe in the mission established. I have seen firsthand in my own life how access to a great education can impact the future. I am excited to be part of a school that will provide a rigorous and well-rounded education to eager students in a much-needed community of Houston. I will use my background as a cardiologist and health educator to provide information about health and wellness for students when applicable.

Page 23Cf 2. What is your understanding of the appropriate role of a public charter school board member? My role as a board member will be to provide academic oversight and ensure the school is meeting the goals included in our charter application. I will also serve as a supporter for the school and help ensure the school's financial health by organizing fundraisers. Additionally, it will be the responsibility of each board member to provide financial oversight. My role is to also ensure that the school remains committed to the mission of providing a high-quality education for each student.

3. Describe any previous experience you have that is relevant to serving on the charter school's board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. I have the capacity to serve on the board because I have held leadership positions in my career and in volunteer organizations. As a physician, I come across people from all walks of life and look forward to bringing my perspective and abilities to help conquer any challenges we may encounter.

4. Describe the specific knowledge and experience that you would bring to the board. As a physician and past lecturer, I would bring both an expertise about health and wellness and deep understanding of the college-going mindset to the board of Reve Preparatory. Additionally, as a partner in a group medical practice, I would bring my business experience to the team.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? The mission of Reve Preparatory Charter School is to provide a high-quality education to every single student enrolled. The curriculum at Reve Preparatory will provide a heavy emphasis on mathematics and literacy to ensure that every student is fully prepared to be successful in high school, college and beyond.

2. What is your understanding of the school's proposed educational program? The curriculum at Reve Preparatory is designed to ensure a well-rounded education for each and every student enrolled. The courses will be designed to provide each child with a competitive edge upon entrance into high school. The curriculum will incorporate the TEKS standards with a heavy emphasis on math and literacy. In addition, students will be taught Spanish throughout their tenure to help them become proficient in a second language and be exposed to physical education and character development.

3. What do you believe to be the characteristics of a successful school? I believe that a successful school is driven by a determined, receptive and engaged leader. Successful leadership requires a commitment to the mission of Reve Preparatory from the founding leader, board members, and teachers who will make up the educational staff. A strong foundation, positive culture, and regular use of data collection for periodic evaluations are crucial for success.

Page_.af_O 4. How will you know that the school is succeeding (or not) in its mission? Regular measures of certain benchmarks such as daily attendance, performance on assessments, and graduation rates for high school and college will highlight achievements made by the school and areas that will need further evaluation.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will be responsible for ensuring that the mission of Reve Preparatory will be upheld, support the School Director as needed, and ensure the academic success and financial stability of the school.

2. How will you know if the school is successful at the end of the first year of operation? The success will be determined by the number of students enrolled, academic achievements obtained by the students on performance assessments, financial stability of the school, and strength of the administration.

3. How will you know at the end of four years if the school is successful? After four years we should have met all the benchmarks set forth in the mission by achieving full enrollment through fourth grade, providing excellent education with strong teachers, and having evidence of academic achievement on both internal and external performance assessments.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

To ensure success of Reve Preparatory, the board will need to stay actively engaged and in regular communication with the School Director of the school. In addition, the board will help with fundraising efforts to ensure the financial health of the school.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? My concern would be directly shared with the board chair in order for him/her to investigate the situation further. For any unethical behavior discovered and confirmed, the offending member would be removed from the board in accordance with the bylaws of the board.

Page~\ DISCLOSURES l . Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. O Yes @No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. OYes @No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. O Yes @No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

@Not applicable because the school does not intend to contract with an education service provider or !:school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. OYes@No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page 2lfZ.. 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. 0Yes @Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? 0Yes @Does not apply to me.

If yes, state the compensation you expect to receive.

Page1H.3 11. Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11 .) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? C Yes € ,Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62.01 (5) Code of Criminal Procedure? O Yes (ii) Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

I,-~~------

Signature ~{_ AAO Date \\/'2.o/2olf

Verification State of ~flD

County of j)u~ On this day, .... 10 Ctn~\AJ? Y),{~ (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sw ~___ day of Nov~ , 20 ( 7 .

(Notary Public) ____::::::::__-"'-"-'""=->--;tf:..1...-('.~--=------'------ (Seal) - · My commission ex pi res_0_...__~--+-1\-1\.--=-P"------'=--=--

Page ~Y~ Name of Proposed Charter School: 1....R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of Sponsoring Entity: [Reve Preparatory, Inc.

BACKGROUND

Full Legal Name: IE_ri_k_A_lf_o_n_so_G_o_m_e_z.... ______.

HomeMcilingAddre~: j_6_2_9_W_._2_o_th_St_._.______~

Phone Number: 1832-732-3939

E-mail Address: ______,

Business Name: IR_ig_N_e_t..... ______.

Business Mailing Address: I11515 Park Row Blvd, Suite 300

Business Phone Number: 1832-732-3939

E-Mail Address: ______~

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

OYes @No, does not apply to me

If Yes, state the name of the entity:

1. What was your motivation to serve on the board of the proposed charter school? My motivation to serve on the board of Reve Preparatory Charter School is driven by my firm belief that education is a great equalizer. This belief is drawn from my personal experience, and belief that a child's opportunities significantly expand if provided educational support, including a challenging curriculum, personal self-worth, and confidence. I am confident my personal and professional experience and network will bring additional support to the school. My professional background in corporate strategy and finance will also support the school's planning, financial, and budgeting initiatives.

Page~ 2. What is your understanding of the appropriate role of a public charter school board member? My understanding of the role of a public charter school board member is one of support, financial oversight, and governance. Support ranges from participation in community events, school promotions, and fundraising. One of the most important aspects of a board member is to ensure proper financial management and compliance. Governance will ensure the school is performing up to expectations by frequently reviewing academic reports and making sure we have a strong controls process in place.

3. Describe any previous experience you have that is relevant to serving on the charter school's board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. I have prior leadership experience that directly relates to serving on the Reve Preparatory board. As a member of the senior leadership team of a NASDAQ-listed telecom company, I work with the CEO and Board of Directors to study, analyze, and execute the corporation's long-term strategic initiatives. I was a student leader in both my undergraduate and graduate school programs, serving on student association boards, such as the Hispanic Student Business Association and the Finance Investment Association.

4. Describe the specific knowledge and experience that you would bring to the board. My career experience and educational background in finance and strategic planning will bring knowledge to accounting, financial, budgeting, planning and organizational matters.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory Charter School's mission is educating all kindergarten through grade eight students for success in high school, college, and beyond, ensuring rigorous academics, individualized supports, and purposeful character development for every student, every day. The school will follow the Building Excellent Schools approach of an academically challenging curriculum with increased instructional time. Daily commitment to the our values will also build confidence and character development.

2. What is your understanding of the school's proposed educational program? My understanding of the educational program at Reve Preparatory Charter School is a rigorous curriculum aligned to state and national standards with an intense focus on literacy and math. The program will include a Spanish class for all grade level of students. There will be a higher amount of instructional time, particularly for literacy and math, in addition to health and wellness. Character development through daily focus on the REVED-UP values is also a key component.

3. What do you believe to be the characteristics of a successful school? I believe that successful schools begin with comprehensive, practice-based professional development for teachers to be enabled and prepared to deliver high-quality instruction daily. Research-based, data-driven instruction with personalized interventions for all students, and engagement with the community and families, round out the characteristics of a successful school.

Page Zlf le> 4. How will you know that the school is succeeding (or not} in its mission? Key performance indicators (KPls) tracking expected goals with actual school performance will be early indicators if a school is, or is not, succeeding in its mission. Examples of these type of KPls include daily attendance records, grades, behavior measures and data collected from alumni through high school and college will identify if a school is on track to succeed in its mission. Student performance on state and national assessments will also validate if our school is successful in its mission.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will not play a role in the daily operations of the school. The board is designed for governance and guidance. The board will be driven to support the fulfillment of our mission and provide financial resources to aid in the development of the educational program. The board will also meet monthly to review key financial and academic data to make sure the leadership team has what they need to succeed in educating all students at Reve Preparatory Charter School.

2. How will you know if the school is successful at the end of the first year of operation? The board will know if the school is successful at the end of the first year of operation by analyzing student performance and growth rates in the first year. We will also review if interest in our school has increased by evaluating enrollment and any waitlist we might have for the following year.

3. How will you know at the end of four years if the school is successful? At the end of four years the school should have been meeting or exceeding its annual goals, as well as all other goals articulated in the charter. We would expect to be fully enrolled in grades K-4 and have a growing waitlist. Improvements in student growth rates, daily attendance, and school culture should be evident by this time as well.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

The board will need to focus on examining academic results and financial health regularly, closely, and consistently through well-designed academic and financial dashboards. The board will also need to be frequently and actively engaged with the school administration from the onset. The board will need to have a defined practice of frequent communications, attending board meetings, fulfilling all board requirements to ensure our school is successful.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? An investigation should occur if allegations of unethical behavior of a school board member are identified. If unethical behavior is proven to have occurred, then the individual will be promptly removed from serving on the board following the bylaws of the board.

Page.2:!17 DISCLOSURES 1. Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. O Yes @No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. OYes @No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. OYes @No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

0 Not applicable because the school does not intend to contract with an education service provider or jschool management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. O Yes @No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page;<, qf( 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. OYes @Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? OYes @Does not apply to me.

If yes, state the compensation you expect to receive.

Page;(Y 1 11. Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11 .) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? O Yes (!:'Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62 .01 (5) Code of Criminal Procedure? 0 Yes (ii) Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

I, ______Eok. 60 me z. , certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect.

Signature Date

Verification Stateof ~ County o~Jth On this day, &J }L (7r;;/Ylf.JZ (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrumen+ and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief. (l Subscribed and sw l~h day of \Pv~ ,20_.

(Notary Public) ~'---=--~="=~Hf-·,....,1;:;1-i_._l'.U"\~------ (Seal)

My commission expiresO=-.~+\+'\lo=',~} ~=-----=.==------ ,,,,,~~·~;;,,, TRACES. JORDAN ~ ~,1(o.:_ •••• ~ ~ ~f(:.J_;··~~ Notary Pub!ic, State of Texas "::."Y·..~J~'7§ Comm. Expires 04-; 5-2020 .o;.,.zr~·oF ..~,$" ID 2~484829 Page ~ O 11111111,, Notary 1 ti ---~ Name of Proposed Charter School: jReve Preparatory Charter School

Name of Sponsoring Entity: jReve Preparatory, Inc.

BACKGROUND

Full Legal Name: .__IJ_e_ss_ic_a_D_e_W_it_t_G_u_o_b_a_d_i_a______.

Home Mailing Address: I134 S. Bluff Creek Circle, The Woodlands, Texas 77382

Phone Number: 1617-417-1306

E-mail Address: ____ ---1

Business Name: llaw Office of Jessica L. Guobadia, PLLC

Business Mailing Address: jPo Box 132062, Spring, Texas 77393

Business Phone Number: 1281-817-0392

E-Mail Address:

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

r. Yes r No, does not apply to me

If Yes, state the name of the entity: .__IA_S_D_H_o_p_e_, l_n_c_. ______---1

1. What was your motivation to serve on the board of the proposed charter school? My motivation to serve on the board of Reve Preparatory Charter School is to help ensure that all children have the opportunity to obtain a solid educational foundation. I believe that the mission of Reve Preparatory Charter School, to provide rigorous academics through a focus on literacy and math, will help to prepare students for greater success, including obtaining a college education and having success in their personal and professional lives. I am motivated to use my experience as an attorney to ensure that Reve Preparatory Charter School complies with all local, state, and federal regulations. I hope to use my experience to ensure that Reve Preparatory Charter School fulfills its mission and provides its students with a high-quality education that will guide them toward greater success in their future.

Pag~ 2. What is your understanding of the appropriate role of a public charter school board member? The role of a public charter school board member requires the board member to be an advocate for the school, while also evaluating the school's overall performance and providing financial oversight. As a Board Member, I will evaluate the academic results of the school, including reviewing regular reports from the administration, and providing feedback. Additionally, I will be responsible for reviewing the financial reports of the school to ensure the financial health of the school.

3. Describe any previous experience you have that is relevant to serving on the charter school's board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. I have served on boards of other non-profits. In that capacity, I have assisted the organization with review of their business practices and contract negotiations, as well having ensured that the practices adhered to the organization's mission. Additionally, given my career as an attorney, I believe that my ability to analyze issues, problem-solve, and offer practical solutions will assist Reve Preparatory Charter School to meet its goals and its mission.

4. Describe the specific knowledge and experience that you would bring to the board. As an attorney, I bring knowledge about various legal issues, including contract negotiations, business organizations, and compliance with the various regulations and laws that affect the successful operation of a charter school. My experience with underserved and at-risk populations will help me to better understand the needs of a charter school, and its students and families, in an urban area.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory Charter School's mission is to ensure that students in grades Kindergarten through 8th Grade receive a rigorous academic experience, including individualized supports and character development, to build the necessary foundation to succeed in high school, college, and in their personal and professional lives. The overall goal is to instill in its students a desire and belief that each student is capable of and should strive for a college education.

2. What is your understanding of the school's proposed educational program? Reve Preparatory Charter School will provide a college preparatory curriculum, based on the TEKS standards. The school will provide a focus on literacy and mathematics, while also offering fine arts, physical education, Spanish class for all students, and character development as part of the curriculum.

3. What do you believe to be the characteristics of a successful school? I believe that successful schools are built around successful, high-quality teachers and a supportive administrative staff. From my experience, the most successful schools are schools that nurture their teachers by providing professional development opportunities, as well as continual observations and opportunities to improve. I also think that a positive, structured learning experience helps students to succeed. This requires a consistent system to observe teachers and use data and other means to consistently improve results.

Pag~ 4. How will you know that the school is succeeding {or not) in its mission? To determine if the school is succeeding it is mission, the board will need to review student performance on assessments, daily attendance rates, and graduation rates. Since Reve Preparatory Charter School is a proposed Kindergarten through 8th grade school, it will likely also be necessary to follow its students through high school and into college to determine if Reve Preparatory Charter School's students are meeting its goals and objectives regarding college matriculation and graduation.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will provide oversight in the school's operation, but will not be involved in the day-to-day operations of the school. The board is tasked with ensuring that the administration meets the mission and goals of the school, as well as ensuring the financial health of the school and ensuring that the School Director and eventually the Executive Director has the necessary support. Additionally, the Board may provide fundraising and promotional support to the school.

2. How will you know if the school is successful at the end of the first year of operation? Determining the success of the school at the end of the first year of operation will require a review of the academic results, turnover rate of students, teachers, and administration, financial status, and the interest generated during the second open-enrollment period.

3. How will you know at the end of four years if the school is successful? A good measure of success at the end of four years will continue to be the academic success of all of our students, relevant turnover rates, as well as whether the school is at full enrollment and has developed a wait list. As the school progresses, the school's success will be measured based on the results of relevant academic student benchmarks, continued interest and enrollment in the school, as well as by tracking the alumni of the school, including success at the high school and college levels.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

The board will need to closely examine the results on all assessments and ensure the school has the resources to reach the goals we set in our charter application. The board will also need to closely examine the short term and long term financial health of the school and ensure all public funding is managed in an ethical way that is aligned to the school's mission and the terms of the charter. The Board will also need to support the school and its administration, as necessary, including fundraising and raising awareness.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? If a board member is not acting in the best interest of the school or is otherwise acting unethically, I would report the member to the board chair, or other appropriate person, to ensure that there is a proper investigation. If unethical behavior is uncovered, the Board would need to act in accordance with its bylaws to remove the offending member.

Page1~'D DISCLOSURES 1. Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. (' Yes (i' No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. ( Yes (i' No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. r Yes r. No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

r Not applicable because the school does not intend to contract with an education service provider or school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. r Yes (i' No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page;2$L{ 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. (' Yes (i' Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

Law Office of Jessica L. Guobadia, PLLC - Sole Managing Member VOJA, LLC, Managing Member

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? (' Yes (i' Does not apply to me.

If yes, state the compensation you expect to receive.

10. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or with the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of he sponsoring entity or of the governing body of the charter school? (' Yes (i' Does not apply to me. If yes, describe the precise nature of your relationship. 11. Will any relative(s} within the third degree of consanguinity or affinity (See definition in question 11.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? ('Yes r. Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a}; or an offence listed in Article 62.01 (5) Code of Criminal Procedure? r Yes r. Does not apply to me. If yes, provide information relating to the matter(s}.

CERTIFICATION

I, __-=f:_~S_s~· ,_.' G~a~D-·-~~~1U__o =b~~· ~~d Z~o.-'~---- ,certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect.

Signature Date \\ r21r 11

Verification State of Jex(.5

County of ~ O ~ oa~ On this day, ~ 51 · o bt<. J; Cf (name of affiant} appeared before me the undersigned notary ; c and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed

...... ~:;·;;-;;...... PAT ICIA CHAPMAN lo'\··""""·~\ c;<•.A;")";~ Notary Public State of Texas My commission expires 0 ~fJol'Jd/-!2 \•i.:·.. ~/../ My Commission# 6066455 ··~l't·····~-- ...... ~~...... My Comm. Exp. April 20, 2020 Pa~ Name of Proposed Charter School: l....R_e_v_e_P_r_e_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_1______.

Name of Sponsoring Entity: IReve Preparatory, Inc.

BACKGROUND full~~IName:I._K_e_v_~_Y_o_s_e_f_K_e_b_e_d_e______

Home Mailing Address: 14803 Wickview Lane, Houston, TX 77053

Phone Number: 1832-971-3295

E-mail Address: ______.

Business Name: 1....H_e_a_d_s_U_P_H_o_u_s_to_n______.

Business Mailing Address: jPo Box 1668, A lief, TX 77411

Business Phone Number: j832-971-3295

E-Mail Address: [email protected]

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

If Yes, state the name of the entity: Alief Super Neighborhood Council; Management District

1. What was your motivation to serve on the board of the proposed charter school? My motivation for serving on the Reve Preparatory Charter School Board is to support the vision of a high-quality, local public education with a specific focus on true college readiness and equitable access for all people. Being a former student who never attended my local feeder schools due to quantifiable negative variances in outcomes, I am a champion for quality educational options for families in my community. Having a career in non-profit management and community development lends itself well to the opportunity we have to create an environment where students and parents receive the highest quality levels of engagement and the tools needed to be successful and set higher personal and professional standards.

Page'JS..7 2. What is your understanding of the appropriate role of a public charter school board member? My understanding of the role of a board member is to be a representative for the lives of the students and families entrusted to us. Policy creation and enforcement, financial development, advocacy and performance against high standards for Reve Preparatory are my highest priorities. The Board, in my opinion, should always act in the best interest of the community white weighing the variables that serve as inputs with the ultimate outcome being performance to the highest standard for every student we educate.

3. Describe any previous experience you have that is relevant to serving on the charter school's board {e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. Having served on the board of The Alief Super Neighborhood Council and in current roles on the Hospital District and Management District board have shaped the perspective that I bring to our team. Having a holistic view of the community is critical. How we integrate our work with the many varied organizations around us has a very influential impact on our fulfillment of our vision and objectives.

4. Describe the specific knowledge and experience that you would bring to the board. My specific knowledge and experience in professional development, fiscal solvency, program creation and evaluation and community development, will be the priorities for how I maximize my role on the board. Having led successful teams of 250 staff members, managed multi-million-dollar organizations, designed and assessed values-rich programs and all of the implications to the local business and economic development are how I see myself priming Reve Preparatory to provide a high-quality education to all students.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory's mission is educating kindergarten to grade 8 students for success in high school, college and beyond, Reve Preparatory Charter School ensures rigorous academics, individualized support and purposeful character development for every student, every day. Our school's guiding beliefs revolve around ensuring access to education of the highest quality aimed to arm our students with the critical tools necessary to dream big in all facets of their lives and make those dreams a reality.

2. What is your understanding of the school's proposed educational program? Our school's proposed educational program is based in using the state-mandated standards with a college preparatory curriculum. Specific emphasis will be in the areas of literacy and mathematics with a significant amount of additional instruction time dedicated to these subjects.

3. What do you believe to be the characteristics of a successful school? My belief is that a successful school includes a strong leadership team, instructional staff of the highest quality, and curriculum aligned to the mission of the school. The needs of students come first and there should be optimal stewardship of all physical, material, financial and human resources. A day one vision using state standards as a baseline, with local campus goals established exceeding those baselines, should be delivered to everyone with a clear, vigilant, unwavering expectation of excellence.

Page~i 4. How will you know that the school is succeeding (or not) in its mission? The beauty of the clarity of our mission will make evaluation clear, The key factor will be if Reve Preparatory students are performing significantly better than their counterpart~ at similar schools. Performance on par with the average will not be acceptable for us. We will measure data around metrics of correlation to success for schools while also seeing the fruits ofour labor through acceptance into high performing high schools, colleges, universiti~s and whether students are meeting and exceeding their career goals.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. The board will position itself to support the needs of the campus. Being present in the community as advocates for Reve Preparatory will be one of our responsibilities. Checks and balances through consistent communication with school leadership, academic, financial, and legal oversight are also primary responsibilities of the board.

2. How will you know if the school is successful at the end of the first year of operation? Measurement against all performance goals should be ongoing. Our goal should be to know and anticipate success prior to the end of the school year. Key performance goals will be to look at student growth on assessments in the first year and meeting the academic goals outlined in the charter application. The board will also review attendance rates and the levels of interest in attending our school as indications of success at the end of the first year.

3. How will you know at the end of four years if the school is successful? At the end of 4 years, high performance on state math and reading assessments will tell us if the school is successful. We should also have a leadership staff that has established a culture of the highest level throughout the campus. The Reve Preparatory brand should be vibrant and well-known within the community and the reputation that comes with a high performing school will lead to a full enrollment with waitlists in K-5.

4. What specific steps do you think the charter school board will need to.take to ensure that the school is successful?

Development of a strong plan in the infancy stages is key. There will be challenges that are in many cases outside of our control, but perfect effort towards all areas that we have full control of has to be a minimum standard. The relationships we continue to build together and with the School Director will empower us to overcome any possible challenges. As a board, we will also be informed through monthly financial and academic reports and support the school by meeting and exceeding our fundraising goals.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? Accountability has to be at the heart of our board. Behavior outside the guidelines of our standards has to be met with clear and transparent action in accordance with the by-laws which we established and are fully aware of. The reputation of the school cannot be in any way compromised by the decision making of our membership. In a situation where a member was acting unethically, I would bring it to the attention of the bqard chair and expect the member to be removed in accordance with the by-laws of our board.

Page~q DISCLOSURES (i.,, 1. Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. ()Yes (e.• No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. CYes (9 No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. C· Yes C No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

{.'Not applicable because the school does not intend to contract with an education service provider or .. school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. C Yes (9 No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page ~f?JO 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. Yes (9 Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest.

Heads UP Houston - I am CEO of this community-based organization run currently as a sole proprietorship.

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? Yes €Does not apply to me.

If yes, state the compensation you expect to receive.

If yes, describe the precise nature of your relationship.

Page Ao( 11. Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11.) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? ('Yes r. Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62.01 (5) Code of Criminal Procedure? (' Yes (.'Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

I, __t(~e._\J~\f\~~\/_o_Se_~__~ be~J_e.,______,certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect. (\

Signature ~H IJ Date \\ 2\.11 ~v \ ~~~~~

Verification State of ~ ~ CV:>

County of

On this day, f;:~\/1'\t\.. ~OS~ k'\h'-J.llL (name of affiant) appeared before me the undersigned notary pubic andeposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sw&or before '9- \ , da/ of _~t1_0 _'1__"l 'V'\A._~----' 20.ll_. [Notary Public) ~llA~~ (Seal) 7 1 My commission expires O 6 /"'}..-~ /-i,o 1.0 GHULAM RMARKHIANI f I NOTARY ID #13071016-8 ® My Commission Expires June 22, 2020 Page ~1{)7_ Name of Proposed Charter School: I Reve Preparatory Charter School

Name of Sponsoring Entity: IReve Preparatory, Inc.

BACKGROUND

Full Legal Name: lsameer Soleja

Home Mailing Address: 14306 Rose Street, Houston, TX 77007

Phone Number: 1512-656-3854 I

E-mail Address: ______.

Business Name: ~IM_o_le_c_u_le_so_f_tw_a_re_,_l_n_c_.______.

Business Mailing Address: 1113 Vine Street, Suite 200, Houston, TX 77002

Business Phone Number: 1832-464-4037

E-Mail Address: ______,

Indicate whether you currently or have previously served on a board of a school district, another charter school, a non-public school or any not-for-profit corporation.

@Yes O No, does not apply to me

If Yes, state the name of the entity: IP_a_r_k_M_e_m_o_ria_I..... c_o_n_d_o_m_i_ni_u_m_s______,

l. What was your motivation to serve on the board of the proposed charter school? I am motivated to support Reve Preparatory Charter School's mission of educating all kindergarten through grade eight students for success in high school, college, and beyond because I believe a high-quality education is important for all students to succeed. I want to apply my experience in business strategy and finance to support our mission of ensuring rigorous academics, individualized supports, and purposeful character development for every student, every day.

Page~ 2. What is your understanding of the appropriate role of a public charter school board member? My understanding is that my role as a board member would be to hold the leadership team accountable in attaining our academic and operational goals. Additionally, my role would be fulfilling a fiduciary role for the state, and for donors' funds, ensuring that funds are being used wisely, prudently, and in alignment with our mission and goals. I would be responsible for holding the school accountable to our academic goals included in our charter application.

3. Describe any previous experience you have that is relevant to serving on the charter school's board (e.g., other board service). If you have not had previous experience of this nature, explain why you have the capability to be an effective board member. In 2012, I founded the technology firm I run today and in doing so, I have had the opportunity to work closely with the board of my company. I have learned much about board leadership- from composition and its import to the expectation and duties of board members. I also believe my experience in startup finance, fundraising, and operations will allow me to be a very effective board member.

4. Describe the specific knowledge and experience that you would bring to the board. As a technology entrepreneur, I would bring knowledge of building and running an organization, from the ground level to maturity. I would be able to advise the board on human resources, operations, and finance related issues, as those are where I am strongest.

SCHOOL MISSION AND PROGRAM

1. What is your understanding of the school's mission and guiding beliefs? Reve Preparatory Charter School's mission is to educate all students in our K-8 school by making sure they receive a high-quality education and are prepared to go to college and live a successful life beyond that. , The school will be informed by Building Excellent Schools' roadmap, and will include an emphasis on literacy 1 and mathematics.

2. What is your understanding of the school's proposed educational program? Reve Preparatory Charter School's educational program will be rigorous, and the curriculum will be based on the TEKS standards. In addition to being a K-8 college preparatory school, special features of the curriculum will be additional instruction time for literacy and math. Spanish language instruction at all grade levels, purposeful character development, and an incorporation of health and wellness will also be unique aspects of the program.

3. What do you believe to be the characteristics of a successful school? I believe a successful school is one that builds a positive set of guiding principles and knowledge in its students. Good leading indicators of a successful school are likely to be high attendance rates, significantly positive changes in key performance indicators of students, and significantly positive changes in behavior of students. Lagging indicators will include teachers and their satisfaction with the school, as well as high school and college matriculation rates.

Page;;?.0~ 4. How will you know that the school is succeeding (or not) in its mission? In the short term, I will be looking for a few primary things in order to judge the success of the school succeeding in its mission - primarily, the literacy rates and standardized test scores, as compared to other schools in the area, and the level of mastery of the TEKS standards by students at the end of the year, as measured by our internal assessments. In the long rL.in, the school's success will be measured by data we collect on college acceptance, matriculation and graduation rates.

GOVERNANCE

1. Describe the role that the board will play in the school's operation. While the board will not be involved in day-to-day operation of the school, our responsibility will be to hold the administration to task. This includes academic, ethics-based, and financial oversight. The board will also approve policy to guide the school's operations and be involved in fundraising for the school.

2. How will you know if the school is successful at the end of the first year of operation? The indicators I will use at the end of the first year of operations will include the academic results, financial health of the school, current student enrollment, and length of our waitlist, if one exists.

3. How will you know at the end of four years if the school is successful? At four years, we will be successful if the school meets or exceeds the goals in the charter. Using trends in the data we measure, we should be able to see significantly positive wait list growth, and improvements in individual and class attendance and academic performance. I will also want to analyze our financial standing to ensure we are a financially healthy organization. Finally, I will want to see how the school has surmounted any significant challenges it has encountered.

4. What specific steps do you think the charter school board will need to take to ensure that the school is successful?

Making sure the school has sufficient funds to serve our students well is important, so that the school leadership team can focus on running an excellent school. In addition, we will need to make sure the school's administration has an open channel of communication with us regarding all important happenings -good and bad-so that problems can be solved with the least pain possible. Finally, consistently and honestly measuring the administration against their goals will be key.

5. How would you handle a situation in which you believe one or more members of the school's board were acting unethically or not in the best interest of the school? I would report my concern to the board's Chair, and if necessary would make sure an investigation takes place. If unethical behavior is indeed discovered, the person (or people) involved would need to be removed from the board.

Page~ DISCLOSURES 1. Indicate whether you (or your spouse) knows the other prospective board members for the proposed school. O Yes @No, I/we do not know these individuals If yes, describe the precise nature of your relationship.

2. Indicate whether you (or your spouse) knows any person who is, or has been in the last two years, a school employee. OYes @No, I/we do not know any such employees

If yes, describe the precise nature of your relationship.

If yes, describe the precise nature of your relationship and the nature of the business that such person(s) or entity is transacting or will be transacting with the school.

4. If the school intends to contract with an education service provider or management organization, indicate whether you or your spouse knows any employees, officers, owner, directors, or agents of that provider. O Yes @No, I/we do not know any such persons If yes, describe the precise nature of your relationship.

(!;Not applicable because the school does not intend to contract with an education service provider or •)school management organization.

5. If the school intends to contract with an education service provider, indicate if you, your spouse or other immediate family member anticipate conducting, or are conducting, any business with the provider. OYes@No, I/we or my family do not anticipate conducting any such business.

If yes, describe the precise nature of your relationship.

Page 2k/.{J 6. Indicate whether you, your spouse, or other immediate family members are a director, officer, employee, partner or member of, or are otherwise associated with, any organization that is partnering with the charter school. To the extent you have provided this information in response to prior items, you may so indicate. O Yes @Does not apply to me, my spouse, or family. If yes, describe the precise nature of your relationship.

7. List all business or organizations of which you are a partner or in which you have a majority interest. Molecule Software, Inc.

9. Will you be employed by or contract with the sponsoring entity, the charter school, or the managements company of the school? 0 Yes @Does not apply to me.

If yes, state the compensation you expect to receive.

Page~7 11 . Will any relative(s) within the third degree of consanguinity or affinity (See definition in question 11 .) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? Q Yes @Does not apply to me.

If yes, describe the precise nature of your relationship.

12. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offence listed in TEC § 37.007(a); or an offence listed in Article 62.01 (5) Code of Criminal Procedure? C Yes @Does not apply to me. If yes, provide information relating to the matter(s).

CERTIFICATION

I, ---~=~...... 0~~~?;~1Z---~---~------ , certify to the best of my knowledge and ability that the information I am providing to the Texas Education Agency as a board member is true and correct in every respect ~

Signature ~ Date I l {I~ (Vi':-;

On this day, 1 0..... (name of affiant) appeared before me the undersigned notary public and de sed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

/q/h day of N~ , 20 f7 . (Seal) (Notary Public) "=~-=---=-:=-===tH>'-'-'~-'----"------

My commission exp ireO=--~___,_,_.,_,_,'----"-~---

Page /)J(/0 Provide the Following:

I. The governing board's proposed Code of Ethics; and

II. The governing board's proposed Conflict of Interest policy.

Ill. Identify any existing relationships that could pose actual or perceived conflicts if the application is approved; discussing specific steps that the Board will take to avoid any actual conflicts and to mitigate perceived conflicts.

Pagekq ATTACHMENT G5- Code ofEthics & Conflict ofInterest

I. Governing Board's proposed Code ofEthics: Please see proposed Conflict ofInterest policy.

II. Governing Board's proposed Conflict ofInterest policy.

III. There are no existing relationships that could pose actual or perceived conflicts if the application is approved. The Board will adopt and follow the proposed Conflict ofInterest policy to avoid any actual conflicts and to mitigate perceived conflicts.

COPYRIGHT MATERIAL

20 pages have been withheld

PLEASE NOTE: The responsive information contains copyrighted information that can only be made available to you for viewing in person. Because the information indicates that it is protected by copyright, you may review this information in person during normal business hours at TEA. If you are interested in reviewing the copyrighted information, please send an email to [email protected] to schedule an appointment. REVE PREPARATORY, INC. BOARD POLICY MANUAL POLICY GROUP 1 - GOVERNANCE ETHICS, CONFLICT OF INTEREST, AND NEPOTISM PG-1.7

EXHIBITC

ANNUAL STATEMENT OF DISCLOSURE AND COMPLIANCE

Name: ~~~~~~~~~~~~~~~~~~~~~~~~

Position: ~~~~~~~~~~~~~~~~~~~~~~~-

o Please describe below any relationships, positions, or circumstances in which you are involved that you believe could be considered an Interest or that might be perceived as an actual or possible Conflict ofInterest, as defined in the REVE PREPARATORY, INC. Ethics, Conflict of Interest and Nepotism Policy. Please also describe any familial relationships that wpuld qualify as relationships within the prohibited degree as defined in the REVE PREPARATORY, INC. Ethics, Conflict ofInterest and Nepotism Policy.

o I am involved in no activity, relationship, position or circumstance that could be considered an Interest or might be perceived as an actual or possible Conflict of Interest, as defined in the REVE PREPARATORY, INC. Ethies, Oonfliet ofInterest and Nepotism Policy. I do not have any familial relationships that would qualify as relationships within the prohibited degree as defined in the REVE PREPARATORY, INC. Ethics, Conflict of Interest and Nepotism Policy. ·

I hereby certify that the information as set forth above is true and complete to the best of my knowledge. I have reviewed and agree to abide by the REVE PREPARATORY, INC. Ethics, Conflict ofInterest and Nepotism Policy that is currently in effect.

Signature:~~~~~~~~~~~~~~~~~~~~~~~

Date: ~~~~~~~~~~~~-

DATE ISSUED: NOVEMBER, 2017 21 of22 REVE PREPARATORY, INC. BOARD POLICY MANUAL POLICY GROUP 1 - GOVERNANCE ETIIlCS, CONFLICT OF INTEREST, AND NEPOTISM PG-1.7

DATE ISSUED: NOVEMBER, 2017 22 of22 Provide the Following:

Organizational charts that show the school governance, management, and staffing structure. An applicant must submit separate organizational charts for 'year one' and 'at-capacity.' If the organizational structure is not projected to change during the initial contract period; an applicant must indicate this somewhere on the chart provided.

Each organizational chart should clearly delineate the roles and responsibilities of - and lines of authority and reporting among - the governing board, staff, any related bodies (such as advisory bodies or parent/teacher councils), and any external organizations that will play a role in managing the school. The organizational charts shall also document clear lines of authority and reporting within the school.

All positions listed on the organizational charts shall be noted on the Staffing Chart provided as Attachment 02 and have a corresponding Supplemental Human Resources Information Form submitted in Attachment 03.

PageW ATTACHMENT 01- Organizational Chart(s)

Our organizational charts across all years are strategically designed to support our mission of educating all of our students for success in high school, college, and beyond.

We will implement a slow growth model starting with only 90 kindergarten students and 90 first grade students in Year 1 of operations, and then grow one grade level at a time with a maximum of 90 students in each grade level thereafter.

Our slow growth model informs our lean staffing model in the early years of operations, with a focus on core mission-driven leadership and a robust academic staff to support our ambitious educational goals. As we expand, we will strategically add support staff that continues to drive academic growth for our students, supports our teaching staff, and ensures seamless financial and operational processes that growth and size require.

After confirming the success of our educational program and the substantial need in our community, we plan to replicate our school and open a second K-8 campus in Year 5 of operations. We expect to reach full capacity at the initial campus in Year 8 and reach full capacity ofthe second campus in Year 12.

In Year 1 and beyond, the Board of Directors will hold the School Director and eventually the Executive Director accountable for the school's academic and financial performance. The Board will also create Academic, Financial, Facilities, and Governance committees to inform its own work and oversight responsibilities.

In Year 1, the School Director will report to the Board of Directors and will be the only role to do so. The Dean of Curriculum and Instruction, who will be signified as the Elementary School Dean of Curriculum and Instruction (ES DCI) in Year 3, will report directly to the School Director. Additionally, six Lead Teachers, one PEIMS Coordinator, and one Administrative Assistant will report to the School Director. Six Junior Teachers and a Special Education Teacher will report to the Elementary School (ES) Dean of Curriculum and Instruction, who will be the initial DCI hired in Year 0. At least one of the Lead or Junior Teachers hired for Year 1 will hold a valid ESL certification in Texas. The School Director will be responsible for leading the academic vision for the school, as well as leading the financial operations for the school until an Operations Manager is hired in Year 2. A Spanish Teacher will be hired in Year 3.

In Year 5 of operations, we will expand out the administrative team, adding the role of Executive Director who will now report to the Board of Directors and serve as School Director of the second campus. The School Director of the initial campus will report to the Executive Director. A Director of Real Estate and Finance will be hired in Year 3 and will report to the School Director until Year 5 when that role will report to the Executive Director.

In Year 8, a new School Director will be hired for the second campus and the Executive Director will relinquish day-to-day operations to both School Directors at each of the two campuses. Both School Directors will report to the Executive Director, as will the Director of Real Estate and Finance and an Administrative Assistant. At Capacity in Year 8, Junior Teachers and teacher aides will report to Grade Level Lead teachers; two teachers will report to each K-2 Grade Level Lead Teacher; two teachers will report to each Grade Level Lead Teacher in grades 3 through 5; and seven teachers will report to each Grade Level Lead Teacher in grades 6-8. All Junior Teachers, nine in total in grade levels K-2, will report directly to the ES Dean of Curriculum and Instruction. Additionally, five Special Education Teachers, two ESL Teachers, and six Grade Level Lead Teachers will also report to the ES Dean of Curriculum and Instruction. In Year 6, we will hire a MS Dean of Curriculum and Instruction. In Year 8, three Grade Level Lead Teachers, one Math and one Literacy Specialist, one Special Education Teacher, and one ESL Teacher will report to the MS Dean of Curriculum and Instruction. Although the Physical Education Teacher will report to the ES Dean of Curriculum, they will also be responsible for Physical Education classes for grades 6-8.

At full capacity in Year 12, the organizational structure for the second campus will mirror the organizational structure of the first campus in Year 8. The Operations Manager at both campuses will also indirectly report to the Finance Manager.

Year 1 of Operations (School 1), 2019-2020 At Capacity - Year 8 of Operations (School A), 2026-2027 Year 4 of Operations (School B), 2026-2027

.../ -~ -!F!!!!!tt!-·~ •JI ~1;nr.m- ••l1'l!llll'llmf!1• ....-- .... __ • ,,,. Wllll •••••• *Hi*I. - ~- I ------.-- --~ ...... • - t""l*"L•m M' ..t . "- ~ ------=== t- --- 11!'1\'11111111!1!!1!111 ~ -- .. - ~- .. ~ ~ -mmlmJmm --F.ml~ 1J •••I ll I ••• I I •• ~ •I~ I••• ! I 1J i .,, ~ '5 I it 111 ••• 0 I ••I •••• Provide the Following:

A staffing chart outlining the staffing plan for the campus(es), as applicable.

Using the template provided at , the staffing chart must ·include staffing projections for each year during the initial contract period (Years 1-5).

The staffing chart should also align with the Organizational Charts( Attachment 01) and the Supplemental Human Resources Information Forms (Attachment 03) and should identify, but not limited to, the following positions:

1. Principal(s) and Assistant Principal(s) 2. Additional Campus Leadership 3. Classroom Teachers (core subjects) 4. Classroom Teachers (specials) 5. Student Support (e.g. social workers) 6. Specialized Campus Staff 7. Teacher Aide(s) and Assistant(s) 8. Campus Operations Support Staff 9. PEIMS Adjust or add functions and titles as needed.

Page;J,q~ Name of Proposed Charter School: IReve Preparatory Charter School

Name of Sponsoring Entity: IReve Preparatory, Inc.

Principal 1 1 1 1 2 Assistant Principal Add'I Campus Leadership Position 1 (DCI) 1 1 1 1 2 Add'I Campus Leadership Position 2 (Ops Mgr) 1 1 1 2 Add'I Campus Leadership Position 3 (DOS) 1 1 1 Classroom Teachers (Core Subjects) 12 18 21 24 39 Classroom Teachers (Specials) 3 3 4 Student Support Position 1 (SPED Teacher) 1 2 3 4 6 Student Support Position 2 (ESL Teacher) 1 2 3 4 Specialized Campus Staff 1 (HS Specialist) 1 Specialized Campus Staff 2 (DOF) 1 1 Teacher Aides and Assistants 1 2 4 5 Campus Operations Support Staff 2 2 2 3 5 Total FTEs at elementary campus( es) 17 27 37 46 72

Principal Assistant Principal(s) Add'I Campus Leadership Position 1 (specify) Add'I Campus Leadership Position 2 (specify) Add'I Campus Leadership Position 3 (specify) Classroom Teachers (Core Subjects) Classroom Teachers (Specials) Student Support Position 1 [e.g., Social Worker] Student Support Position 2 [specify] Specialized Campus Staff 1 [specify] Specialized Campus Staff 2 [specify] Teacher Aides and Assistants Campus Operations Support Staff Total FTEs at middle school campus(es)

Comments: Principal - Accounts for 1 School Director in Years 1-4 and 1 Executive Director hired in Year 5 see next page DCI - ES DCI in Years 1-5 (MS DCI hired in Year 6 for campus 1. ES DCI hired in Year 5 for campus 2.) for additional Campus Operations Support Staff - PEIMS Coordinator and Admin. Assistant comment box Ops Mgr - Operations Manager space. DOS - Dean of Students and Culture Specialized Campus Staff 1 (HS Specialist) - 1 High School Specialist DOF - Director of Real Estate and Finance Page Name of Proposed Charter IReve Preparatory Charter School School:

Name of Sponsoring Entity:!.....R_e_v_e_P_r_e_p_a_r_a_to_ry_,_ln_c_.______......

Principal Assistant Principal(s) Deans Add'I Campus Leadership Position 1 (specify) Add'I Campus Leadership Position 2 (specify) Add'I Campus Leadership Position 3 (specify) Classroom Teachers (Core Subjects) Classroom Teachers (Specials) Student Support Position 1 [e.g., Social Worker] Student Support Position 2 [specify] Specialized Campus Staff 1 [specify] Specialized Campus Staff 2 [specify] Teacher Aides and Assistants Campus Operations Support Staff Total FTEs at high school campus(es)

Comments: Year 5 includes proposed staff for second K-8 campus beginning with Kand 1st grade Classroom Teachers (Specials) - Accounts for 1 Literacy Specialist, 1 Math Specialist, and 1 Spanish Teacher in Y3 and 1 PE Teacher added in YS Middle School staff for grades 6-8 will be hired in Y6

PageJQo Provide the Following:

Using the template provided at , complete a Supplemental Human Resources Information Form for ALL paid positions required to operate the proposed school in year one and at capacity.

Ensure that the submission includes ALL positions necessary to operate the proposed school during the start-up year, the first year of operations, and finally, at capacity.

All positions represented here should also be represented on the organizational chart submitted in Attachment 01 and on the staffing chart submitted fn Attachment 02.

Page.3c2_\ Name of Proposed Charter School: j Reve Preparatory Charter School

Name of sponsoring entity: ...._jReve______Preparatory, Inc. ~

Position: ICEO/Superintendent

Reports to: ICharter Holder Board of Directors ·

Salary Range: 1$90,000-$110,000

List any other potential form of remuneration (i.e .. car allowance, cell phone, memberships, travel or housing allowance, etc...) to be given to the individual in this position. If none, please state N/A.

N/A

Proposed Location (City and County): ._IH_o_u_st_o_n_,_H_a_rr_is_c_o_u_n_tY______.

Number of Students anticipated in year one: Ll In year five: LI Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: At least ten years of professional and leadership experience. Experience in urban education organizations preferred.

Certification Required rone

~------'

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts wlll not have an eight as the fourth digit in the county district number (CDN).

# of Students Name of District CDN Located in Ci Served Salary Range l._M_o_n_tg_o_m_ery_1s_D______.l I170903 J Montgomery 1.-8-,9-26-----.11~$_96_,_23_8___~

.__IP_ea_~_an_d_1s_D______.J lo209o8 II.__Pe_a_r1a_n_d_____.l l2i,sss J I103,907

.__IFo_rt_B_en_d_IS""-D______.l lo799071 lsugarLand J 174,146 J 1$100,031

Page 3oZ. Name of Proposed Charter School:l.....R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: ICEO /Superintendent

Reports to: jcharter Holder Board of Directors

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and leading the academic vision for the school.

2. Implement a positive school culture for staff and students based on high expectations for all.

·3. Develop clear guidelines and expectations for student behavior aligned with school goals.

4. Cultivate a consistent family and community engagement process that supports students.

5. Recruit and hire all instructional and non-instructional staff.

6. Develop, evaluate and if necessary, terminate staff.

7. Manage leadership staff and other non-instructional staff.

8. Provide oversight for all internal and external assessments.

9. Provide oversight for the collection, analysis, and use to inform curriculum and instruction.

10. Provide monthly, quarterly, and yearly academic and financial reports to Board of Directors.

If a charter Is awarded, this document becomes part of the original application. Changes to this · Information must be documented In the minutes of an open meeting of the charter holder board.

Page 3o.3 Name of Proposed Charter School:!~R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: jExecutive Director (Year 5)

Reports to: Icharter Holder Board of Directors

Salary Range:js100,ooo-s1so,ooo

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc...) to be given to the individual in this position. If none, please state N/A.

N/A

Proposed Location (City and County):l~H_o_u_st_o_n_,_Ha_m_·_s_c_o_u_nty------~ Number of Students anticipated in year I180 In year five~ 720 one: · ...... ----- Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: At least ten years of professional and leadership experience required. Experience leading a school required. Experience in urban education organizations preferred. c~~~~=r~_o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts wilt not have an eight as the fourth digit in the county district number (CONJ.

# of Students Name of District CON Located in Ci Served IM_o_n_tg_o_m_e_ry_1s_o..... ______~l j 170903 I Montgomery ,8-,9-2_6...... ______, ~----~

.__IPe_a_r1a_n_d_1s_o______.J jo2098oj l.__Pe_a_r1a_n_d_____.l l21,585 11$275,887

·IFo_rt_B_en_d_1s_o..... ______.l lo79997j jsugarland ·j j74,146 11$315,000

Page 3o~ Name of Proposed Charter School:._IR_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: j Executive Director (Year 5)

Reports to: Jcharter Holder Board of Directors

Job Duties: List up to 1O key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Manages the School Director(s) in the oversight of the academic program at the school.

3. Provides oversight for curriculum and instruction, and professional development plan of staff.

4. Provides oversight for the administration of all internal and external assessments.

5. Responsible for providing academic and financial reports to Board.

6. Performs classroom observations and provides feedback to teachers.

7.JManages and coaches leadership staff.

8. Responsible for cultivating and developing community partnerships.

10.

If a charter is awarded, this document becomes part of the original application. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page 30$ Name of Proposed Charter School: l._R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of sponsoring entity: IReve Preparatory, Inc.

Position: Director of Curriculum and lnstr(ES & MS)

Reports to: !school Director

Salary Range: 1$60,000-$80,000

Proposed Location (City and County): l_H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty------~ Number of Students anticipated in year j1ao In year five~ 720 · j one: · · Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations required. Experience creating curriculum and assessments required. Experience coaching teachers preferred.

C-~ooh~-1._N_o_n_e______~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN).

# of Students .-...N"'"'a=m~e""""o_f"""D""'"'is;..,;..tri....;.c;;..;.t______~ CDN Located in Ci ,_s_erv_e_d___, ,...._ _..______,

._IM_o_n_t_g_o_m_e_ry_1s_D______~l I 170903 j Montgomery l._a_,9_2_6____. ~------' l.__Pe_a_rla_n_d_1s_D_____~.I!0209a0Jj,___Pe_a_r1a_n_d_____.j l2L585 11$100,184 j,___Fo_rt_B_en_d_IS_D_____~j jo79997J jsugarland 1174,146 J .__1$9_9_,0_10____,

Page~ Name of Proposed Charter School:j~R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: Director of Curriculum and Instr( ES & MS)

Reports to: !school Director

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Supports the School Director in the oversight of the academic program at the school.

3. Develops curriculum and instruction, and professional development plan of staff.

4. Develops and administers all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Performs classroom observations and provides feedback to teachers.

7. Manages and coaches instructional staff.

8. Supports School Director in student recruitment efforts.

9. Ensure alignment with TEKS standards in all courses. Update content as TEKS are revised.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board.

Page 3o7 Name of Proposed Charter School: jReve Preparatory Charter School ~------~

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: Classroom Teachers(Lead/GLL Teachers)

Reports to: jschool Director or DCI

Salary Range: jS45,000-$65,ooo

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or . housing allowance, etc...) to be given to the individual in this position. If none, please state N/A. N/A

Proposed Location (City and County):l._H_o_u_st_o_n_,_H_a_rn_·s_c_o_u_n_tv______.

Number of Students anticipated in year 1ao In year 720 one: I· five~.______,

Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 4 or more years required. Experience coaching teachers preferred. C~~~ooR~~~:r.__o_n_e------~

# of Students Name of District CDN Located in Cit Served l._M_o_n_tg_o_m_e_ry_1s_o______,j j170903 j Montgomery .-18-,9-2-6------. .______. l_Pe_a_r1a_n_d_IS_D_____~l io209ao!l_Pe_a_r1a_n_d_____.l l21,585 11$55,420 IFo_rt_B_en_d_1s_D...... ______.l lo79997j jsugarland 1174,146 1.--1$5-9-,2-60--~

Page 3o~ Name of Proposed Charter School:l._R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.!

Name of Sponsoring Entity: J Reve Preparatory, Inc.

Position: Classroom Teachers(Lead/GLL Teachers)

Reports to: !school Director or DCI

Job Duties: List up to 1O key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. J Provides feedback to Junior Teachers.

7. Responsible for evaluating individual student and whole-class academic growth.

8. Implement school discipline policy to foster positive and structured school environment.

9. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

10. Attend and participate in all professional development throughout school year.

If a charter Is awarded, this document becomes part of the original appllcatlon. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page~~ Name of Proposed Charter School: IReve Preparatory Charter School ~------~

Name of sponsoring entity: (Reve Preparatory, Inc.

Position: Classroom Teachers (Junior Teachers)

Reports to: loean of Curriculum and Instruction

Salary Range: 1$43,000-$63,000

Proposed Location (City and County): 1.....H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty______,

Number of Students anticipated in year I1ao In year five~ 720 one: · ~------' Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for O to 3 years required. Experience coaching teachers preferred. C-~oo~~-1.....N_o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A. traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN). ·

# of Students Name of District CDN Located in Ci Served .-IM-o-n-tg_o_m_e_ry-IS_D______,l I170903 I Montgomery 1.-a..;..,9_2..;..6...:.;__~ ,______......

l~Pe_a_r1a_n_d_1s_D_____~l lo209aoj ~IPe_a_rla_n_d__~__,l !21,585 II.__$5_5_A_20____. .__IFo_rt_B_en_d_IS_D______.l lo799971 lsugarland 1174,146 ll.__$5_9_,2_60____.

Page 3/0 Name of Proposed Charter School:._IR_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_S_c_h_o_o_I------'

Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: !classroom Teachers (Junior Teachers)

Reports to: joean of Curriculum and Instruction

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

· 2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Support Lead Teacher in curriculum and instruction development.

7. Responsible for evaluating individual student and whole-class academic growth.

8. Implement school discipline policy to foster positive and structured school environment.

9. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

10. Attend and participate in all professional development throughout school year.

If a charter Is awarded, this document becomes part of the orlglnal application. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page 3(( Name of Proposed Charter School: 1...... R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_S_c_h_o_o_I------~

Name of sponsoring entity: IReve Preparatory, Inc.

Position: IPEIMS Coordinator

Reports to: !school Director or OPS Manager

Salary Range:jS4o,ooo-sso,ooo

Proposed Location (City and County): '~H_o_u_st_o_n_,_H_a_rr_is_c_o_u_n_ty------~ Number of Students anticipated in year I180 In year five~ 720 one: ~---~ Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience with PEIMS and data management required.

C~~~oohq~e~l~N-o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN).

# of Students Name of District CDN Located in Cit Served Salary Range j~M_o_n_t_go_m_e_ry_IS_D______,\ J170903 j Montgomery 1.--8-,9-2_6____,11~$_24_.4_5_2__~

'~Pe_a_r1a_n_d_1s_D_____~j !02098ollL-Pe_a_rla_n_d_____,l !21,585 11~$2_6_.7_58__~ IFo_rt_B_en_d_1s_D...... ______,! !079997j !sugarland IJ74,146 j L-1$2_3_,9_58____.

Page-3l_2.. Name of Proposed Charter School:~jR_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: IPEIMS Coordinator

Reports to: jschool Director or OPS Manager

Job Duties: List up to 1Okey duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Provides oversight for the school's data systems including collection, input, reporting, and quality.

3. Responsible for organizing all data required for PEIMS, using the PEIMS Data Standards.

4. Support staff with all internal and external assessments.

5. Ensure that the school is always in compliance with all reporting requirements.

6. Train all staff in PEIMS data management and compliance.

7. Evaluate all data systems and provide timely, regular, and adhoc reports to leadership team.

8. Support the School Director in general school activities.

9. Support all staff to deliver a rigorous and high-quality education to all students.

10. Attend and participate in all professional development throughout school year.

·If a charter Is awarded, this document becomes part of the original appllcaflon. Changes to this Information must be documented In the minutes of an open meeHng of the charter holder board.

Page 3\.3 Name of Proposed Charter School:~'R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of sponsoring entity: IReve Preparatory, Inc.

Position: jAdministrative Assistant j

Reports to: jExecutive Dir/School Dir/OPS Manager I .

Salary Range: 1$30,000-$45,000 I

N/A

Proposed Location (City and County): l._H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty______,

Number of Students anticipated in year I1ao In year five~ 720 one: · ~.------" Minimum Qualifications Required:

Education Required: High School Diploma required. Associate's degree preferred.

Experience Required: Experience in an office and/or school preferred.

C-~oob~-1~N-o_n_e------'

Complete the following using information gathered from three different traditional districts comparable in size; student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CDN).

# of Students Name of District CDN Located in Cit Served l._M_o_n_t_g_o_m_e_ry_IS_D______~l I170903 J Montgom~ry 1.-8-,9-2_6______, ~------' l.__Pe_a_r1a_n_d_1s_D______.l lo209aoll.__Pe_a_r1a_n_d_____,l l21,sas I 1~$2_6_,7_sa_____,

~IFo_rt_B_en_d_1s_D______.l lo79997! lsugarland 1174,146 j j~$2_3_,9_sa_____,

Page 31~ Name of Proposed Charter School:!...... R_e_v_e_P_re_p_a_r_a_to_ry_C'-h_a_rt_e_r_s_c_h_o_o_I______,

Name of Sponsoring Entity: jReve Preparatory, Inc. I

Position: jAdministrative Assistant

Reports to: Executive Dir/School Dir/OPS Manager

Job Duties: List up to 1Okey duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for all front desk operations and organizational duties.

3. Support PEIMS Coordinator with the collection of all data required for PEIMS.

4. Manage coordination of school visitors and deliveries.

5. Support the School Director in general school activities.

6. Support all staff to deliver a rigorous and high-quality education to all students.

7. Attend and participate in all professional development throughout school year.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page.3\5 Name of Proposed Charter School:'--!R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: IReve Preparatory, Inc.

Position: jstudent Support Position 1(SPED Teacher) j

Reports to: ioean of Curriculum and Instruction

Salary Range:jS47,000-$62,000

N/A

Proposed Location (City and County):J'-H_o_u_st_o_n_,_H_a_rr_is_c_o_u_n_t_Y______,

Number of Students anticipated in year j 1ao Jn year five~ 720 one: · ~---~ Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 2 or more years required. Experience coaching teachers preferred.

Certification Required: Valid Special Education Teaching License for the state of Texas.

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CON).

# of Students Name of District CON Located in Cit Served Salary Range '~M_o_n_tg_o_m_e_ry_1s_o______~j j170903 j Montgomery jr-8-,9-2_6____,j ~1$_52_,3_1_3__~

j'-Pe_a_r1_an_d_1s_o______.j jo209aoll__Pe_a_r1a_n_d _____,j j21,585 !I~$5_5_A_2o__~

.__jFo_rt_B_en_d_1s_o______,j jo79997j jsugarland j j74,146 j J.__$5_9_,2_6o____.

Page~ Name of Proposed Charter School:!.....R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

· Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: Student Support Position l (SPED Teacher)

Reports to: IDean of Curriculum and Instruction I

Job Duties: List up to l O key duties this individual will perform.

l . Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for creating and implementing all IEPs.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

l 0. Support teachers in providing appropriate accommodations and supports for SPED students.

If a charter Is awarded, this document becomes part of the original appllcatton. Changes to this lnformatton must be documented In the minutes of an open meettng of the charter holder board.

Page~ Name of Proposed Charter School: 1....R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: !student Support Position 2 (ESL Teacher)

Reports to: loean of Curriculum and Instruction

· Salary Range:l.... s4_7_,o_o_o_-S_62_,_oo_o ______.

N/A

. Proposed Location (City and County):l....H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_tY______,

Number of Students anticipated in year I1ao In year five~ 720 one: · .....------' Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 2 or more years required. Experience coaching teachers preferred.

Certification Required: Valid ESL Teaching License for the state of Texas.

# of Students Name of District CDN Located in Ci Served l....M_o_n_t_go_m_e_ry_IS_D______.j I170903 J Montgomery ~,8..;;._,9_2._o.6..;;.___~ ._$_52_,3_1_3_____.

'~P_ea_r1_an_d_1s_o______~l lo209ao II~Pe_a_rla_n_d_____.l 121,585 II~$5_5_.4_20____. IFo_rt_B_en_d_IS_D..... ______.!1079997 j lsugarland 1174, 146 I~'$5_9_,2_60____.

Page.31.8 Name of Proposed Charter School:jReve Preparatory Charter School ~------~

Name ofSponsoring Entity: ~jR_e_v_e_P_re_p_a_r_a_to_ry_._'_ln_c_.______.!

Position: Student Support Position 2 (ESL Teacher)

Reports to: IDean of Curriculum and Instruction

Job Duties: List up to 1O key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for evaluating individual student and whole-class academic growth.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

10. Support teachers in providing appropriate accommodations and supports for ELL students.

If a charter Is awarded, this document becomes part of the original appllcatlon. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page 3\q Name of Proposed Charter School: ~IR_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_S_c_h_o_o_I------~

Name of sponsoring entity: \Reve Preparatory, Inc.

Position: Classroom Teachers (Literacy Specialist)

Reports to: loean of Curriculum and Instruction

Salary Range: jS47,000-$62,000

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc... ) to be given to the individual in this position. If none, please state N/A.

N/A

Proposed Location (City and County):~'H_o_u_s_to_n_,_H_a_m_·s_c_o_u_n_tY______, Number of Students anticipated in year I1so In year five:\ 720 one: ------~ Minimum Qualifications Required:

Education Required: Bachelor's degree in English required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 0 or more years required. Experience coaching teachers preferred. C~~~onRequ~d:r~_o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CON).

# of Students Name of District CON Located in Ci Served Salary Range

'-IM_o_n_t_g_o_m_e_ry_l_S_D______,\ [170903 j Montgomery ~\a-,9-2-6--~l l'--$_52_,_3_13____,

J~Pe_a_rla_n_d_1s_o_____~l lo209so J ~'Pe_a_rla_n_d___~l 121,585 11$55,420

.__IFo_rt_B_en_d_IS_D______,j jo79997 \ !sugarfand 1174, 146 1.-1$5-9-,2-60--~

Page 32D Name of Proposed Charter School:\._R_e_v_e_P_r_e_p_a_ra_t_o_rv_C_h_a_rt_e_r_s_c_h_o_o_I______,

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: Classroom Teachers (Literacy Specialist)

Reports to: loean of Curriculum and Instruction

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for evaluating individual student and whole-class academic growth.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

10. Coach teachers in English content instruction.

If a charter Is awarded, this document becomes part of the original application. Changes to this Information must be documented in the minutes of an open meeting of the charter holder board.

Page 32-\ Name of Proposed Charter School:j._R_e_v_e_P_re-p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: Classroom Teachers (Spanish Teacher)

Reports to: jDean of Curriculum and Instruction

Salary Range: 1$43,000-$63,000

N/A

Proposed Location (City and County):l....H_o_u_st_o_n_,_Ha_m_·_s_c_o_u_nty______,

Number of Students anticipated in year j 1ao In year 720 one: · five~..... _____.

Minimum Qualifications Required:

Education Required: Bachelor's degree in Spanish required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 0 or more years required. Experience coaching teachers preferred. ~-~ooh~~1....N_o_n_e------~

# of Students Name of District CDN Located in Ci Served I....M_o_n_tg_o_m_e_ry_IS_D ______.l I 170903 l Montgomery!,...... B-,9-26----. ,__$_52_,3_1_3____,

IP_ea_r1_an_d_1s_D...... ______,j jo209aojj.__Pe_a_r1a_n_d___ __.l l21,585 II__$5_5_A2_0 __~

__jFo_rt_B_en_d_1s_D______.l lo79997 j jsugarland 1174,146 jj__$5_9_,2_60 __~

Page3Z.Z Name of Proposed Charter School:jReve Preparatory Charter School

~~~~~~~~~~~~~~~~~~~~~~~~~

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: Classroom Teachers (Spanish Teacher)

Reports to: joean of Curriculum and Instruction ·I

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for evaluating individual student and whole-class academic growth.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

10.

If a charter is awarded, this document becomes part of the original application. Changes to this Information must be documented In the minutes of an open meeHng of the charter holder board.

Page 323 Name of Proposed Charter School: ~IR_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: IReve Preparatory, Inc.

Position: Classroom Teachers (Math Specialist)

Reports to: IDean of Curriculum and Instruction

Salary Range: 1$47,000-$62,000

Proposed Location (City and County):l.....H_o_u_st_o_n_,H_a_m_·_s_c_o_u_nty______,

Number of Students anticipated in year j180 In year five~720 one: · ~----~ Minimum Qualifications Required:

Education Required: Bachelor's degree in Mathematics required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 0 or more years required. Experience coaching teachers preferred. C-~oo--~1~N-o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts wlll not have an eight as the fourth digit in the county district number {CON).

# of Students Name of District CON Located in Ci Served j,.....M_o_n-tg_o_m_e_ry-IS_D______,l I1709031 Montgomery ,~8-,9-2-6--~ .....______, j~Pe_a_r1a_n_d_1s_o_ __,____~l io20980 Il.__Pe_a_r1a_n_d_____.l l21.585 !I.__$5_5_A_2o____. .__jFo_rt_B_en_d_1s_o______,J jo79997 Ilsugarland 1174,146 j ~'$5_9_,2_6o____..

Page 32.~ Name of Proposed Charter School:j~R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_~_rt_e_r_S_c_ho_o_I------~

Name of Sponsoring Entity: j Reve Preparatory, Inc.

Position: Classroom Teachers (Math Specialist)

Reports to: IDean of Curriculum and Instruction

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for evaluating individual student and whole-class academic growth.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

10. Coach teachers in Math content instruction.

If a charter is awarded, this document becomes part of the original application. Changes to this information must be documented In the minutes of an open meeting of the charter holder board.

Page32S Name of Proposed Charter School:!'-R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_S_c_h_o_o_I______,

Name of sponsoring entity: jReve Preparatory, Inc.

Position: jc1assroom Teachers (PE Teacher)

Reports to: joean of Curriculum and Instruction

Salary Range: jS43,000-$58,000

N/A

Proposed Location (City and County):\~H_o_u_s_to_n_,_H_a_r_ris_c_o_u_n_ty------~ Number of Students anticipated in year j 1ao In year five~ 720 one: '-----~ Minimum Qualifications Required:

Education Required: Bachelor's degree in required. Graduate degree preferred.

Experience Required: Experience teaching in urban education organizations for 0 or more years required. Experience coaching teachers preferred.

C~~~onR~~~:r'-_o_n_e______,

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number (CON).

# of Students Name of District CON Located in Ci Served '~M_o_n_tg_o_m_e_ry_ls_o______~j j170903 j Montgomery\~8-,9-2-6--~ .._$_52_,3_1_3__ __,

j.__Pe_a_r1a_n_d_1s_o______,\ jo209ao\ l.__Pe_a_rla_n_d___~j j21,585 J 1$55,420 l.__Fo_rt_B_en_d_1s_o______j jo79997j jsugarland I174,146 J l.__$5_9_,2_6o____,

Page 3Z{p Name of Proposed Charter School:l._R_e_v_e_P_r_e_p_a_ra_t_o_rv_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: jReve Preparatory, Inc.

Position: jc1assroom Teachers (PE Teacher)

Reports to: IDean of Curriculum and Instruction

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for delivering curriculum using data to determine instructional methods.

3. Work with DCI to develop and improve curriculum and instruction.

4. Administer all internal and external assessments.

5. Responsible for the collection, analysis, and use of data to inform curriculum and instruction.

6. Responsible for evaluating individual student and whole-class academic growth.

7. Implement school discipline policy to foster positive and structured school environment.

8. Collaborate with all staff to deliver a rigorous and high-quality education to all students.

9. Attend and participate in all professional development throughout school year.

10. Coach teachers in English content instruction.

If a charter Is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board.

Page 327 Name of Proposed Charter School: 1...... R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: jspecialized Campus Staff 1{HS Specialist) j

Reports to: jDean of Students and Culture

Salary Range: 1$40,000-$55,000

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc... ) to be given to the individual in this position. If none, please state N/A.

N/A

Proposed Location {City and County): 1...... H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_tY______,

Number of Students anticipated in year j 1ao In year five~720 one: ~---~ Minimum Qualifications Required:

Education Required: Associate's degree required. Bachelor's degree preferred.

Experience Required: Experience working in an urban environment school required. Experience working with multiple stakeholders. Fluency in English and Spanish preferred.

Certlllcation Required: [None

~------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or · CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number {CDN).

# of Students Name of District CDN Located in Ci Served IM_o_n_tg_o_m_e_ry_IS_D...... ______~l I170903 I Montgomery j.-a-,9-2_6______, ~----~ j,__Pe_a_r1a_n_d_1s_D______,j jo209aoj .__jPe_a_r1a_n_d_____,j j21,585 !1~$5_5_.4_20__~

1...... Fo_rt_B_en_d_1s_D______.l lo79997Ilsugarland 1174,146 J l.__$5_9_,2_6o____.

Page'3:?:

Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: Specialized Campus Staff l (HS Specialist)

Reports to: J Dean of Students and Culture

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Support School Director in student recruitment activities.

3. Responsible for building relationships with high-performing high schools.

4. Support and coach students with high school selection and application.

5. Support Dean of Students and Culture with general activities.

6. Support all staff to deliver a rigorous and high-quality education to all students.

7. Attend and participate in all professional development throughout school year.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board.

Page~CJ Name of Proposed Charter School: '~R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_S_c_h_o_o_I______,

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: !classroom Teachers {Teachers Aide)

Reports to: IDean of Curriculum and Instruction .

Salary Range: ls2s,ooo-$35,ooo

N/A

Proposed Location (City and County):1.....H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty______.

Number of Students anticipated in year 1ao In year 720 one: I· five~....______.

Minimum Qualifications Required:

Education Required: High School diploma required. Bachelor's degree preferred.

Experience Required: Experience working with children required. Teaching experience in urban school environment preferred. ~-~oob~-r...._o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts will not have an eight as the fourth digit in the county district number {CON).

# of Students Name of District CON Located in Ci Served J....M_o_n_t_go_m_e_ry_IS_D ______.l I170903 j Montgomery ,8-,9-2_6..... _____, ~----~ l.__Pe_a_r1_an_d_1s_D______.l io209aoJ .....IPe_a_r1a_n_d ___ __.l l21,585 II.._$_19_,1_42__ ~

I.._Fo_rt_B_e_nd_IS_D______.l lo79997 j isugarland 1174,146 J ...._l$2_2_A_4o____,

Page-310 Name of Proposed Charter School: '~R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I______,......

Name of sponsoring entity: !Reve Preparatory, Inc.

Position: joperations Manager

Reports to: CEO/Superintendent/School Director

Salary Range: lsso,ooo-$70,000

N/A

Proposed Location (City and County) :I~H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty______.

Number of Students anticipated in year j1ao In year five~ 720 one: · ~-_____.

Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience in finance ond human resources preferred. Experience working in a urban environment school operations team preferred. Fluency in English and Spanish preferred. ~~~nR~~~=~r_o_n_e------~

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISO or CISD. County district numbers may be accessed on line through the Texas Education Directory found at . Additionqlly, traditional districts will not have an eight as the fourth digit in the county district number (CONJ.

# of Students Name of District CON Located in Ci Served IM_o_n_tg_o_m_e_ry_1s_o...... ______.l I 170903 I Montgomery ~,8-,9-2-6--~ .__$_59_,2_6_6______. j~Pe_a_r1a_n_d_1s_o______.l !0209aojj~Pe_a_rla_n_d___~l !21,585 !1$70,220 .__IFo_rt_B_en_d_1s_o______.l !079997! !sugarland 1174,146 I ~,$6-1-.7-69--~

Page 33z_ Name of Proposed Charter School:~!R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: !operations Manager

Reports to: CEO/Superintendent/School Director

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Responsible for the facility and operational needs of the school.

3. Manage the relationships with vendors, contractors, and any back office support.

4. Ensure daily operations and compliance with all federal, state, and local requirements.

5. Support instructional staff with the collection and analysis of data.

6. Supports School Director in student recruitment efforts.

7. Manage school budget, accounting, and financial reporting for school.

8. Responsible for procurement process for all goods and services.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page "333 Name of Proposed Charter School: ._IR_e_v_e_P_re_p_a_r_a_to-ry_C_h_a_rt_e_r_s_c_h_o_o_I______.

Name of sponsoring entity: I Reve Preparatory, Inc.

Position: IDean of Students and Culture

Reports to: jcEO/Superintendent/School Director I

Salary Range: lsso,ooo-$65,ooo .1

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc... ) to be given to the individual in this position. If none, please state N/A. NIA

Proposed Location (City and County) =I._H_o_u_st_o_n_,H_a_m_·_s_c_o_u_nty______.

Number of Students anticipated in year I1so In year five~720 one: · ~----~ Minimum Qualifications Required:

Education Required: Associate's degree required. Bachelor's degree preferred.

Experience Required: Experience working in an urban environment school required. Fluency in English and Spanish preferred.

~-~00~~~~1._N_o_n_e______~

# of Students Name of District CDN Located in Ci Served ._IM_o_n_t_go_m_e_ry_IS_D______,j j 170903 j Montgomery ~,8-,9-2_6__~ ,_$_59_,2_6_6_____, l...._Pe_a_r1a_n_d_1s_D_____~l !0209soJl...._Pe_a_r1a_n_d_____,j j21,585 11$70,220

...._IFo_rt_B_en_d_1s_D_____~j jo79997j jsugarland. J 174,146 J .--1$6-1-,7-69--~

Page 33<-\ Name of Proposed Charter School:~'R_e_v_e_P_r_e_p_a_ra_t_o_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: IReve Preparatory, Inc.

Position: jDean of Students and Culture

Reports to: CEO/Superintendent/School Director

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Support School Director in student recruitment activities.

3. Support the School Director to implement and improve a school culture scope and sequence.

4. Support and coach teachers in implementing school's culture expectations.

5. Conduct classroom obser\iations and provide feedback to teachers and leadership team.

6. Support all staff to deliver a rigorous and high-quality education to all students.

7. Attend and participate in alt professional development throughout school year.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this information must be documented in the minutes of an open meeting of the charter holder board.

Page 335 Name of Proposed Charter School: l._R_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e....,.r_s_c_h_o_o_I______.

Name of sponsoring entity: IReve Preparatory, Inc.

Position: I Director of Real Estate and Finance

Reports to: jExecutive Director/School Director

Salary Range: js10,ooo-sss,ooo

List any other potential form of remuneration (i.e., car allowance, cell phone, memberships, travel or housing allowance, etc... ) to be given to the individual in this position. If none, please state N/A.

N/A

Proposed Location (City and County):!.....H_o_u_st_o_n_,_H_a_m_·s_c_o_u_n_ty______,

Number of Students anticipated in year I180 In year five~720 one: · ,__---~ Minimum Qualifications Required:

Education Required: Bachelor's degree required. Graduate degree preferred.

Experience Required: Experience in finance required. Experience in real estate preferred. Experience working on a urban environment school operations team preferred. ~~~~onR~~~=1_N_o_n_e------

Complete the following using information gathered from three different traditional districts comparable in size, student make-up, and location. A traditional district is identified by the abbreviation ISD or CIS.D. County district numbers may be accessed on line through the Texas Education Directory found at . Additionally, traditional districts wlll not have an eight as the fourth digit in the county district number (CDN).

# of Students Name of District CON Located in Ci Served l._M_o_n_tg_o_m_ery_1s_o______.J I 170903 j Montgomery ~,8-,9-2-6--~ .______. l__Pe_a_r1a_n_d_1s_o _____~l !020980 JI...._Pe_a_r1a_n_d___ __.l !2L585 I ...._1$7_0_,2_20__ ___. l.__Fo_rt_B_en_d_1s_o______,l !079997j lsugartand j j74,146 I ...._1$6_1_,7_69____.

Page 330 Name of Proposed Charter School:~IR_e_v_e_P_re_p_a_r_a_to_ry_C_h_a_rt_e_r_s_c_h_o_o_I------~

Name of Sponsoring Entity: JReve Preparatory, Inc.

Position: jFinance Manager.

Reports to: joirector of Real Estate and Finance

Job Duties: List up to 10 key duties this individual will perform.

1. Responsible for fulfilling school mission and supporting the academic vision for the school.

2. Support DOF with school budget, accounting, and financial reporting for school.

3. Support DOF in management of vendors, contractors, and any back office support.

4. Ensure daily operations and compliance with all federal. state, and local requirements.

5. Support DOF in efforts to acquire new facility.

10.

If a charter Is awarded, this document becomes part of the original application. Changes to this Information must be documented In the minutes of an open meeting of the charter holder board.

Page 33~ OPEN-ENROLLMENT CHARTER SCHOOL APPLICATION Generation Twenty-Three Special Assurances Document

Sponsoring Entity: Reve Preparatory, Inc.

Proposed Charter School Name: Reve Preparatory Charter School

The Board Chair of the proposed sponsoring entity shall initial each and all assurances within this document to confirm awareness and understanding of responsibilities established herein.

I. Open Meetings Requirements ?o The proposed charter holder assures that all meetings in w hich charter school business is discussed will be posted to provide public notice, held in an open public forum, and any action items voted upon in a public forum as required by the Open Meetings Act in Government Code, Chapter 551.

£~ Furthermore, the proposed charter holder assures that all of the following will be discussed in open meetings and only acted upon with approval of the charter holder board: ·The annual budget and all amendments to the budget, · Any changes to job descriptions from those submitted in the application for charter, and ·Any changes in compensation from compensation as submitted in the application for charter.

II. Public Information Requirements ~ The proposed charter holder assures that information, that is considered public, requested by anyone --will be provided in accordance with Government Code, Chapter 552.

Ill. Criminal History Check Requirements ~ The proposed charter holder assures that criminal history checks will be completed in accordance with law and that no person will serve as a member of the governing body of a charter holder, as a member of the governing body of the charter school, or as an officer or employee of an charter school if the person has been convicted of a misdemeanor involving moral turpitude, a felony, an offense listed in TEC 37.007(a) or an offense listed in Article 62.01 (5) Code of Criminal Procedure.

IV. Annual Training Requirements rG The proposed charter holder assures that all annual training requirements for board members and --school administrators will be completed in accordance with law and commissioner rules.

V. Residential Facilities Monitoring (RFM) System &__ The proposed charter holder assures that it understands that, pursuant to 19 Texas Administrative Code (TAC) §97. l 072, there is a specific system for monitoring school districts and charter schools that serve students with disabilities w ho reside in RFs . The charter holder further assures that it understands that it will be required to report data related to students with disabilities residing in RFs in TEA's data collection system known as RF Tracker and that it may be subject to RFM intervention activities and on-site visits based upon a review of the data it reports or on random or other means of selection.

VI. Special RF Training ,fi7 The proposed charter holder assures that all personnel involved with serving students with disabilities residing in an RF and personnel involved with reporting data in RF Tracker will receive training on the RFM system.

Page 3L\'O Sponsoring Entity: Reve Preparatory, Inc.

Proposed Charter School Name: Reve Preparatory Charter School

VII. Admission and Enrollment a The proposed charter holder assures that parents or prospective students will not be required to attend ---an interview or meeting of any kind prior to admitting and/or enrolling a student, or during the time in which the student is enrolled. £& The proposed charter holder assures that volunteer hours, or payment in lieu of volunteer hours, will not be required of the parent or guardian as a requirement for student admission or enrollment. &; The proposed charter holder assures that there will be no specified days designated for enrollment and/ or admission. If space is available, a student will be enrolled and admitted on any day at any time of day and must be counted as and considered a charter student immediately. State law does not allow for a trial enrollment period at a public school.

~The proposed charter holder assures that no student auditions will be required prior to enrollment and admission at the charter school unless the charter is originally approved by the commissioner of education as a performing arts school with an audition component or the charter is amended by the commissioner of education to designate the school a performing arts school with an audition component. £2, The proposed charter holder understands that a student may be ineligible for enrollment at a charter school based on a history of a criminal offense, a juvenile court adjudication, or discipline problems under Texas Education Code (TEC), Chapter 37, Subchapter A, only if the enrollment prohibition is specifically approved by the commissioner of education when the charter is awarded, or if the charter is amended by the commissioner of education to allow this enrollment prohibition. It must be noted that the enrollment prohibition is not allowed for any prior discipline problems, but only those specified in TEC, Chapter 37, Subchapter A.

VIII. Public Meeting(s) ~ The proposed charter holder assures that a public meeting will be held, in accordance with the requirements outlined in Attachment A2 of this application, for each approved campus opened after Year l, at least 6 months prior to opening that campus. The proposed charter holder further assures that such meetings will be held within the city of the proposed campus address.

IX. Withdrawal and Expulsion £fi, The proposed charter holder assures that it understands that only the parent or guardian may withdraw a student from the charter school, and the only time charter administrators may withdraw a student and use administrative withdrawal as the leaver code is in the rare instances when: - a student is withdrawn by the charter school because the charter school discovers, when verifying enrollment information, that the student was not a resident of the district at the time of enrollment; - the charter school discovers that the student has falsified enrollment information; - proof of identification is not provided; or - immunization records are not provided within 30 days of enrollment.

The proposed charter holder understands that a student who fails to comply with the charter school's student code of conduct may not be administratively withdrawn. If a student commits an expellable offense, as outlined in the student code of conduct, the charter holder further understands that charter administrators may expel the student only after due process has been afforded the student, and the charter holder board has determined that expulsion is the appropriate consequence.

Page 3L\ J Sponsoring Entity: Reve Preparatory, Inc.

Proposed Charter School Name: Reve Preparatory Charter School

~ The proposed charter holder understands that it has an obligation to notify the school district in which the student resides within three business days of any action expelling or withdrawing a student from the charter school. See 19TAC§100.1211 (c) .

~ The proposed charter holder assures that each campus granted through the initial charter contract and all subsequent renewal, expansion, and re-designations shall establish and maintain gun-free campus policies. The charter shall also expel a student who brings a firearm, as defined by 18 U.S.C. Section 921, to school. See TEC §37.007(e).

X. Ready to Open Check-List ~ The proposed charter holder understands, upon any subsequent approval and award of charter, that a ready-to-open check list may be required to complete prior to final approval for the opening of any campus.

XI. Postponement of Opening £.6 The proposed charter holder understands that any request for the postponement of opening shall be denied if the founding Board no longer constitutes the governing Board at the time of the request.

XII. Federal and State Funding b4 The proposed charter holder understands that any request for assistance from the Texas Education --Agency that is to be provided from Every Student Succeeds Act funds, as granted by the Every Student Succeeds Act of 2015, must comply with the The Guns-Free Schools Act. See 20 U.S. Code§ 7151 .

&tJ The proposed charter holder understands that any Every Student Succeeds Act funds that are applied towards campus(es) operated on the premises of a public university or college may be effected by new open-carry handgun legislation on public university and college campuses. See Senate Bill 11, as approved by the 84th Legislature, 2015.

~ The proposed charter holder understands that upon receipt of its first federally funded grant from TEA. "specific conditions" will be imposed upon it, including requirement to participate in training and technical assistance provided by the Department of Grants and Federal Fiscal Compliance. The training and technical assistance is designed to help new charter schools ensure that federal grant funds are used in accordance with applicable statutes, regulations, and requirements. TEA is authorized to impose specific conditions by Title 2 of the Code of Federal Regulations (CFR), 200.331 (c) and 200.207.

XIII. Required Disclosure fA The proposed charter holder assures that all information subject to a required disclosure of fact(s) has --- been expressly provided within the Charter School Application to the extent authorized by all controlling law.

Page Jlf Z. Sponsoring Entity: Reve Preparatory, Inc.

Proposed Charter School Name: Reve Preparatory Charter School

I, the undersigned, hereby certify that the governing body of the charter holder has authorized me to provide these assurances as noted by my initials on this and all previous pages.

Erik Gomez Printed Name of Sponsoring Entity Board Chair

11/20/2017 Date

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