2019 experienced operator charter application …

Primary Contact Name Primary Contact E‐mail Primary Contact Phone Number

DeAnna Rowe [email protected] 480‐289‐2088

Louisiana Non‐Profit Name Track (Select New or Experienced) Educational Service Provider (If Applicable)

BBR Schools, Inc. Experienced BASIS.ed

Was your organization founded in Louisiana? Corporate Sponsor (If Applicable)

No NA

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:Non‐Profit Information

1

Board Member Name Louisiana Parish in Which Board Member Lives Corporate Representative

Craig Barrett Arizona No

Ronnie Morris EBR No

Liz Smith EBR No

Monique Spaulding EBR No

Donald Carson EBR No

Kia Bickham EBR No

Stan Shelton EBR Yes

Patrick Martin EBR No

Board Member Information

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:Board Member Information

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# Charter Type Potential DistrictProjected Opening

YearGrades Served at Opening

Enrollment at Opening

Grades Served at Scale

Enrollment at Scale

1 1 East Baton Rouge Parish 2020‐21 K‐6 450 K‐12 8662

3

4

5

6

7

8

9

10

11

12

Complete one row of the following table for each school for which you are applying as part of this charter application. If you are only applying for one school, complete only one row.

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:Growth Plan

3

K

1

2

3

4

5

6

7

8

9

10

11

12

Total 682

90

90

866

60

450 527

90

90

607

40

45

52

45

42

42

60

55

52

50

90

Please describe any admissions requirements that your school will employ. All admissions requirements must be consistent with Section 2705 of Bulletin 126.

Charter Type

1

Target % Economically Disadvantaged

10%

Target % At‐Risk Students

10%

Target Sped %: Not Including Gifted &

Talented

90

District Where the Charter School Will be Located (click box below to see drop‐down menu)

5%

Target Sped %: Including Gifted &

Talented

6%

The only priority admission will be given to siblings of students currently enrolled in BASIS Baton Rouge, children of faculty, and children of Board members.

2026‐20272023‐20242022‐20232021‐2022

90

90

90

90

60

90

90

55

52

50

90

60

60

60

55

50

45

42

55

52

50

45

42

42

90

90

60

60

60

60

55

52

90

Other Districts from which the Charter School may Enroll

Students

For each school in your growth plan you should complete a School Information tab. Create a new School Information tab for each school in your growth plan. For the first school in your growth plan, the tab should be titled School Information #1, for the second school in your growth plan School Information #2, etc...

Answer the questions in the boxes below only if you plan to seek alternative school designation and approval to be held accountable by an Alternative Charter School Framework. Hold your mouse over the red dot in the upper‐right corner of this box to learn more.

Please complete the enrollment table below.

2020‐2021

Provide the information requested in each column of the table below. If a box has a red dot in the upper‐right corner, you can hold the mouse over the red dot to read instructions for how to complete the box.

60

754

60

East Baton Rouge Parish

826

2024‐2025

90

90

90

90

90

60

2025‐2026

90

90

90

90

90

90

55

52

60

50

60

60

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:School Information

4

No

Are the non‐traditional student population you plan to serve and mission you plan to work towards reflected in your charter application? If so, provide specific page numbers.

Do you wish to be held accountable according to an Alternative Charter School Framework?

No

Are you establishing your school to meet the specific needs of students with special challenges that require educational environments that are alternatives to the regular classroom?Will your school house one or more programs designed to address discipline, dropout prevention and recovery, credit recovery, etc…?

No

No

5

Complete one row of the following table for each school that your organization currently operates. All performance data is included in the BASIS Performance Appendix.

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:Track Record

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In the box below, please describe your educational model in no more than 200 words. You should describe:

‐ The outcomes you will achieve ‐ The key components of your scale strategy‐ Your approach to mitigating the threats most likely to hinder your successBBR Schools, Inc. requests authorizer approval to open BASIS Baton Rouge #2, a K–12 school that will begin serving students in grades K–6 in 2020‐2021. The network of BASIS Schools has expanded rapidly over recent years with exceptional results and understands the challenges of expansion first‐hand.

Outcomes We Plan to AchieveWith the BASIS mission in mind, we have established unique goals and objectives for our students by which we can measure the school’s success: Goals Assessment Measures College readiness College acceptance rate Internationally competitive AP Exam scores / IGSCE exam scores Prepared for Upper School (Pre)‐Comprehensive Exams

Student goals include:1) Students will be prepared to enter college without need of remediation. Most students will enter in advanced standing and all will be prepared to take intermediate college course work;2) Students will be prepared to compete against their international peers in highly performing education systems

2019 EXPERIENCED OPERATOR CHARTER APPLICATION ‐ Overview:Executive Summary

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Welcome to the charter application finances template. The next two tabs describe the instructions for new and experienced operators in detail. Please read the appropriate instructions before asking any questions. If you have questions after reading the instructions, contact Andrew Shachat at [email protected]

2019 CHARTER APPLICATION: FINANCES TEMPLATE

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here A revenue projection tool that you may use to model various local, state, and federal revenues can be found: here

There are two resources that will help you complete your financial submission:

Instructions for Experienced Operators

In developing your assumptions you should take the following guidance into consideration: All charter schools may be required to provide transportation in the 2019‐20 school year. Conservative budget assumptions should provide for transportation.

(2) Operating Statement of Activities. The operating statement of activities should describe all anticipated revenue and expenditures for your network from the July 1 immediately prior to the opening of the first school you have proposed in this plan to either (a) the June 30 immediately following the end of year 5 of operations, or (b) until the June 30 immediately following the end of the first school year in which your first school proposed in this plan serves all planned grades, whichever is longer. If you use this Excel file to complete your financial submission, please complete both the Operating Statement of Activities tab and the detailed Year 1 Operating Statement of Activities tab.

(3) First Year Monthly Cash Flow Projection (July 1 prior to opening to June 30 after year 1). This projection should forecast your school's incoming and outgoing cash flows during the first year of operation.

Part 2: Financial Projections. In one excel spreadsheet, please include each of the following financial statements in a different tab. You may save your work directly into the tabs included in this Excel file or you may use an Excel file of your own design. In all financial statements, budget conservatively and include your assumptions.

The Louisiana Accounting and Universal Government Handbook (LAUGH) guide can be found:

Part 1: Audited Financial Statements. If you are a non‐profit Charter Management Organization, please provide your non‐profit’s most recent audited financial statements in a separate PDF file. If you are an Educational Service Provider, please provide in a single, separate PDF file: (a) Your organization’s most recent financial statements to be reviewed confidentially by the independent charter evaluator, and (b) The most recent audited financial statements for another non‐profit that you have set up and that has experienced a growth trajectory – in terms of the number of students served – that is most similar to the expected student growth trajectory for the non‐profit that you have set up in Louisiana. The authorizer reserves the right to request the financial statements for a specific non‐profit organization in your network.

(1) Start‐Up Statement of Activities (up to the July 1 prior to school opening). The start‐up statement of activities should list all anticipated revenue and expenditures for your network in the period leading up to the first fiscal year in which the school(s) you have described in this proposal would open. In other words, this statement should show how your network will support pre‐opening activities until the first schools that you have proposed in this plan open.

2019 CHARTER APPLICATION: FINANCES TEMPLATE

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School Name:

Start-Up or Conversion Statement of Activities

REVENUES1 Start-Up Grants2 Other Revenue $160,000 BBR Schools, Inc. dedicated "New Schools" fund of 160K.

3 TOTAL REVENUES $160,000

EXPENDITURESAdministrative Expenses

4 Principal $56,667 2 FTE (Head of School / Head of Operations) for 4 months @ $85K/Year5 Administrative Staff $20,000 1 FTE (Registrar) for 6 months @ $40K/Year6 Payroll Taxes7 Benefits $16,100 Benefits @ ~21% for Benefits and Taxes8 Staff Development9 Recruiting/Marketing $33,750 $88/Student for 450 Students

10 Advertising

11 Total Administrative $126,517

Supplies and Equipment12 Instructional Materials13 Office Supplies $3,498 Planning-Office supplies are anticipated at ~$583 for 6 months. 14 Postage/Printing/Copying15 Phone System $840 Cell Phones @ $60/month for 3 Staff Members (HOS, HOPS and Registrar)

16 Total Supplies & Equipment $4,338

Facility17 Capital Expenditures18 Building Fit-Out19 Renovations & Repairs20 Rent/Lease21 Fixtures & Furnishings

Description Amount Assumption

BASIS Baton Rouge #2

10

22 Utilities23 Insurance24 Security

25 Total Facility

Contractual26 Consultants27 Legal and Accounting $6,082 COA design, SIS consultation

28 Total Contractual $6,082

29 TOTAL EXPENDITURES $136,937

11

School Name: __ BASIS BATON ROUGE #2 450 527 607 682 754Operating Statement of Activities

REVENUES:REVENUES FROM LOCAL SOURCES

1 Local Per Pupil Aid 1XXX $3,450,150.00 $4,040,509.00 $4,653,869.00 $5,228,894.00 $5,780,918.00 Local Revenue/Per Pupil Aid per LDE @$7,667 per pupil2 Earnings on Investments 15XX3 Food Service 16XX4 Community Service Activities 1800

Other Revenue From Local Sources5 Contributions and Donations 19206 Books and Supplies Sold 19407 Other Miscellaneous Revenues 199X8 (additional function codes may need to be added)910 TOTAL REVENUES FROM LOCAL SOURCES $3,273,300.00 $3,833,398.00 $4,415,318.00 $4,960,868.00 $5,484,596.00

REVENUE FROM STATE SOURCESUnrestricted Grants-In-Aid

11 State Per Pupil Aid 311X $1,255,500.00 $1,470,330.00 $1,693,530.00 $1,902,780.00 $2,103,660.00 State revenue per pupil @$2,790 per pupil12 Other Unrestricted Revenues 3190

Restricted Grants-In-Aid13 Education Support Fund (8g) 322014 PIP 323015 Other Restricted Revenues 329016 (additional function codes may need to be added)1718 TOTAL REVENUE FROM STATE SOURCES $1,255,500.00 $1,470,330.00 $1,693,530.00 $1,902,780.00 $2,103,660.00

Year 4 Assumption

A note about assumptions: For all line items related to staffing, assumptions should at a minimum include the number of staff members in each year, whether they will be employees or contractors, and, if contractors, the nature of their work.

Year 1

Louisiana laws contain requirements for school district accounting. By law, the Louisiana Accounting and Uniform Governmental Handbook (LAUGH) (Bulletin 1929) is the required accounting manual for local educational agencies. This document can be accessed on the Department of Education's website at www.louisianaschools.net.

Description Year 2 Year 3Function CodeObject Code Year 5

12


Year 4 Assumption


Year 1Description Year 2 Year 3Function CodeObject Code Year 5

REVENUE FROM FEDERAL SOURCESUnrestricted Grants-In-Aid Direct From the Federal Gov't

19 Impact Aid Fund 4110Restricted Grants-In-Aid Direct From the Federal Gov't

20 Other Restricted Grants - Direct 4390Restricted Grants-In-Aid From Federal Gov't Thru State

21 School Food Service 4515 $58,300.56 $68,276.43 $78,640.98 $88,357.74 $97,685.83 Free and Reduced Meals Revenue @ ~$0.72/Student for Lunch, Breakfast and Snacks for 180 Days Special Education

22 IDEA - Part B 4531 $83,700.00 $98,022.00 $112,902.00 $126,852.00 $140,244.00 See MFP and Federal Revenue tab for assumptions23 IDEA - Preschool 453224 Other Special Education Programs 4535

No Child Left Behind (NCLB)25 Title I 4541 $249,750.00 $292,485.00 $336,885.00 $378,510.00 $418,470.00 See MFP and Federal Revenue tab for assumptions26 Title I, Part C - Migrant 454227 Title V - Innovative Education Programs 454328 Title IV - Safe and Drug Free Schools / Co454429 Title II - Teacher & Principal Training/Rec 4545 $33,300.00 $38,998.00 $44,918.00 $50,468.00 $55,796.00 See MFP and Federal Revenue tab for assumptions30 Other IASA Programs 454631 Other Restricted Grants through State 4590

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 492033 (additional function codes may need to be added)343536 TOTAL REVENUE FROM FEDERAL SOURCES $425,050.56 $497,781.43 $573,345.98 $644,187.74 $712,195.83

Other Sources of Funds (Provide Detail)37 5XXX $247,500.00 $289,850.00 $333,850.00 $375,100.00 $414,700.00 Fundraising @ ~$350/Student + Extra-Curricular @ $200/Student38 $233,037.00 $272,912.22 $314,341.02 $353,180.52 $390,466.44 Free and Reduced Meals Revenue @ ~$2.88/Student for Lunch, Breakfast and Snacks for 180 Days 39 TOTAL REVENUES AND OTHER SOURCES OF FUNDS $5,434,387.56 $6,364,271.65 $7,330,385.00 $8,236,116.26 $9,105,618.27

13


Year 4 Assumption



EXPENDITURES:

I. INSTRUCTION A. Regular Programs - Elementary/Secondary

Salaries40 Teachers 112 1100 $1,615,000.00 $1,941,187.50 2,276,300.00$ $2,575,925.00 2,883,200.00$ Annual Salary of Teachers, $42,500 per teacher in Year 1, +1.5% COLA in years 2-541 Aides 115 1100 $175,000.00 $203,000.00 257,500.00$ $287,375.00 318,000.00$ Annual Salary of Aides, $22,500 per teacher in Year 1, +1.5% COLA in years 2-542 Substitute Teachers and Aides 123 110043 Purchased Professional and Technical 300 110044 Repairs and Maintenance Services 430 110045 Travel Expense Reimbursement 582 1100

Instructional Supplies 46 Materials and Supplies (e.g., printed 610 1100 $22,500.00 $26,350.00 $30,350.00 $34,100.00 $37,700.00 ~$50/Student, no COLA adjustment in years 2-546 Materials and Supplies technology) 610 1100 $9,000.00 $10,540.00 $12,140.00 $13,640.00 $15,080.00 ~$20/Student, no COLA adjustment in years 2-547 Textbooks/Workbooks 642 1100 $11,250.00 $13,175.00 $15,175.00 $17,050.00 $18,850.00 ~$25/Student, no COLA adjustment in years 2-548 Equipment 730 1100 $0.00 $0.00 $0.00 $0.00 $0.0049 Miscellaneous Expenditures 890 1100 $0.00 $0.00 $0.00 $0.00 $0.0050 Group Health Insurance 210 1100 $201,339.00 $240,689.59 $285,784.83 $322,821.62 $360,905.21 ~$4,474/Year per Teacher + Aides, +1.5% COLA per year in years 2-551 Social Security 220 1100 $110,980.00 $132,939.63 $157,095.60 $177,524.60 $198,474.40 6.2% of Teacher + Aides Salary, no COLA adjustment52 Medicare 225 1100 $25,955.00 $31,090.72 $36,740.10 $41,517.85 $46,417.40 1.45% of Teacher + Aides Salary, no COLA adjustment53 Employer's Contribution to Retirement 23X 1100 $18,795.00 $22,513.97 $26,604.90 $30,064.65 $33,612.60 ~1.05% of Annual Salary, no COLA adjustment54 Unemployment Compensation 250 1100 $8,234.00 $9,863.26 $11,655.48 $13,171.18 $14,725.52 ~0.46% of Annual Salary, no COLA adjustment55 Workmen's Compensation 260 1100 $9,666.00 $11,578.61 $13,682.52 $15,461.82 $17,286.48 ~0.54% of Annual Salary, no COLA adjustment56 (additional object codes may need to be added)

575960 TOTAL A. Regular Program Expenditures $2,207,719.00 $2,642,928.28 $3,123,028.43 $3,528,651.72 $3,944,251.61

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Year 4 Assumption



B. Special Education Programs (Including Summer & Preschool) & Gifted/Talented Programs

Salaries61 Teachers 112 1210 $50,000.00 $50,750.00 51,500.00$ $104,500.00 106,000.00$ Annual Salary of SPED Teacher, + 1.5% per year COLA adjustment in years 2-562 Therapists (OT,PT,Speech,etc.) 113 1210 $0.00 $0.00 $0.00 $0.00 $0.0063 Aides 115 1210 $0.00 $0.00 $0.00 $0.00 $0.0064 Substitute Teachers and Aides 123 1210 $0.00 $0.00 $0.00 $0.00 $0.0065 Purchased Professional and Technical 300 1210 $39,519.00 $46,281.14 $53,306.74 $59,893.24 $66,216.28 ~$88/Student for IDEA, SPED student count at 2% total student population66 Repairs and Maintenance Services 430 1210 $0.00 $0.00 $0.00 $0.00 $0.0067 Travel Expense Reimbursement 582 1210 $0.00 $0.00 $0.00 $0.00 $0.00

Instructional Supplies68 Materials and Supplies 610 1210 $450.00 $550.00 $600.00 $700.00 $750.00 ~$50 per student, SPED student count at 2% of total student population69 Textbooks/Workbooks 642 1210 $144.00 $176.00 $192.00 $224.00 $240.00 ~$16 per student, SPED student count at 2% of total student population70 Equipment 730 1210 $0.00 $0.00 $0.00 $0.00 $0.0071 Miscellaneous Expenditures 890 1210 $0.00 $0.00 $0.00 $0.00 $0.0072 Group Health Insurance 210 1200 $4,474.20 $4,541.31 $4,609.43 $4,678.57 $4,748.75 ~$4,474/Year per SPED Teacher , +1.5% COLA per year in years 2-573 Social Security 220 1200 $3,100.00 $3,146.50 $3,193.00 $6,479.00 $6,572.00 6.2% of SPED Teacher Salary, no COLA adjustment74 Medicare 225 1200 $725.00 $735.88 $746.75 $1,515.25 $1,537.00 1.45% of SPED Teacher Salary, no COLA adjustment75 Employer's Contribution to Retirement 23X 1200 $525.00 $532.88 $540.75 $1,097.25 $1,113.00 ~1.05% of Annual Salary, no COLA adjustment76 Unemployment Compensation 250 1200 $230.00 $233.45 $236.90 $480.70 $487.60 ~0.46% of Annual Salary, no COLA adjustment77 Workmen's Compensation 260 1200 $270.00 $274.05 $278.10 $564.30 $572.40 ~0.54% of Annual Salary, no COLA adjustment78 (additional object codes may need to be added)

79808182 TOTAL B. Special Education Programs $99,437.20 $107,221.20 $115,203.67 $180,132.31 $188,237.03

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Year 4 Assumption



C. Other Instructional Programs (Vocational Ed., Special Programs, Adult Ed., and Other Programs)

Salaries83 Teachers 112 Varies $45,000.00 $45,675.00 81,350.00$ $83,600.00 84,800.00$ Annual Salaries of Auxiliary Programs Director, Director of Student Affairs, +1.5% per year COLA increase in years 2-584 Aides 115 Varies $0.00 $0.00 $0.00 $0.00 $0.0085 Substitute Teachers and Aides 123 Varies $0.00 $0.00 $0.00 $0.00 $0.0086 Purchased Professional and Technical 300 Varies $36,000.00 $42,160.00 $48,560.00 $54,560.00 $60,320.00 ~ $80 per student, no COLA adjustment87 Repairs and Maintenance Services 430 Varies $0.00 $0.00 $0.00 $0.00 $0.0088 Travel Expense Reimbursement 582 Varies $0.00 $0.00 $0.00 $0.00 $0.00

Instructional Supplies89 Materials and Supplies 610 Varies $0.00 $0.00 $0.00 $0.00 $0.0090 Textbooks/Workbooks 642 Varies $0.00 $0.00 $0.00 $0.00 $0.0091 Furniture and Equipment 73X Varies $0.00 $0.00 $0.00 $0.00 $0.0092 Miscellaneous Expenditures 890 Varies $0.00 $0.00 $0.00 $0.00 $0.0093 Group Health Insurance 210 Varies $4,474.20 $4,541.31 $9,218.87 $9,357.15 $9,497.51 ~$4,474/Year per Director, +1.5% COLA per year in years 2-594 Social Security 220 Varies $2,790.00 $2,831.85 $5,043.70 $5,183.20 $5,257.60 6.2% of Directors Salary, no COLA adjustment95 Medicare 225 Varies $652.50 $662.29 $1,179.58 $1,212.20 $1,229.60 1.45% of Directors Salary, no COLA adjustment96 Employer's Contribution to Retirement 23X Varies $472.50 $479.59 $854.18 $877.80 $890.40 ~1.05% of Annual Salary, no COLA adjustment97 Unemployment Compensation 250 Varies $207.00 $210.11 $374.21 $384.56 $390.08 ~0.46% of Annual Salary, no COLA adjustment98 Workmen's Compensation 260 Varies $243.00 $246.65 $439.29 $451.44 $457.92 ~0.54% of Annual Salary, no COLA adjustment99 (additional object codes may need to be added)

100101

102103 C. TOTAL Other Instructional Programs $89,839.20 $96,806.79 $147,019.82 $155,626.35 $162,843.11104 TOTAL I. INSTRUCTION $2,396,995.40 $2,846,956.27 $3,385,251.92 $3,864,410.38 $4,295,331.75

16


Year 4 Assumption



II. SUPPORT SERVICES PROGRAMSA. Pupil Support Services

105 Child Welfare and Attendance Svcs. (SuVaries 21XX106 Guidance Services (Guidance Counselor) Varies 21XX -$ -$ 55,000.00$ 55,825.00$ 56,650.00$ Annual Salary of Guidance Counselor starting in Year 3, +1.5% per year COLA increase starting in Year 4107 Health Services (Nurse) Varies 21XX 40,000.00$ 40,600.00$ 41,200.00$ 41,800.00$ 42,400.00$ Annual Salary of School Nurse, +1.5% per year COLA increase starting in Year 2108 Pupil Assessment and Appraisal ServicVaries 21XX $19,720.00 $22,984.00 $22,984.00 $22,984.00 $22,984.00 ~ $680 per K/1 students, cal'd at 16% of total school population + 5 additional students109 Group Health Insurance 210 21XX $4,474.20 $4,541.31 $9,218.87 $9,357.15 $9,497.51 ~$4,474/Year per Counselor, School Nurse, +1.5% COLA per year in years 2-5110 Social Security 220 21XX $2,480.00 $2,517.20 $5,964.40 $6,052.75 $6,141.10 6.2% of Counselor + School Nurse Salary, no COLA adjustment111 Medicare 225 21XX $580.00 $588.70 $1,394.90 $1,415.56 $1,436.23 1.45% of Counselor + School Nurse Salary, no COLA adjustment112 Employer's Contribution to Retirement 23X 21XX $420.00 $426.30 $1,010.10 $1,025.06 $1,040.03 ~1.05% of Annual Salary, no COLA adjustment113 Unemployment Compensation 250 21XX $184.00 $186.76 $442.52 $449.08 $455.63 ~0.46% of Annual Salary, no COLA adjustment114 Workmen's Compensation 260 21XX $216.00 $219.24 $519.48 $527.18 $534.87 ~0.54% of Annual Salary, no COLA adjustment115 (additional object codes may need to be added)

116117118 TOTAL A. Pupil Support Services $68,074.20 $72,063.51 $137,734.27 $139,435.77 $141,139.36

B. Instructional Staff Services119 Salaries of Directors, Supervisors, Coo 111 22XX 65,000.00$ 65,975.00$ 66,950.00$ 67,925.00$ 68,900.00$ Annual Salaries of Directors of Academic Programs, +1.5% per year COLA increase starting in Year 2120 Instruction and Curriculum DevelopmenVaries 22XX $9,450.00 $11,067.00 $12,747.00 $14,322.00 $15,834.00 ~ $21 per student, no COLA adjustment121 Travel & Mileage Expense Reimbursem58X 22XX122 Instructional Staff Training Services Varies 2230 $9,819.35 $11,499.55 $13,245.21 $14,881.76 $16,452.86 ~0.19% of Total Revenue, no COLA adjustment123 School Library Services Varies 22XX $4,500.00 $5,270.00 $6,070.00 $6,820.00 $7,540.00 ~ $10 per student, no COLA adjustment124 Group Health Insurance 210 22XX $4,474.20 $4,541.31 $4,609.43 $4,678.57 $4,748.75 ~$4,474/Year per Director, +1.5% COLA per year in years 2-5125 Social Security 220 22XX $4,030.00 $4,090.45 $4,150.90 $4,211.35 $4,271.80 6.2% of Directors' Salary, no COLA adjustment126 Medicare 225 22XX $942.50 $956.64 $970.78 $984.91 $999.05 1.45% of Directors' Salary, no COLA adjustment127 Employer's Contribution to Retirement 23X 22XX $682.50 $692.74 $702.98 $713.21 $723.45 ~1.05% of Annual Salary, no COLA adjustment128 Unemployment Compensation 250 22XX $299.00 $303.49 $307.97 $312.46 $316.94 ~0.46% of Annual Salary, no COLA adjustment129 Workmen's Compensation 260 22XX $351.00 $356.27 $361.53 $366.80 $372.06 ~0.54% of Annual Salary, no COLA adjustment130 (additional object codes may need to be added)

131132133 TOTAL B. Instructional Staff Services $99,548.55 $104,752.43 $110,115.79 $115,216.06 $120,158.91

17


Year 4 Assumption



C. General AdministrationBoard of Directors

134 Legal Services 332 23XX $19,638.69 $22,999.09 $26,490.41 $29,763.53 $32,905.72 ~0.38% of Total Revenue135 Purchased Professional and Tech 300 2311 $0.00 $0.00 $0.00 $0.00 $0.00136 Audit Services 333 2311 $5,000.00 $5,075.00 $5,151.13 $5,228.39 $5,306.82 ~ Flat Rate of $5k per year + 1.5% per year COLA adjustment137 Insurance (Other than Emp. Benef52X 23XX $43,530.00 $44,182.95 $44,845.69 $45,518.38 $46,201.16 ~ Flat Rate of $43,530 per year + 1.5% per year COLA adjustment138 Advertising 540 2311 $0.00 $0.00 $0.00 $0.00 $0.00139 Travel/Mileage (Board of Directors) 730 23XX $4,500.00 $5,270.00 $6,070.00 $6,820.00 $7,540.00 ~ $10 per student140 Dues and Fees 810 2311 $0.00 $0.00 $0.00 $0.00 $0.00141 Judgements 820 2311 -142 (additional object codes may need to be added)

143144145 TOTAL C. General Administration $72,668.69 $77,527.04 $82,557.23 $87,330.30 $91,953.69

18


Year 4 Assumption



D. School AdministrationSalaries

146 Principals 111 2410 $180,000.00 $182,700.00 $185,400.00 $188,100.00 $190,800.00 Annual Salary of Head of School, Head of Operations + 1.5% per year COLA adjustment starting in Year 2147 Assistant Principals 111 2420 $115,000.00 116,725.00$ 169,950.00$ 240,350.00$ 243,800.00$ Annual Salary of Director of K-6/HS Programs, Dean of Students + 1.5% per year COLA adjustment starting in Year 2148 Clerical/Secretarial 114 2400 $85,000.00 $86,275.00 $103,000.00 $104,500.00 $106,000.00 Annual Salary of Registrar, Office Staff + 1.5% per year COLA adjustment starting in Year 2149 Purchased Professional and Technical 300 2400 $16,520.00 $16,767.80 $17,019.32 $17,274.61 $17,533.73 ~ $0.28 per square foot of school space + 1.5% per year COLA adjustment starting in Year 2150 Repairs and Maintenance Services 430 2400 $0.00 $0.00 $0.00 $0.00 $0.00151 Rental of Equipment and Vehicles 442 2400 $0.00 $0.00 $0.00 $0.00 $0.00152 Telephone and Postage 530 2400 $2,250.00 $2,635.00 $3,035.00 $3,410.00 $3,770.00 ~ $5 per student153 Travel Expense Reimbursement 582 2400 $4,500.00 $5,270.00 $6,070.00 $6,820.00 $7,540.00 ~ $10 per student154 Materials and Supplies 610 2400 $18,000.00 $21,080.00 $24,280.00 $27,280.00 $30,160.00 ~ $40 per student155 Furniture and Equipment 73X 2400 $11,250.00 $13,175.00 $15,175.00 $17,050.00 $18,850.00 ~ $25 per student156 Dues and Fees (Southern Association, etc.) 810 2400 $2,250.00 $2,635.00 $3,035.00 $3,410.00 $3,770.00 ~ $5 per student157 Miscellaneous Expenditures 890 2400 $0.00 $0.00 $0.00 $0.00 $0.00158 Group Health Insurance 210 24XX $29,082.30 $29,518.53 $36,875.46 $42,107.17 $42,738.78 ~$4,474/Year per Head of School, Head of Operations, Directors, Dean, Registrar + Office Staff, +1.5% COLA per year in years 2-5159 Social Security 220 24XX $23,560.00 $23,913.40 $28,417.70 $33,042.90 $33,517.20 6.2% of Head of School, Head of Operations, Directors, Dean, Registrar + Office Staff Salary, no COLA adjustment160 Medicare 225 24XX $5,510.00 $5,592.65 $6,646.08 $7,727.78 $7,838.70 1.45% of Head of School, Head of Operations, Directors, Dean, Registrar + Office Staff Salary, no COLA adjustment161 Employer's Contribution to Retirement 23X 24XX $3,990.00 $4,049.85 $4,812.68 $5,595.98 $5,676.30 ~1.05% of Annual Salary, no COLA adjustment162 Unemployment Compensation 250 24XX $1,748.00 $1,774.22 $2,108.41 $2,451.57 $2,486.76 ~0.46% of Annual Salary, no COLA adjustment163 Workmen's Compensation 260 24XX $2,052.00 $2,082.78 $2,475.09 $2,877.93 $2,919.24 ~0.54% of Annual Salary, no COLA adjustment164 (additional object codes may need to be added)

165166167 TOTAL D. School Administration $500,712.30 $514,194.23 $608,299.73 $701,997.92 $717,400.70

19


Year 4 Assumption



E. Business Services90 Fiscal Services (Internal Auditing, Budgeting,

Payroll, Financial and Property Accounting, etc.)168 Salaries 11X 25XX $0.00 $0.00 $0.00 $0.00 $0.00169 Purchased Professional and Tech 300 2510 $607,249.02 $711,156.07 $819,111.46 $920,319.63 $1,017,479.47 ~11.75% of Total Revenue, no COLA adjustment169 Purchased Professional and Tech 300 2510 $16,537.85 $19,367.65 $22,307.72 $25,064.02 $27,710.08 ~0.32% of Total Revenue, no COLA adjustment170 Technical Services (Bank Charges) 340 2510 $0.00 $0.00 $0.00 $0.00 $0.00171 Repairs and Maintenance Service 430 2510 $0.00 $0.00 $0.00 $0.00 $0.00172 Rental of Equipment and Vehicles 442 2510 $0.00 $0.00 $0.00 $0.00 $0.00173 Postage 530 2510 $2,400.00 $2,436.00 $2,472.54 $2,509.63 $2,547.27 ~ Flat rate of $200 per month + 1.5% per year COLA adjustment starting in Year 2174 Advertising 540 2510 $12,600.00 $14,756.00 $16,996.00 $19,096.00 $21,112.00 ~ $28 per student175 Travel Expense Reimbursement 582 2510 $0.00 $0.00 $0.00 $0.00 $0.00176 Materials and Supplies 610 2510 $2,250.00 $2,635.00 $3,035.00 $3,410.00 $3,770.00 ~ $5 per student177 Equipment 730 2510 $0.00 $0.00 $0.00 $0.00 $0.00178 Interest (short-term loans) 830 2513 $0.00 $0.00 $0.00 $0.00 $0.00179 Miscellaneous Expenditures 890 2510 $0.00 $0.00 $0.00 $0.00 $0.00180 Group Health Insurance 210 25XX $0.00 $0.00 $0.00 $0.00 $0.00181 Social Security 220 25XX $0.00 $0.00 $0.00 $0.00 $0.00182 Medicare 225 25XX $0.00 $0.00 $0.00 $0.00 $0.00183 Employer's Contribution to Retirem23X 25XX $0.00 $0.00 $0.00 $0.00 $0.00184 Unemployment Compensation 250 25XX $0.00 $0.00 $0.00 $0.00 $0.00185 Workmen's Compensation 260 25XX $0.00 $0.00 $0.00 $0.00 $0.00186187

20


Year 4 Assumption



188 TOTAL E. Business Services $641,036.87 $750,350.73 $863,922.71 $970,399.28 $1,072,618.82

F. Operation and Maintenance of Plant Services189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX $75,000.00 $76,125.00 $77,250.00 $78,375.00 $79,500.00 Annual Salary of Technology Coordinator, Facilities Coordinator + 1.5% per year COLA adjustment starting in Year 2190 Purchased Professional and Technical 300 2600 $0.00 $0.00 $0.00 $0.00 $0.00191 Rental of Equipment and Vehicles 442 2640 $0.00 $0.00 $0.00 $0.00 $0.00192 Rental of Land 441 2600 $0.00 $0.00 $0.00 $0.00 $0.00193 Materials and Supplies 610 2600 $11,800.00 $11,977.00 $12,156.66 $12,339.00 $12,524.09 ~ $0.20 per square foot of school space + 1.5% per year COLA adjustment starting in Year 2194 Gasoline 626 2600 $0.00 $0.00 $0.00 $0.00 $0.00195 Equipment 730 2600 $0.00 $0.00 $0.00 $0.00 $0.00196 Miscellaneous Expenditures 890 2600 $0.00 $0.00 $0.00 $0.00 $0.00

Operating Buildings197 Building Rental/Lease 441 2620 $0.00 $0.00 $0.00 $0.00 $0.00198 Water/Sewage 411 2620 $4,800.00 $4,872.00 $4,945.08 $5,019.26 $5,094.55 ~ Flat rate of $400 per month + 1.5% per year COLA increase starting in Year 2199 Disposal Services 421 2620 $5,400.00 $5,481.00 $5,563.22 $5,646.66 $5,731.36 ~ Flat rate of $450 per month + 1.5% per year COLA increase starting in Year 2200 Custodial Services 423 2620 $56,050.00 $56,890.75 $57,744.11 $58,610.27 $59,489.43 ~ $0.95 per square foot of school space + 1.5% per year COLA increase starting in Year 2201 Repairs and Maintenance Service 430 2620 $116,820.00 $118,572.30 $120,350.88 $122,156.15 $123,988.49 ~ $1.98 per square foot of school space + 1.5% per year COLA increase starting in Year 2202 Property Insurance 522 2620 $17,700.00 $17,965.50 $18,234.98 $18,508.51 $18,786.13 ~ Flat rate of $17,700 per year + 1.5% per year COLA increase starting in Year 2203 Telephone 530 2620 $0.00 $0.00 $0.00 $0.00 $0.00204 Natural Gas and Electricity 62X 2620 $70,800.00 $71,862.00 $72,939.93 $74,034.03 $75,144.54 ~ $1.20 per square foot of school space + 1.5% per year COLA adjustment starting in Year 2205 Care and Upkeep of Grounds 4XX 2630 $0.00 $0.00 $0.00 $0.00 $0.00206 Care and Upkeep of Equipment 4XX 2640 $0.00 $0.00 $0.00 $0.00 $0.00207 Vehicle Operation and Maintenance Varies 26XX $0.00 $0.00 $0.00 $0.00 $0.00208 Group Health Insurance 210 26XX $8,948.40 $9,082.63 $9,218.87 $9,357.15 $9,497.51 ~$4,474/Year per Tech & Facilities Coordinators, +1.5% COLA per year in years 2-5209 Social Security 220 26XX $4,650.00 $4,719.75 $4,789.50 $4,859.25 $4,929.00 6.2% of Coordinators (Technology, Facilities) Salary, no COLA adjustment210 Medicare 225 26XX $1,087.50 $1,103.81 $1,120.13 $1,136.44 $1,152.75 1.45% of Coordinators (Technology, Facilities) Salary, no COLA adjustment211 Employer's Contribution to Retirement 23X 26XX $787.50 $799.31 $811.13 $822.94 $834.75 ~1.05% of Annual Salary, no COLA adjustment212 Unemployment Compensation 250 26XX $345.00 $350.18 $355.35 $360.53 $365.70 ~0.46% of Annual Salary, no COLA adjustment213 Workmen's Compensation 260 26XX $405.00 $411.08 $417.15 $423.23 $429.30 ~0.54% of Annual Salary, no COLA adjustment214 (additional object codes may need to be added)

215216

21


Year 4 Assumption



217 TOTAL F. Operation & Maintenance of Plant Services $374,593.40 $380,212.30 $385,896.97 $391,648.40 $397,467.59

G. Student Transportation Services218 Purchased Professional and Technical 3XX 27XX $0.00 $0.00 $0.00 $0.00 $0.00

Regular Transportation Services219 Salaries (Bus Driver & Substitutes) 11X 27XX220 Repairs and Maintenance Service 430 2721221 Payments in Lieu of Transportatio 519 2721222 Fleet Insurance 523 2721223 Materials and Supplies 610 2721224 Gasoline/Diesel 626 2721225 Equipment 730 2721226 Miscellaneous Expenditures 890 2721227 Group Health Insurance 210 27XX228 Social Security 220 27XX229 Medicare 225 27XX230 Employer's Contribution to Retirem23X 27XX231 Unemployment Compensation 250 27XX232 Workmen's Compensation 260 27XX233 (additional object codes may need to be added)

234235

22


Year 4 Assumption



236 TOTAL G. Student Transportation Services $0.00 $0.00 $0.00 $0.00 $0.00

H. Central ServicesPlanning, Research, Development, and Evaluation Svcs.

237 Purchased Professional and Tech 300 28XX238 Fingerprinting and Background Ch339 2830 $3,737.50 $4,257.50 $5,070.00 $5,655.00 $6,110.00 ~ $65 per Full Time Employee, no COLA adjustment239 Advertising 540 2830240 Data Processing Services Varies 28XX241 Group Health Insurance 210 28XX242 Social Security 220 28XX243 Medicare 225 28XX244 Employer's Contribution to Retirement 23X 28XX245 Unemployment Compensation 250 28XX246 Workmen's Compensation 260 28XX247248249 TOTAL H. Central Services $3,737.50 $4,257.50 $5,070.00 $5,655.00 $6,110.00

23


Year 4 Assumption



250 TOTAL II. SUPPORT SERVICE EXPENDITURES $1,760,371.50 $1,903,357.75 $2,193,596.70 $2,411,682.74 $2,546,849.08

III. OPERATION OF NON-INSTRUCTIONAL SERVICESA. Food Service Operations

251 Salaries 11X 3100252 Purchased Property Services 4XX 3100253 Food Service Management 570 3100 $231,452.64 $271,056.76 $312,203.89 $350,779.33 $387,811.76 Free and Reduced Meals Expense @ ~$2.86/Student for Lunch, Breakfast and Snacks for 180 Days 254 Travel Reimbursement & Mileage 58X 3100255 Materials and Supplies 610 3100256 Energy (Gas, Electricity, etc.) 620 3100257 Technical Services 340 3100258 Food (Purchased & Commodities) 63X 3100259 Telephone and Postage 530 3100260 Equipment 730 3100261 Group Health Insurance 210 31XX262 Social Security 220 31XX263 Medicare 225 31XX264 Employer's Contribution to Retirement 23X 31XX265 Unemployment Compensation 250 31XX266 Workmen's Compensation 260 31XX267 (additional object codes may need to be added)

268269

24


Year 4 Assumption



270 TOTAL A. Food Service Operations $231,452.64 $271,056.76 $312,203.89 $350,779.33 $387,811.76

B. Community Service Operations (e.g. 4-H programs)271 Salaries 11X 33XX272 Materials and Supplies 610 3300273 Group Health Insurance 210 33XX274 Social Security 220 33XX275 Medicare 225 33XX276 Employer's Contribution to Retirement 23X 33XX277 Unemployment Compensation 250 33XX278 Workmen's Compensation 260 33XX279 (additional object codes may need to be added)

280

281 TOTAL B. Community Service Operations $0.00 $0.00 $0.00 $0.00 $0.00

TOTAL III. OPERATION OF NON-INSTRUCTIONAL282 SERVICE EXPENDITURES $231,452.64 $271,056.76 $312,203.89 $350,779.33 $387,811.76

IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.283 Architect/Engineering Services 334 4300284 Construction Services 450 4500285 Building Improvements - Renovate/Rem450 4600286 Equipment 730 4500287 Repairs and Maintenance Services 430 4000288 (additional object codes may need to be added)

289290

TOTAL IV. FACILITY ACQUISITION AND CONSTRUCTION

25


Year 4 Assumption



291 SERVICE EXPENDITURES $0.00 $0.00 $0.00 $0.00 $0.00

V. DEBT SERVICE292 Debt Service293 Banking Services 340 5100294 Interest (long-term) 830 5100 $763,382.35 $763,382.35 $752,843.56 $741,725.14 $729,995.20 Annual interest payment at 5.50% of total bond debt of ~$13.9Mil295 Redemption of Principal 910 5100 $0.00 $191,614.38 $202,153.17 $213,271.59 $225,001.53 Annual principal payment on $13.9Mil amortized over 30 years.296 Miscellaneous Expenditures 890 5100297 (additional object codes may need to be added)

298299300 TOTAL V. DEBT SERVICE $763,382.35 $954,996.73 $954,996.73 $954,996.73 $954,996.73

TOTAL I - V. ALL EXPENDITURES $5,152,201.90 $5,976,367.51 $6,846,049.24 $7,581,869.19 $8,184,989.32

VI. OTHER FINANCING USES301 Other Uses of Funds (provide detail) Varies 52XX302303 TOTAL VI. OTHER FINANCING SOURCES (USES) $0.00 $0.00 $0.00 $0.00 $0.00

FUND BALANCESEXCESS (DEFICIENCY) OF REVENUE AND OTHER SOURCES

304 OVER EXPENDITURES AND OTHER USES $282,185.66 $387,904.14 $484,335.75 $654,247.07 $920,628.95

$1,943,819.54 $2,212,358.28 $2,525,652.51 $2,798,597.46 $3,049,942.58

26

School Name: ___ BASIS Baton Rouge #2 450 527


1 Local Per Pupil Aid 1XXX $3,450,150.00 Local Revenue/Per Pupil Aid per LDE2 Earnings on Investments 15XX3 Food Service 16XX4 Community Service Activities 1800

Other Revenue From Local Sources5 Contributions and Donations 19206 Books and Supplies Sold 19407 Other Miscellaneous Revenues 199X8 (additional function codes may need to be added)9

10 TOTAL REVENUES FROM LOCAL SOURCES $3,273,300.00


11 State Per Pupil Aid 311X $1,255,500.00 State Revenue12 Other Unrestricted Revenues 3190

Restricted Grants-In-Aid13 Education Support Fund (8g) 322014 PIP 323015 Other Restricted Revenues 329016 (additional function codes may need to be added)1718 TOTAL REVENUE FROM STATE SOURCES $1,255,500.00

A note about assumptions: For all line items related to staffing, assumptions should at a minimum include the number of staff members, whether they will be employees or contractors, and, if contractors, the nature of their work.

Amount

Year 1 Operating Statement of Activities


Description Object Code

Function Code Assumption

27



Amount





19 Impact Aid Fund 4110Restricted Grants-In-Aid Direct From the Federal Gov't

20 Other Restricted Grants - Direct 4390Restricted Grants-In-Aid From Federal Gov't Thru State

21 School Food Service 4515 $58,300.56 Free and Reduced Meals Revenue @ ~$0.72/Student for Lunch, Breakfast and Snacks for 180 Days Special Education

22 IDEA - Part B 4531 $83,700.00 See MFP and Federal Revenue tab for assumptions23 IDEA - Preschool 453224 Other Special Education Programs 4535

No Child Left Behind (NCLB)25 Title I 4541 $249,750.00 See MFP and Federal Revenue tab for assumptions26 Title I, Part C - Migrant 454227 Title V - Innovative Education Programs 454328 Title IV - Safe and Drug Free Schools / Comm. 454429 Title II - Teacher & Principal Training/Recruiting 4545 $33,300.00 See MFP and Federal Revenue tab for assumptions30 Other IASA Programs 454631 Other Restricted Grants through State 4590

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 492033 (additional function codes may need to be added)343536 TOTAL REVENUE FROM FEDERAL SOURCES $425,050.56

Other Sources of Funds (Provide Detail)37 5XXX $247,500.00 Fundraising @ ~$350/Student + Extra-Curricular @ $200/Student38 $233,037.00 Free and Reduced Meals Revenue @ ~$2.88/Student for Lunch, Breakfast and Snacks for 180 Days 39 TOTAL REVENUES AND OTHER SOURCES OF FUNDS $5,434,387.56

28



Amount




EXPENDITURES:


Salaries40 Teachers 112 1100 1,615,000$ 38 Teachers @ $42,500/Teacher41 Aides 115 1100 175,000$ 7 Aides @ $22,500/Aide42 Substitute Teachers and Aides 123 110043 Purchased Professional and Technical Services 300 110044 Repairs and Maintenance Services 430 110045 Travel Expense Reimbursement 582 1100

Instructional Supplies 46 Materials and Supplies (e.g., printed report cards) 610 1100 22,500$ ~$50/Student46 Materials and Supplies - Technology 610 1100 9,000$ ~$20/Student47 Textbooks/Workbooks 642 1100 11,250$ ~$25/Student48 Equipment 730 110049 Miscellaneous Expenditures 890 110050 Group Health Insurance 210 1200 201,339$ ~$4,474/Year per Teacher + Staff51 Social Security 220 1200 110,980$ 6.2% of Teacher + Aides Salary52 Medicare 225 1200 25,955$ 1.45% of Teacher + Aides Salary53 Employer's Contribution to Retirement 23X 1200 18,795$ ~1.05% of Annual Salary54 Unemployment Compensation 250 1200 8,234$ ~0.46% of Annual Salary55 Workmen's Compensation 260 1200 9,666$ ~0.54% of Annual Salary57585960 TOTAL A. Regular Program Expenditures 2,207,719$

29



Amount





Salaries61 Teachers 112 1210 50,000$ Annual Salary of SPED Teacher62 Therapists (OT,PT,Speech,etc.) 113 121063 Aides 115 121064 Substitute Teachers and Aides 123 121065 Purchased Professional and Technical Services 300 1210 39,519$ ~$88/Student for IDEA66 Repairs and Maintenance Services 430 121067 Travel Expense Reimbursement 582 1210

Instructional Supplies68 Materials and Supplies 610 1210 450$ ~$50/Student for 9 Students69 Textbooks/Workbooks 642 1210 144$ ~$16/Student for 9 Students70 Equipment 730 121071 Miscellaneous Expenditures 890 121072 Group Health Insurance 210 1200 4,474$ ~$4,474/Year for SPED Teacher73 Social Security 220 1200 3,100$ 6.2% of Teacher Salary74 Medicare 225 1200 725$ 1.45% of Teacher Salary75 Employer's Contribution to Retirement 23X 1200 525$ ~1.05% of Annual Salary76 Unemployment Compensation 250 1200 230$ ~0.46% of Annual Salary77 Workmen's Compensation 260 1200 270$ ~0.54% of Annual Salary78 (additional object codes may need to be added)

79808182 TOTAL B. Special Education Programs 99,437$

30



Amount





Salaries83 Teachers 112 Varies 45,000$ Annual Salary of Director of Student Affairs84 Aides 115 Varies85 Substitute Teachers and Aides 123 Varies86 Purchased Professional and Technical Services 300 Varies 36,000$ ~$80/Student87 Repairs and Maintenance Services 430 Varies88 Travel Expense Reimbursement 582 Varies

Instructional Supplies89 Materials and Supplies 610 Varies90 Textbooks/Workbooks 642 Varies91 Furniture and Equipment 73X Varies92 Miscellaneous Expenditures 890 Varies93 Group Health Insurance 210 Varies 4,474$ ~$4,474/Year for Director of Student Affairs94 Social Security 220 Varies 2,790$ 6.2% of Director of Student Affairs Salary95 Medicare 225 Varies 653$ 1.45% of Director of Student Affairs Salary96 Employer's Contribution to Retirement 23X Varies 473$ ~1.05% of Director of Student Affairs Salary97 Unemployment Compensation 250 Varies 207$ ~0.46% of Director of Student Affairs Salary98 Workmen's Compensation 260 Varies 243$ ~0.54% of Director of Student Affairs Salary99 (additional object codes may need to be added)

100101

102103 C. TOTAL Other Instructional Programs 89,839$ 104 TOTAL I. INSTRUCTION 2,396,995$

31



Amount





105 Child Welfare and Attendance Svcs. (Supervisor/Secretarial) Varies 21XX -106 Guidance Services (Guidance Counselor) Varies 21XX -107 Health Services (Nurse) Varies 21XX 40,000$ Annual Salary of Nurse108 Pupil Assessment and Appraisal Services Varies 21XX 19,720$ 16% of K/1 students + 5 addt'l @ $680/Student109 Group Health Insurance 210 21XX 4,474$ ~$4,474/Year for Nurse110 Social Security 220 21XX 2,480$ 6.2% of Nurse Salary111 Medicare 225 21XX 580$ 1.45% of Nurse Salary112 Employer's Contribution to Retirement 23X 21XX 420$ ~1.05% of Nurse Salary113 Unemployment Compensation 250 21XX 184$ ~0.46% of Nurse Salary114 Workmen's Compensation 260 21XX 216$ ~0.54% of Nurse Salary115 (additional object codes may need to be added) -116117118 TOTAL A. Pupil Support Services 68,074$

B. Instructional Staff Services119 Salaries of Directors, Supervisors, Coordinators, etc.. 111 22XX 65,000$ Annual Salary of Director of Academic Programs120 Instruction and Curriculum Development Services Varies 22XX 9,450$ ~$21/Student121 Travel & Mileage Expense Reimbursement 58X 22XX122 Instructional Staff Training Services Varies 2230 9,819$ ~0.19% of Total Revenue123 School Library Services Varies 22XX 4,500$ ~10/Student109 Group Health Insurance 210 21XX 4,474$ ~$4,474/Year for Director of Academic Programs110 Social Security 220 21XX 4,030$ 6.2% of Director of Academic Programs Salary111 Medicare 225 21XX 943$ 1.45% of Director of Academic Programs Salary112 Employer's Contribution to Retirement 23X 21XX 683$ ~1.05% of Director of Academic Programs Salary113 Unemployment Compensation 250 21XX 299$ ~0.46% of Director of Academic Programs Salary114 Workmen's Compensation 260 21XX 351$ ~0.54% of Director of Academic Programs Salary130 (additional object codes may need to be added)

131132133 TOTAL B. Instructional Staff Services 99,549$

32



Amount





134 Legal Services 332 23XX 19,639$ ~0.38% of Total Revenue135 Purchased Professional and Technical Services 300 2311136 Audit Services 333 2311 5,000$ ~ Flat Rate of $5k per year137 Insurance (Other than Emp. Benefits) 52X 23XX 43,530$ ~ Flat Rate of $43,530 per year138 Advertising 540 2311139 Travel/Mileage (Board of Directors) 730 23XX 4,500$ ~ $10 per student140 Dues and Fees 810 2311141 Judgements 820 2311 -142 (additional object codes may need to be added)

143144145 TOTAL C. General Administration 72,669$

33



Amount





146 Principals 111 2410 180,000$ Annual Salary of Head of School, Head of Operations147 Assistant Principals 111 2420 115,000$ Annual Salary of Director of K-6/HS Programs, Dean of Students148 Clerical/Secretarial 114 2400 85,000$ Annual Salary of Registrar, Office Staff149 Purchased Professional and Technical Services 300 2400 16,520$ ~ $0.28 per square foot of school space150 Repairs and Maintenance Services 430 2400151 Rental of Equipment and Vehicles 442 2400152 Telephone and Postage 530 2400 2,250$ ~ $5 per student153 Travel Expense Reimbursement 582 2400 4,500$ ~ $10 per student154 Materials and Supplies 610 2400 18,000$ ~ $40 per student155 Furniture and Equipment 73X 2400 11,250$ ~ $25 per student156 Dues and Fees (Southern Association, etc.) 810 2400 2,250$ ~ $5 per student157 Miscellaneous Expenditures 890 2400158 Group Health Insurance 210 21XX 29,082$ ~ $4,474 per student159 Social Security 220 21XX 23,560$ 6.2% of Director of Academic Programs Salary160 Medicare 225 21XX 5,510$ 1.45% of Director of Academic Programs Salary161 Employer's Contribution to Retirement 23X 21XX 3,990$ ~1.05% of Director of Academic Programs Salary162 Unemployment Compensation 250 21XX 1,748$ ~0.46% of Director of Academic Programs Salary163 Workmen's Compensation 260 21XX 2,052$ ~0.54% of Director of Academic Programs Salary164 (additional object codes may need to be added)

165166167 TOTAL D. School Administration 500,712$

34



Amount





Payroll, Financial and Property Accounting, etc.)168 Salaries 11X 25XX169 Purchased Professional and Technical Services - Mana 300 2510 607,249$ ~11.75% of Total Revenue

Purchased Professional and Technical Services - SAIS 300 2510 16,538$ ~0.32% of Total Revenue170 Technical Services (Bank Charges) 340 2510171 Repairs and Maintenance Services 430 2510172 Rental of Equipment and Vehicles 442 2510173 Postage 530 2510 2,400$ ~ Flat rate of $200 per month174 Advertising 540 2510 12,600$ ~ $28 per student175 Travel Expense Reimbursement 582 2510176 Materials and Supplies - Technology 610 2510 2,250$ ~ $5 per student177 Equipment 730 2510178 Interest (short-term loans) 830 2513179 Miscellaneous Expenditures 890 2510180 Group Health Insurance 210 25XX181 Social Security 220 25XX182 Medicare 225 25XX183 Employer's Contribution to Retirement 23X 25XX184 Unemployment Compensation 250 25XX185 Workmen's Compensation 260 25XX186187

35



Amount




188 TOTAL E. Business Services 641,037$

F. Operation and Maintenance of Plant Services189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX 75,000$ Annual Salary of Technology Coordinator, Facilities Coordinator190 Purchased Professional and Technical Services 300 2600191 Rental of Equipment and Vehicles 442 2640192 Rental of Land 441 2600193 Materials and Supplies 610 2600 11,800$ ~ $0.20 per square foot of school space194 Gasoline 626 2600195 Equipment 730 2600196 Miscellaneous Expenditures 890 2600

Operating Buildings197 Building Rental/Lease 441 2620 -$ 198 Water/Sewage 411 2620 4,800$ ~ Flat rate of $400 per month199 Disposal Services 421 2620 5,400$ ~ Flat rate of $450 per month200 Custodial Services 423 2620 56,050$ ~ $0.95 per square foot of school space201 Repairs and Maintenance Services 430 2620 116,820$ ~ $1.98 per square foot of school space202 Property Insurance 522 2620 17,700$ ~ Flat rate of $17,700 per year203 Telephone 530 2620204 Natural Gas and Electricity 62X 2620 70,800$ ~ $1.20 per square foot of school space205 Care and Upkeep of Grounds 4XX 2630206 Care and Upkeep of Equipment 4XX 2640207 Vehicle Operation and Maintenance Varies 26XX208 Group Health Insurance 210 26XX 8,948$ ~ $4,474 per student209 Social Security 220 26XX 4,650$ 6.2% of Director of Academic Programs Salary210 Medicare 225 26XX 1,088$ 1.45% of Director of Academic Programs Salary211 Employer's Contribution to Retirement 23X 26XX 788$ ~1.05% of Director of Academic Programs Salary212 Unemployment Compensation 250 26XX 345$ ~0.46% of Director of Academic Programs Salary213 Workmen's Compensation 260 26XX 405$ ~0.54% of Director of Academic Programs Salary214 (additional object codes may need to be added)

215216

36



Amount




217 TOTAL F. Operation & Maintenance of Plant Services 374,593$

G. Student Transportation Services218 Purchased Professional and Technical Services 3XX 27XX -$

Regular Transportation Services219 Salaries (Bus Driver & Substitutes) 11X 27XX -$ 220 Repairs and Maintenance Services 430 2721 -$ 221 Payments in Lieu of Transportation 519 2721 -$ 222 Fleet Insurance 523 2721 -$ 223 Materials and Supplies 610 2721 -$ 224 Gasoline/Diesel 626 2721 -$ 225 Equipment 730 2721 -$ 226 Miscellaneous Expenditures 890 2721 -$ 227 Group Health Insurance 210 27XX -$ 228 Social Security 220 27XX -$ 229 Medicare 225 27XX -$ 230 Employer's Contribution to Retirement 23X 27XX -$ 231 Unemployment Compensation 250 27XX -$ 232 Workmen's Compensation 260 27XX -$ 233 (additional object codes may need to be added)

234235

37



Amount




236 TOTAL G. Student Transportation Services -$


237 Purchased Professional and Technical Services 300 28XX238 Fingerprinting and Background Check 339 2830 3,738$ ~ $65 per Full Time Employee239 Advertising 540 2830240 Data Processing Services Varies 28XX -$ 241 Group Health Insurance 210 28XX -$ 242 Social Security 220 28XX -$ 243 Medicare 225 28XX -$ 244 Employer's Contribution to Retirement 23X 28XX -$ 245 Unemployment Compensation 250 28XX -$ 246 Workmen's Compensation 260 28XX -$ 247248249 TOTAL H. Central Services 3,738$

38



Amount




250 TOTAL II. SUPPORT SERVICE EXPENDITURES 1,760,372$


251 Salaries 11X 3100 -$ 252 Purchased Property Services 4XX 3100 -$ 253 Food Service Management 570 3100 231,453$ Free and Reduced Meals Expense @ ~$2.86/Student for Lunch, Breakfast and Snacks for 180 Days 254 Travel Reimbursement & Mileage 58X 3100 -$ 255 Materials and Supplies 610 3100 -$ 256 Energy (Gas, Electricity, etc.) 620 3100 -$ 257 Technical Services 340 3100 -$ 258 Food (Purchased & Commodities) 63X 3100 -$ 259 Telephone and Postage 530 3100 -$ 260 Equipment 730 3100 -$ 261 Group Health Insurance 210 31XX -$ 262 Social Security 220 31XX -$ 263 Medicare 225 31XX -$ 264 Employer's Contribution to Retirement 23X 31XX -$ 265 Unemployment Compensation 250 31XX -$ 266 Workmen's Compensation 260 31XX -$ 267 (additional object codes may need to be added)

268269

39



Amount




270 TOTAL A. Food Service Operations 231,453$

B. Community Service Operations (e.g. 4-H programs)271 Salaries 11X 33XX272 Materials and Supplies 610 3300273 Group Health Insurance 210 33XX274 Social Security 220 33XX275 Medicare 225 33XX276 Employer's Contribution to Retirement 23X 33XX277 Unemployment Compensation 250 33XX278 Workmen's Compensation 260 33XX279 (additional object codes may need to be added)

280

281 TOTAL B. Community Service Operations -$

TOTAL III. OPERATION OF NON-INSTRUCTIONAL282 SERVICE EXPENDITURES 231,453$

IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.283 Architect/Engineering Services 334 4300284 Construction Services 450 4500285 Building Improvements - Renovate/Remodel 450 4600286 Equipment 730 4500287 Repairs and Maintenance Services 430 4000288 (additional object codes may need to be added)

289290

TOTAL IV. FACILITY ACQUISITION AND CONSTRUCTION

40



Amount




291 SERVICE EXPENDITURES -$

V. DEBT SERVICEDebt Service

292 Banking Services 340 5100 -$ 293 Interest (long-term) 830 5100 763,382$ First year interest expense of total bond debt of ~$13.9Mil Debt @ 5.5%294 Redemption of Principal 910 5100295 Miscellaneous Expenditures 890 5100296 (additional object codes may need to be added)

297298299 TOTAL V. DEBT SERVICE 763,382$

300 TOTAL I - V. ALL EXPENDITURES $5,152,201.90

VI. OTHER FINANCING USES301 Other Uses of Funds (provide detail) Varies 52XX302303 TOTAL VI. OTHER FINANCING SOURCES (USES) $0.00


304 OVER EXPENDITURES AND OTHER USES $282,185.66

41

School Name: ______________________________________________________ 450 527 607 682 754


1 Local Per Pupil Aid 1XXX $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $3,450,150.002 Earnings on Investments 15XX $0.003 Food Service 16XX $0.004 Community Service Activities 1800 $0.00

Other Revenue From Local Sources5 Contributions and Donations 1920 $0.006 Books and Supplies Sold 1940 $0.007 Other Miscellaneous Revenues 199X $0.008 (additional function codes may need to be added) $0.009 $0.0010 TOTAL REVENUES FROM LOCAL SOURCES $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $287,512.50 $3,450,150.00


11 State Per Pupil Aid 311X $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $1,255,500.0012 Other Unrestricted Revenues 3190 $0.00 $0.00

Restricted Grants-In-Aid13 Education Support Fund (8g) 3220 $0.0014 PIP 3230 $0.0015 Other Restricted Revenues 3290 $0.0016 (additional function codes may need to be added) $0.0017 $0.0018 TOTAL REVENUE FROM STATE SOURCES $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $104,625.00 $1,255,500.00


NovemberDescription August September OctoberObject Code

Function Code July

Year 1 Cash Flow Projection

April May June TotalDecember January February March

42

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




19 Impact Aid Fund 4110 $0.00Restricted Grants-In-Aid Direct From the Federal Gov't

20 Other Restricted Grants - Direct 4390 $0.00Restricted Grants-In-Aid From Federal Gov't Thru State

21 School Food Service 4515 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $4,858.38 $58,300.56Special Education

22 IDEA - Part B 4531 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $6,975.00 $83,700.0023 IDEA - Preschool 4532 $0.0024 Other Special Education Programs 4535 $0.00

No Child Left Behind (NCLB)25 Title I 4541 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $20,812.50 $249,750.0026 Title I, Part C - Migrant 4542 $0.0027 Title V - Innovative Education Programs 4543 $0.0028 Title IV - Safe and Drug Free Schools / Comm. 4544 $0.0029 Title II - Teacher & Principal Training/Recuiting 4545 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $2,775.00 $33,300.0030 Other IASA Programs 4546 $0.0031 Other Restricted Grants through State 4590 $0.00

Revenue For/On Behalf of the LEA32 Value of USDA Commodities 4920 $0.0033 (additional function codes may need to be added) $0.0034 $0.0035 $0.0036 TOTAL REVENUE FROM FEDERAL SOURCES $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $35,420.88 $425,050.56

Other Sources of Funds (Provide Detail)37 5XXX $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $20,625.00 $247,500.0038 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $19,419.75 $233,037.0039 TOTAL REVENUES AND OTHER SOURCES OF FUNDS $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $467,603.13 $5,611,237.56

43

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July



EXPENDITURES:


Salaries40 Teachers 112 1100 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ 134,583$ $1,615,000.0041 Aides 115 1100 14,583$ $14,583.3342 Substitute Teachers and Aides 123 1100 $0.0043 Purchased Professional and Technical Services 300 1100 $0.0044 Repairs and Maintenance Services 430 1100 $0.0045 Travel Expense Reimbursement 582 1100 $0.00

Instructional Supplies 46 Materials and Supplies (e.g., printed report cards) 610 1100 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ 1,875$ $22,500.0047 Textbooks/Workbooks 642 1100 750$ 750$ 750$ 750$ 750$ 750$ 750$ 750$ 750$ 750$ 750$ 750$ $9,000.0048 Equipment 730 1100 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ $11,250.0049 Miscellaneous Expenditures 890 1100 $0.0050 Group Health Insurance 210 1100 $0.0051 Social Security 220 1100 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ 16,778$ $201,339.0052 Medicare 225 1100 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ 9,248$ $110,980.0053 Employer's Contribution to Retirement 23X 1100 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ 2,163$ $25,955.0054 Unemployment Compensation 250 1100 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ 1,566$ $18,795.0055 Workmen's Compensation 260 1100 686$ 686$ 686$ 686$ 686$ 686$ 686$ 686$ 686$ 686$ 686$ 686$ $8,234.0056 (additional object codes may need to be added) 806$ 806$ 806$ 806$ 806$ 806$ 806$ 806$ 806$ 806$ 806$ 806$ $9,666.0057 $0.0058 $0.0059 $0.0060 TOTAL A. Regular Program Expenditures $183,976.58 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $169,393.25 $2,047,302.33

44

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




Salaries61 Teachers 112 1210 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ 4,167$ $50,000.0062 Therapists (OT,PT,Speech,etc.) 113 1210 $0.0063 Aides 115 1210 $0.0064 Substitute Teachers and Aides 123 1210 $0.0065 Purchased Professional and Technical Services 300 1210 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ 3,293$ $39,519.0066 Repairs and Maintenance Services 430 1210 $0.0067 Travel Expense Reimbursement 582 1210 $0.00

Instructional Supplies68 Materials and Supplies 610 1210 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ 38$ $450.0069 Textbooks/Workbooks 642 1210 144$ 145$ 146$ 147$ 148$ 149$ 150$ 151$ 152$ 153$ 154$ 155$ $1,794.0070 Equipment 730 1210 $0.0071 Miscellaneous Expenditures 890 1210 $0.0072 Group Health Insurance 210 1200 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ $4,474.2073 Social Security 220 1200 258$ 258$ 258$ 258$ 258$ 258$ 258$ 258$ 258$ 258$ 258$ 258$ $3,100.0074 Medicare 225 1200 60$ 60$ 60$ 60$ 60$ 60$ 60$ 60$ 60$ 60$ 60$ 60$ $725.0075 Employer's Contribution to Retirement 23X 1200 44$ 44$ 44$ 44$ 44$ 44$ 44$ 44$ 44$ 44$ 44$ 44$ $525.0076 Unemployment Compensation 250 1200 19$ 19$ 19$ 19$ 19$ 19$ 19$ 19$ 19$ 19$ 19$ 19$ $230.0077 Workmen's Compensation 260 1200 23$ 23$ 23$ 23$ 23$ 23$ 23$ 23$ 23$ 23$ 23$ 23$ $270.0078 (additional object codes may need to be added) $0.0079 $0.0080 $0.0081 $0.0082 TOTAL B. Special Education Programs $8,418.43 $8,419.43 $8,420.43 $8,421.43 $8,422.43 $8,423.43 $8,424.43 $8,425.43 $8,426.43 $8,427.43 $8,428.43 $8,429.43 $101,087.20

45

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




Salaries83 Teachers 112 Varies 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ 3,750$ $45,000.0084 Aides 115 Varies $0.0085 Substitute Teachers and Aides 123 Varies $0.0086 Purchased Professional and Technical Services 300 Varies 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ 3,000$ $36,000.0087 Repairs and Maintenance Services 430 Varies $0.0088 Travel Expense Reimbursement 582 Varies $0.00

Instructional Supplies89 Materials and Supplies 610 Varies $0.0090 Textbooks/Workbooks 642 Varies $0.0091 Furniture and Equipment 73X Varies $0.0092 Miscellaneous Expenditures 890 Varies $0.0093 Group Health Insurance 210 Varies 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ $4,474.2094 Social Security 220 Varies 2,790$ 2,791$ 2,792$ 2,793$ 2,794$ 2,795$ 2,796$ 2,797$ 2,798$ 2,799$ 2,800$ 2,801$ $33,546.0095 Medicare 225 Varies 54$ 54$ 54$ 54$ 54$ 54$ 54$ 54$ 54$ 54$ 54$ 54$ $652.5096 Employer's Contribution to Retirement 23X Varies 39$ 39$ 39$ 39$ 39$ 39$ 39$ 39$ 39$ 39$ 39$ 39$ $472.5097 Unemployment Compensation 250 Varies 17$ 17$ 17$ 17$ 17$ 17$ 17$ 17$ 17$ 17$ 17$ 17$ $207.0098 Workmen's Compensation 260 Varies 20$ 20$ 20$ 20$ 20$ 20$ 20$ 20$ 20$ 20$ 20$ 20$ $243.0099 (additional object codes may need to be added) $0.00

100 $0.00101 $0.00102 $0.00103 C. TOTAL Other Instructional Programs 10,044$ 10,045$ 10,046$ 10,047$ 10,048$ 10,049$ 10,050$ 10,051$ 10,052$ 10,053$ 10,054$ 10,055$ $120,595.20104 TOTAL I. INSTRUCTION 202,439$ 187,858$ 187,860$ 187,862$ 187,864$ 187,866$ 187,868$ 187,870$ 187,872$ 187,874$ 187,876$ 187,878$ $2,268,984.73

46

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




105 Child Welfare and Attendance Svcs. (Supervisor/Secretarial) Varies 21XX - $0.00106 Guidance Services (Guidance Counselor) Varies 21XX - $0.00107 Health Services (Nurse) Varies 21XX 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ 3,333$ $40,000.00108 Pupil Assessment and Appraisal Services Varies 21XX 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ 1,643$ $19,720.00109 Group Health Insurance 210 21XX 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ $4,474.20110 Social Security 220 21XX 207$ 207$ 207$ 207$ 207$ 207$ 207$ 207$ 207$ 207$ 207$ 207$ $2,480.00111 Medicare 225 21XX 48$ 48$ 48$ 48$ 48$ 48$ 48$ 48$ 48$ 48$ 48$ 48$ $580.00112 Employer's Contribution to Retirement 23X 21XX 35$ 35$ 35$ 35$ 35$ 35$ 35$ 35$ 35$ 35$ 35$ 35$ $420.00113 Unemployment Compensation 250 21XX 15$ 15$ 15$ 15$ 15$ 15$ 15$ 15$ 15$ 15$ 15$ 15$ $184.00114 Workmen's Compensation 260 21XX 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ 18$ $216.00115 (additional object codes may need to be added) - - - - - - - - - - - - $0.00116 $0.00117 $0.00118 TOTAL A. Pupil Support Services 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ 5,673$ $68,074.20

B. Instructional Staff Services119 Salaries of Directors, Supervisors, Coordinators, ect. 111 22XX 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ 5,417$ $65,000.00120 Instruction and Curriculum Development Services Varies 22XX 788$ 788$ 788$ 788$ 788$ 788$ 788$ 788$ 788$ 788$ 788$ 788$ $9,450.00121 Travel & Mileage Expense Reimbursement 58X 22XX $0.00122 Instructional Staff Training Services Varies 2230 818$ 818$ 818$ 818$ 818$ 818$ 818$ 818$ 818$ 818$ 818$ 818$ $9,819.35123 School Library Services Varies 22XX 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ $4,500.00124 Group Health Insurance 210 22XX 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ 373$ $4,474.20125 Social Security 220 22XX 336$ 336$ 336$ 336$ 336$ 336$ 336$ 336$ 336$ 336$ 336$ 336$ $4,030.00126 Medicare 225 22XX 79$ 79$ 79$ 79$ 79$ 79$ 79$ 79$ 79$ 79$ 79$ 79$ $942.50127 Employer's Contribution to Retirement 23X 22XX 57$ 57$ 57$ 57$ 57$ 57$ 57$ 57$ 57$ 57$ 57$ 57$ $682.50128 Unemployment Compensation 250 22XX 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ 25$ $299.00129 Workmen's Compensation 260 22XX 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ $351.00130 (additional object codes may need to be added) $0.00131 $0.00132 $0.00133 TOTAL B. Instructional Staff Services 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ 8,296$ $99,548.55

47

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




134 Legal Services 332 23XX 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ 1,637$ $19,638.69135 Purchased Professional and Technical Services 300 2311 $0.00136 Audit Services 333 2311 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ 417$ $5,000.00137 Insurance (Other than Emp. Benefits) 52X 23XX 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ 3,628$ $43,530.00138 Advertising 540 2311 $0.00139 Travel/Mileage (Board of Directors) 730 23XX 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ $4,500.00140 Dues and Fees 810 2311 $0.00141 Judgements 820 2311 - - - - - - - - - - - - $0.00142 (additional object codes may need to be added) $0.00143 $0.00144 $0.00145 TOTAL C. General Administration 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ 6,056$ $72,668.69

48

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




146 Principals 111 2410 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ $180,000.00147 Assistant Principals 111 2420 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ 9,583$ $115,000.00148 Clerical/Secretarial 114 2400 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ 7,083$ $85,000.00149 Purchased Professional and Technical Services 300 2400 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ 1,377$ $16,520.00150 Repairs and Maintenance Services 430 2400 $0.00151 Rental of Equipment and Vehicles 442 2400 $0.00152 Telephone and Postage 530 2400 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ $2,250.00153 Travel Expense Reimbursement 582 2400 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ 375$ $4,500.00154 Materials and Supplies 610 2400 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ $18,000.00155 Furniture and Equipment 73X 2400 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ 938$ $11,250.00156 Dues and Fees (Southern Association, etc.) 810 2400 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ $2,250.00157 Miscellaneous Expenditures 890 2400 $0.00158 Group Health Insurance 210 24XX 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ 2,424$ $29,082.30159 Social Security 220 24XX 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ 1,963$ $23,560.00160 Medicare 225 24XX 459$ 459$ 459$ 459$ 459$ 459$ 459$ 459$ 459$ 459$ 459$ 459$ $5,510.00161 Employer's Contribution to Retirement 23X 24XX 333$ 333$ 333$ 333$ 333$ 333$ 333$ 333$ 333$ 333$ 333$ 333$ $3,990.00162 Unemployment Compensation 250 24XX 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ 146$ $1,748.00163 Workmen's Compensation 260 24XX 171$ 171$ 171$ 171$ 171$ 171$ 171$ 171$ 171$ 171$ 171$ 171$ $2,052.00164 (additional object codes may need to be added) $0.00165 $0.00166 $0.00167 TOTAL D. School Administration 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ 41,726$ $500,712.30

49

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




Payroll, Financial and Property Accounting, etc.)168 Salaries 11X 25XX 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ 50,604$ #REF!169 Purchased Professional and Technical Services 300 2510 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ 1,378$ $607,249.02170 Technical Services (Bank Charges) 340 2510 $16,537.85171 Repairs and Maintenance Services 430 2510 $0.00172 Rental of Equipment and Vehicles 442 2510 $0.00173 Postage 530 2510 200$ 200$ 200$ 200$ 200$ 200$ 200$ 200$ 200$ 200$ 200$ 200$ $0.00174 Advertising 540 2510 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ 1,050$ $2,400.00175 Travel Expense Reimbursement 582 2510 $12,600.00176 Materials and Supplies 610 2510 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ 188$ $0.00177 Equipment 730 2510 $2,250.00178 Interest (short-term loans) 830 2513 $0.00179 Miscellaneous Expenditures 890 2510 $0.00180 Group Health Insurance 210 25XX $0.00181 Social Security 220 25XX $0.00182 Medicare 225 25XX $0.00183 Employer's Contribution to Retirement 23X 25XX $0.00184 Unemployment Compensation 250 25XX $0.00185 Workmen's Compensation 260 25XX $0.00186 $0.00187 $0.00188 TOTAL E. Business Services 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ 53,420$ #REF!

50

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July



F. Operation and Maintenance of Plant Services189 Salaries (Custodians, Security, Crossing Patrol) 11X 26XX 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ 6,250$ $75,000.00190 Purchased Professional and Technical Services 300 2600 $0.00191 Rental of Equipment and Vehicles 442 2640 $0.00192 Rental of Land 441 2600 $0.00193 Materials and Supplies 610 2600 983$ 983$ 983$ 983$ 983$ 983$ 983$ 983$ 983$ 983$ 983$ 983$ $11,800.00194 Gasoline 626 2600 $0.00195 Equipment 730 2600 $0.00196 Miscellaneous Expenditures 890 2600 $0.00

Operating Buildings197 Building Rental/Lease 441 2620 -$ 1$ 2$ 3$ 4$ 5$ 6$ 7$ 8$ 9$ 10$ 11$ $66.00198 Water/Sewage 411 2620 400$ 400$ 400$ 400$ 400$ 400$ 400$ 400$ 400$ 400$ 400$ 400$ $4,800.00199 Disposal Services 421 2620 450$ 450$ 450$ 450$ 450$ 450$ 450$ 450$ 450$ 450$ 450$ 450$ $5,400.00200 Custodial Services 423 2620 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ 4,671$ $56,050.00201 Repairs and Maintenance Services 430 2620 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ 9,735$ $116,820.00202 Property Insurance 522 2620 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ 1,475$ $17,700.00203 Telephone 530 2620 $0.00204 Natural Gas and Electricity 62X 2620 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ 5,900$ $70,800.00205 Care and Upkeep of Grounds 4XX 2630 $0.00206 Care and Upkeep of Equipment 4XX 2640 $0.00207 Vehicle Operation and Maintenance Varies 26XX $0.00208 Group Health Insurance 210 26XX 746$ 746$ 746$ 746$ 746$ 746$ 746$ 746$ 746$ 746$ 746$ 746$ $8,948.40209 Social Security 220 26XX 388$ 388$ 388$ 388$ 388$ 388$ 388$ 388$ 388$ 388$ 388$ 388$ $4,650.00210 Medicare 225 26XX 91$ 91$ 91$ 91$ 91$ 91$ 91$ 91$ 91$ 91$ 91$ 91$ $1,087.50211 Employer's Contribution to Retirement 23X 26XX 66$ 66$ 66$ 66$ 66$ 66$ 66$ 66$ 66$ 66$ 66$ 66$ $787.50212 Unemployment Compensation 250 26XX 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ 29$ $345.00213 Workmen's Compensation 260 26XX 34$ 34$ 34$ 34$ 34$ 34$ 34$ 34$ 34$ 34$ 34$ 34$ $405.00214 (additional object codes may need to be added) $0.00215 $0.00216 $0.00217 TOTAL F. Operation & Maintenance of Plant Services 31,216$ 31,217$ 31,218$ 31,219$ 31,220$ 31,221$ 31,222$ 31,223$ 31,224$ 31,225$ 31,226$ 31,227$ $374,659.40

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School Name: ______________________________________________________ 450 527 607 682 754


Function Code July



G. Student Transportation Services218 Purchased Professional and Technical Services 3XX 27XX -$ $0.00

Regular Transportation Services219 Salaries (Bus Driver & Substitutes) 11X 27XX -$ $0.00220 Repairs and Maintenance Services 430 2721 -$ $0.00221 Payments in Lieu of Transportation 519 2721 -$ $0.00222 Fleet Insurance 523 2721 -$ $0.00223 Materials and Supplies 610 2721 -$ $0.00224 Gasoline/Diesel 626 2721 -$ $0.00225 Equipment 730 2721 -$ $0.00226 Miscellaneous Expenditures 890 2721 -$ $0.00227 Group Health Insurance 210 27XX -$ $0.00228 Social Security 220 27XX -$ $0.00229 Medicare 225 27XX -$ $0.00230 Employer's Contribution to Retirement 23X 27XX -$ $0.00231 Unemployment Compensation 250 27XX -$ $0.00232 Workmen's Compensation 260 27XX -$ $0.00233 (additional object codes may need to be added) $0.00234 $0.00235 $0.00236 TOTAL G. Student Transportation Services -$ $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

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School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




237 Purchased Professional and Technical Services 300 28XX $0.00238 Fingerprinting and Background Check 339 2830 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ $3,737.50239 Advertising 540 2830 $0.00240 Data Processing Services Varies 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00241 Group Health Insurance 210 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00242 Social Security 220 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00243 Medicare 225 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00244 Employer's Contribution to Retirement 23X 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00245 Unemployment Compensation 250 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00246 Workmen's Compensation 260 28XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00247 $0.00248 $0.00249 TOTAL H. Central Services 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ 311$ $3,737.50

250 TOTAL II. SUPPORT SERVICE EXPENDITURES 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ 62,062$ #REF!

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School Name: ______________________________________________________ 450 527 607 682 754


Function Code July




251 Salaries 11X 3100 -$ $0.00252 Purchased Property Services 4XX 3100 -$ $0.00253 Food Service Management 570 3100 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ $231,452.64254 Travel Reimbursement & Mileage 58X 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00255 Materials and Supplies 610 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00256 Energy (Gas, Electricity, etc.) 620 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00257 Technical Services 340 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00258 Food (Purchased & Commodities) 63X 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00259 Telephone and Postage 530 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00260 Equipment 730 3100 -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00261 Group Health Insurance 210 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00262 Social Security 220 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00263 Medicare 225 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00264 Employer's Contribution to Retirement 23X 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00265 Unemployment Compensation 250 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00266 Workmen's Compensation 260 31XX -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ $0.00267 (additional object codes may need to be added) $0.00268 $0.00269 $0.00270 TOTAL A. Food Service Operations 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ 19,288$ $231,452.64

54

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July



B. Community Service Operations (e.g. 4-H programs)271 Salaries 11X 33XX $0.00272 Materials and Supplies 610 3300 $0.00273 Group Health Insurance 210 33XX $0.00274 Social Security 220 33XX $0.00275 Medicare 225 33XX $0.00276 Employer's Contribution to Retirement 23X 33XX $0.00277 Unemployment Compensation 250 33XX $0.00278 Workmen's Compensation 260 33XX $0.00279 (additional object codes may need to be added) $0.00280 $0.00

$0.00281 TOTAL B. Community Service Operations $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

-$ TOTAL III. OPERATION OF NON-INSTRUCTIONAL

282 SERVICE EXPENDITURES 19,288$ $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $19,287.72 $231,452.64IV. FACILITY ACQUISITION AND CONSTRUCTION SVCS.

283 Architect/Engineering Services 334 4300 $0.00284 Construction Services 450 4500 $0.00285 Building Improvements - Renovate/Remodel 450 4600 $0.00286 Equipment 730 4500 $0.00287 Repairs and Maintenance Services 430 4000 $0.00288 (additional object codes may need to be added) $0.00289 $0.00290 $0.00

TOTAL IV. FACILITY ACQUISITION AND CONSTRUCTION291 SERVICE EXPENDITURES -$ $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

55

School Name: ______________________________________________________ 450 527 607 682 754


Function Code July



V. DEBT SERVICEDebt Service

292 Banking Services 340 5100 -$ $0.00293 Interest (long-term) 830 5100 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ $763,382.35294 Redemption of Principal 910 5100 $0.00295 Miscellaneous Expenditures 890 5100 $0.00296 (additional object codes may need to be added) $0.00297 $0.00298 $0.00299 TOTAL V. DEBT SERVICE 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ 63,615$ $763,382.35

300 TOTAL I - V. ALL EXPENDITURES 347,404$ 332,822$ 332,824$ 332,826$ 332,828$ 332,830$ 332,832$ 332,834$ 332,836$ 332,838$ 332,840$ 332,842$ #REF!

VI. OTHER FINANCING USES301 Other Uses of Funds (provide detail) Varies 52XX $0.00302 $0.00303 TOTAL VI. OTHER FINANCING SOURCES (USES) $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00


304 OVER EXPENDITURES AND OTHER USES $120,199.33 $134,780.66 $134,778.66 $134,776.66 $134,774.66 $134,772.66 $134,770.66 $134,768.66 $134,766.66 $134,764.66 $134,762.66 $134,760.66 #REF!

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IDEA (Calculated

Using Total

Enrollment,ages 3 - 21))

IDEAPRESCHOOL

(Calculated Using

Total Enrollment, ages 3 - 5)

CARL PERKINS

(Calculated Using Total

Enrollment)

Title I(Calculated

UsingTotal

Enrollment,ages 5 - 17)

Title II(Calculated

Usingtotal

Enrollment, ages 5 - 17)

Title III(Calculated

Using LEP Count)

(Must generalte $10,000

allocation to be

funded)0017 EAST BATON ROUGE $186 $38 $15 $555 $74 $127

District

FY2018-19UnweightedState CostAllocationPer PupilWithout

Continuationof Prior YearPay Raises

INITIALFY2018-19

Local Revenue

Representation

(Based onProjected

FY2017-18Local

Revenue)

InitialPer PupilAmount

(UnweightedState CostAllocationPlus Initial

Local RevenueRepresentation)

Continuation

of Prior Year

Pay Raises(per pupil)

InitialPer PupilAmount

plusPay Raises(UnweightedState CostAllocationPlus Initial

Local Revenue

Representation)

INITIALFY2018-19

Local Revenue

Representation

(Based onProjected

FY2017-18Local

Revenue)

INITIALFY2018-19

Debt Svc. &Capital ProjectAmount

(Based on Projected FY17-18

Local Rev.)

INITIALFY2018-19

TotalLocal

RevenueRepresentat

ion

(With ProjectedFY17-18

DebtService &

CapitalProject

Revenue)

Initial Per Pupil

Amount(Unweighted

StateCost

AllocationPlus Initial

Local Revenue

Representation-

With ProjectedFY17-18

DebtService &

CapitalProject

Revenue)

Continuation

of Prior Year

Pay Raises(per pupil)

Initial Per Pupil

Amount plus

Pay Raises(Unweighted

StateCost

AllocationPlus Initial

Local Revenue

Representation-

With ProjectedFY17-18

DebtService &

CapitalProject

Revenue)EAST BATON ROUGE

$3,145 $5,439 $8,584 $597 $9,181 $5,439 $846 $6,285 $9,430 $597 $10,027

Charter School with a District Building Charter School without a District Building

FY2018-19 Initial Charter School Per Pupil Funding(Based on Projected FY2017-18 Local Revenue Data and February 1, 2018 Students)

Federal Funding

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Executive Summary With approval of this application, BBR Schools, Inc. will open BASIS Baton Rouge #2, a K-12 school, as part of a growing network of BASIS.ed-managed charter schools that seek to provide an accelerated, revolutionary liberal arts education at internationally competitive levels for all students. BASIS.ed-managed charter schools have been ranked consistently among the best schools in the United States—and in the world. This success is rooted in the belief that advanced coursework is for all students, not just those identified as gifted; to that end, the BASIS.ed curriculum is designed to help all students develop autonomy and organizational skills as well as academic success. BASIS.ed-managed charter schools currently educate more than 19,000 students on 27 campuses across the country, with more than 8,000 students on waitlists. BASIS Baton Rouge #2 builds upon the success of BASIS Baton Rouge which BBR Schools, Inc. opened in the 2018-2019 school year. All BASIS.ed-managed schools share an advanced, rigorous curriculum and common assessments. In addition to what we have included in the narrative here, you can read more about the BASIS.ed curriculum here. What makes us consistently extraordinary is our learning culture, which is built upon the following principles:

• Children can achieve more than we have commonly been told. With hard work, dedication, and the support of teachers and parents, 3rd graders can think critically, 6th graders can learn Physics, and high school students can read Critical Theory and Philosophy.

• Instructional time is precious. Every minute of every class should be filled.

• Mastering the basics is the precondition for going beyond them. Students learn to listen

for the music of Shakespeare’s iambic pentameter, but they must also be able to parse the grammar of a sentence and craft concise, persuasive prose.

• Homework, if it is an extension of what is being learned in the classroom, is valuable.

Practice helps students achieve mastery.

• High-stakes, summative tests that assess content and skills mastery (BASIS.ed Comprehensive Exams and AP Exams, for example) are foundational for learning.

The evaluation of teacher performance must be based on both classroom instruction and on student learning results on high-stakes assessments. The BASIS.ed philosophy underscores that every student can be successful at a BASIS.ed- managed school. Not only do our teachers have an excellent work ethic and yearn to pass that along to their students, but they also dedicate time and energy to ensuring all students have every opportunity to receive the support they might need. The BASIS.ed philosophy for our students is simple: high academic standards and an emphasis on student accountability combine to help our students achieve unparalleled academic excellence.

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Past School Performance Not only have all BASIS.ed-managed charter schools academically outperformed their respective districts each year, but they outperform public schools across the United States as well as all other countries on internationally-normed measures. The following charts illustrate the academic successes of our schools. Additionally, you will find performance data broken down by school included in Appendix A (attached as an excel spreadsheet). You will find that every BASIS charter school meets the renewal standards for the states in which they are operating. On the OECD Test for schools based on the Programme for International Student Assessment (PISA), an internationally-normed assessment, BASIS students outperform their peers in all other countries on Math, Reading, and Science measures.

BASIS charter school students have the opportunity to begin AP-level coursework before they even enter high school, and all students begin taking AP courses and exams in grade 9. This means that all BASIS high school students are regularly engaged in college-level course work and are able to matriculate to college/university without concern about adjusting to a new level

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of academic rigor. Further, this generates the opportunity for high school students to engage in post-AP courses and further develop the ability to think independently and creatively.

On college entrance standardized tests, BASIS high school students outperformed the average American student on both the SAT and the ACT. As a result, 100% of BASIS high school graduates are accepted into a 4-year university or college, the majority of whom are accepted into a US News and World Report top university or college. Beyond this, BASIS high school graduates earned an average of $125,758 in scholarship dollars at the end of the 2017-2018 school year.

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All of this has meant that, in 2018, BASIS schools were ranked as the best high schools in the nation according to US News and World Report:

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Academics MISSION AND PHILOSOPHY A BASIS Diploma represents a student’s readiness to succeed in the dynamic, exciting, and often unpredictable 21st Century. Students who earn this diploma have developed a lifelong passion for learning and the pursuit of deeper understanding. In our classrooms, students receive the best educational foundation for facing future challenges and becoming resourceful problem-solvers. With the guidance of our teachers, BASIS.ed students master complex areas of study through disciplined critical inquiry, and it is our responsibility to fully prepare them to succeed in future career exploration and intellectual decisions. All BASIS schools use the BASIS curriculum which is made up of a course scope and sequence used across our network. These courses are structured by a rigorous set of standards across all grade levels and all content areas. All instruction at BASIS Baton Rouge is currently designed using the Louisiana Student Standards as a minimum bar of rigor and guided by our internationally normed network standards. Within these parameters, schools have the autonomy to choose from high quality materials that the network makes available to them. All materials used by BASIS teachers meet, as a minimum, the Tier 1 non-negotiable criteria outlined in the LDE Instructional Materials Evaluation Tool. You can find samples of texts used across our network in Appendix B (attached as an excel spreadsheet). BASIS.ed educational philosophy rests on several key tenets: 1. Creating and reinforcing a belief that learning is exciting, rewarding, and worthwhile The BASIS.ed-managed school culture makes high academic achievement and intellectual engagement the norm. The goal of all BASIS.ed faculty is to give students the overall sense that learning is exciting, rewarding, and worthwhile—and not just now, but for a lifetime. Our teachers model this high-achieving community, both by demonstrating passion for their subject -matter expertise, but by showing students that synthesizing the content and skills from various courses is the key to a comprehensive education. 2. Teaching personal responsibility BASIS.ed affirms that students who develop skills to hold themselves accountable for setting and meeting their own goals are well-equipped to be confident and high-performing in the face of academic challenges. Student autonomy is built gradually over a number of years, and it is critical that it begins in the primary grades. BASIS.ed students learn that they are responsible for information disseminated in class, for homework, and for assessments; our students are inspired to take their educations seriously and learn how to “own it.” 3. Teaching good study habits and providing support One of the fundamental methods of developing student responsibility is teaching strong study habits. As an integral part of our model, students learn how to take notes, manage their time, and organize their work. These skills, when learned early with consistent reinforcement, are among the fundamental advantages of a BASIS.ed education, and enable students to consistently and successfully meet the challenges of the middle and high school grades. Furthermore, our Academic Support Program ensures that any student who may struggle with these challenges, including students with disabilities and English Language Learners, is provided one-on-one

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guidance and advocacy. As students advance through the grade levels, they become models for younger students and help create a culture of positive and purposeful peer encouragement. 4. Mastery of the basics Students at BASIS.ed-managed schools learn that mastering the basics is the precondition for moving beyond them. To help our students master the basics, we have crafted a curriculum that spirals content downward from Advanced Placement courses, all the way to Kindergarten. This type of backward planning allows for our teachers and students to know exactly where they’re headed, what they'll need to know and be able to do to get there. Our approach not only allows students to achieve high scores on the AP Exams early enough to take specialized post-AP and capstone courses before they graduate, but also provides primary students with the ability to practice difficult concepts and high-stakes testing environments for many years. While the AP-level content spirals down, age-appropriate social, emotional, and physical benchmarks spiral up to ensure that students’ needs are met at every age. BASIS.ed students feel comfortable encountering new information and using what they already know to meet new challenges head-on. Perhaps most importantly, this approach helps students understand that each course they take is not an island of isolated content, but is rather a stepping stone on a path of integrated education. Consistency of Standards Across the BASIS.ed Network At BASIS.ed, we pride ourselves on the consistency of the curriculum across our growing BASIS.ed network, which we have built to give students all over the country access to a world-class education. Part of this network consistency rests on the advanced nature of our curriculum—when our students are at least a grade level ahead of their peers, for instance, we do not fall behind state standards, no matter where our campuses are located; we build upon the highest state and national standards. For the primary grades, our minimum standards are the Louisiana State Student Standards, although our teachers are held accountable for teaching to our rigorous internal standards. These standards incorporate additional topics, skills, and competencies so that our students are appropriately challenged, while they are also being thoroughly prepared for success on international, state, and internal assessments. All of our schools use consistent tools and strategies across the curriculum to ensure success for our English Language Learners and students with disabilities. The current BASIS.ed social studies, fine arts, world language, and science standards are mapped against those of Louisiana to ensure that our curriculum will not be adversely impacted as we implement these standards in Baton Rouge. Some small differences among our campuses are to be expected, specifically in what is required for social studies courses (for example, Louisiana History in grade 3), but there is no difference in the quality of the skills or major content knowledge taught in our classrooms. Especially in the primary grades, and particularly at the Kindergarten level, many standards are based on instructional strategies that are designed to create a supportive, welcoming environment for students, and on fostering skills and an academic mindset, rather than a list of topics to cover. We view these as the responsibilities of all high- quality primary programs; as such, we have not faced any unusual challenges in creating this environment in Baton Rouge, or to meeting Louisiana requirements. While we always stand prepared to adjust as necessary to ensure our students’ success, we regard this expansion as a tremendous opportunity to offer a BASIS.ed education to meet a need beyond our current capacity in Baton Rouge, and not as an offshoot of our existing model that would require heavy alterations.

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The BASIS.ed goal is to establish and support the best schools in the world by exceeding the local education standards, and by improving upon the typical course scope and sequence of other public schools and charter schools. The mission and vision of BBR Schools, Inc. remains to work toward setting the standard of educational achievement in Baton Rouge and to empower our Baton Rouge students to achieve at globally competitive levels. INSTRUCTIONAL MODEL: PRIMARY GRADES The BASIS.ed model in the primary grades is achieved through our course sequence and curriculum, as well as through our co-teaching model. Co-Teaching In grades 1–3 (and 4 in new schools), BASIS.ed employs a unique co-teaching model. With two full-time teachers in each classroom, students benefit from a more robust co-teaching model than is seen in most elementary schools. Both teachers are fully qualified teachers who work together throughout the lesson, as opposed to a mentor and student who alternate instruction, or a teacher-and-aide staffing scenario. Our teachers work together to provide an equally strong focus on content and the effective delivery of that content for all students. In a BASIS.ed co-taught classroom, all students experience the benefit of being taught by two specialists: the Learning Expert Teacher (LET), who possesses a deep knowledge of effective pedagogical techniques, and the Subject Expert Teacher (SET), who possesses a deep knowledge of the content being delivered to students. Additionally, the daily schedule, which requires LETs to accompany their students from classroom to classroom and SET to SET, provides students with consistency and continuity in support and expectations while also modeling flexibility in acquisition of knowledge. This is not to say that the BASIS.ed LET/SET relationship is a complete departure from all the benefits afforded by more conventional co-teaching models. For example, LETs and SETs use the advantage of having two teachers in the classroom to pull students aside and work individually with them in areas where they may need differentiated instruction. Unlike the typical differentiated classroom, though, the BASIS.ed co-taught classroom provides individualized support both for students who need extra support to master the curriculum, and for those students who master the curriculum easily and need further challenges. But this multi-level differentiation is only one of the hallmarks of the BASIS.ed co-taught classroom. Most notably, SETs and LETs at BASIS.ed-managed schools work together to plan lessons that are both rich in content and effective in delivery of that content. In doing so, they lean on and learn from each other’s areas of expertise. Another important benefit of the BASIS.ed co-teaching model is that it allows students to develop into independent actors and thinkers while providing them emotional, social, and psychological support to do so with confidence. Accompanying students throughout the day, the LET can prompt them to use the tools that will foster independence: to write in their communication journals, to keep track of class materials, and to complete homework. At the same time, the LET is also able to deliver positive reinforcement for socially-acceptable behaviors and help students manage their abilities to express themselves appropriately and with success. The BASIS.ed Kindergarten program utilizes the co-teaching model as well, albeit with some differences. Our Kinder classes are taught in self-contained classrooms; students do not travel to

65

their different classes throughout the day as students in grades 1–4 do. In every Kinder classroom is a Lead Teacher as well as a Teaching Fellow (TF) who aspires to become a Lead Teacher—this is not an aide or a paraprofessional, but rather a co-teacher who facilitates lessons and helps students throughout the entire day. The Lead Teacher is responsible for most of the instruction; however, in specialized disciplines, such as Mandarin, an SET (with a degree in their subject matter) may replace the Lead Teacher. All BASIS.ed Kindergarten teachers are professionals who are experienced and passionate about educating young children. They are experts, highly qualified in Early Childhood/Elementary Education, and are equally focused on the social, emotional, physical, and academic development of their students. As with the LET/SET model for grades 1–4, having two caring professionals in the classroom ensures that every student’s needs are met, that learning will be appropriately differentiated, and that students can proceed along our accelerated curriculum with the support they need to flourish. The synergy of the SET and LET (and of the Lead Kindergarten Teacher and Kinder Teaching Fellow) supports a relatively rapid transition from instruction in foundational skills and knowledge, to independent thinking and active learning in the primary grades. Our teachers highlight connections between disciplines as students progress from acquiring knowledge to applying knowledge. Standards For our primary grades, we use the Louisiana State Student Standards as minimum guidelines of what students should know and be able to do at the end of each course; we then supplement with our own increased rigor where appropriate. All of our adopted standards are internationally benchmarked to ensure all students master the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. The BASIS.ed Subject Advisors who plan the course curriculum templates may cover content in earlier grades than the standards specify, but cannot cover content in a later grade than the standards require. The BASIS.ed Primary curriculum allows for autonomy and flexibility of individual classroom teachers to provide the most appropriate unit plans to their students and use the most appropriate instructional materials, so that students can reach their maximum potential in each course, while resting on a foundation of shared best practices and high standards. While Kindergarten at BASIS.ed-managed schools provides an accelerated, content-rich experience for students, we are cognizant that students must also meet age- appropriate social, emotional, and physical benchmarks for their overall development. Therefore, it is our priority to provide an environment in which all students are valued as unique learners; where students are enabled to form positive relationships with their teachers and peers irrespective of background, educational experience, or abilities; and where they are prepared for the exciting challenges and opportunities of the BASIS.ed Primary curriculum. Our Kindergarten teachers are all trained on Louisiana’s Early Learning and Development Standards (ELDS) as well, to ensure the smoothest possible transition for our students from their Pre-K institutions to Kindergarten, with a focus on Approaches to Learning, Cognitive Development and General Knowledge, and Social-Emotional Development. For students to meet our selection of the most rigorous, thorough, and internationally benchmarked standards for the primary grades, the quality of instruction and commitment to student learning must also be of the highest caliber. However, rigorous standards and the best quality of instruction are still not enough—our curriculum must be arranged so that important topics are revisited in subsequent years in a spiral of academic foundations, upon which students build and grow until they reach post-AP and capstone courses in 12th grade at BASIS Baton

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Rouge #2. Our instruction must be such that students are not overwhelmed with varied and disparate course content, which is why we present our primary curriculum in integrated blocks of content, with a co-teaching model for support (please see below for more description of our courses). Even these internal standards are not yet enough. The final and, perhaps, most important set of standards are the organizational and study-skill standards that we require our students to adhere to. In these ways, and by these standards, BASIS.ed students are well-equipped to succeed in their classes, to demonstrate mastery on assessments, to exceed the goals set in our charter, and to succeed in life pursuits beyond BASIS Baton Rouge #2’s doors. The BASIS.ed Primary program was developed in part to help prepare students for the existing academically challenging upper grades (5–12) . The program focuses not only on academics, but includes behavioral expectations, collaborative learning skills, critical thinking, and organizational and study skills paramount to success in most all future pursuits. The BASIS.ed curriculum for grades K–4 goes well beyond simply covering the required standards: curriculum development involves collaboration between veteran teachers with deep content knowledge and elementary education experts with diverse teaching experiences. Extensive research and careful vertical alignment characterize the planning for our primary courses. Our curriculum is never considered complete, and is constantly evaluated to provide the best possible education for our students. COURSE SEQUENCE AND CURRICULUM KINDERGARTEN The BASIS.ed Kindergarten curriculum provides a rich, enjoyable, and intentional learning environment that encourages the use of imagination and creativity to ask the questions that help children relate to the world around them. Kindergarten at BASIS Baton Rouge #2 will lay the foundation for academic success, based not only on comprehension of concepts, but also on the adoption of scholarly habits in a culture that values learning above all other endeavors. Accordingly, we call our Kinder courses “Foundations.” These Foundations courses will serve as the base of the spiraled curriculum at BASIS Baton Rouge #2; learning and organizational habits will be reinforced and concepts will be revisited in greater depth and complexity through the primary, middle, and high school years. Throughout their years, students utilize curricular materials for the grade level ahead of their current grade; teachers are trained to scaffold instruction to this level. Math Foundations will be BBR students’ first experience with the curriculum BASIS.ed uses in primary math courses: Saxon Math. Saxon Math provides students with structured lessons that are cumulative and spiraling in nature, and are complemented by “morning meetings” that prompt students to recall what they have previously learned in preparation for new content. BASIS.ed scaffolds students into using Saxon Math Grade 1 as a primary text in Kindergarten, which focuses on number handwriting, number recognition, word problems, word sentences, patterns, geometry, money, tallies, graphing, time, fractions, skip counting, number grouping, addition, subtraction, fact families, one-to-one correspondence, and problem solving. Each lesson has a guided teaching portion to introduce or review a topic, and hands-on activities to help apply the new topic. After the lesson, the students will have a class math facts sheet to complete, and a class lesson worksheet to complete group, with the teachers. On the backs of each of these worksheets is lesson that the students will complete after school as homework. Chunking and spiraling the lessons, and doing a mix of individual, small-group, whole class, and homework time, allows students to move at a more accelerated pace and get through many first-grade math LAS standards simultaneously with the Kindergarten standards.

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Language and Literacy Foundations is a rigorous and engaging program teaching phonics, whole language, writing, grammar, reading strategies, and reading. The teachers will use many tools when teaching these concepts through centers, small groups, whole groups, songs, dances, rhymes, reading and more. Having two teachers in the room will provide differentiated learning based on students’ levels, and allows for more frequent individual assessments of oral fluency, reading comprehension, and writing skills. All BASIS Baton Rouge #2 Kinder students will be given multiple diagnostic tests (AIMSweb and FastBridge) to assess their literacy skills and progress. Our teachers use an incredible variety of books, materials, and manipulatives to supplement the phonics texts and leveled readers that they use for instruction. By the end of the year, students will have mastered not only Kindergarten standards, but many first-grade standards as well. In Civics, History, and Science Foundations, teachers introduce topics that will be reintroduced at a deeper level later in their BASIS.ed journey. It is an integrated block in which students learn about the world and peoples around the world. This course is an essential Foundations course because it helps students see the connections between the natural world, human needs, our uses for natural products, economics, governments, and civics, both today and throughout history. Movement & Health Foundations: Students will receive excellent practice building their fine and gross motor skills in the physical educational environment. They will continue to cultivate the foundations of coordination, strength and flexibility, good sportsmanship, sports and game play, rules & procedures, equipment use, and teamwork. Students will learn the basics of body parts and functions, healthy habits, safety practices during activities, what to do when they are hurt or feel threatened, and the links between daily physical activity and optimal health and well-being. Engineering & Technology Foundations teachers guide children to investigate, innovate, build and use natural and manmade materials to investigate science, technology, engineering and math concepts. Beyond problem-solving, students will also learn to evaluate their decisions to find better solutions, which cultivates a real-world knowledge of trial and error (including the learning opportunities inherent in initial failures of design and implementation). Students explore engineering vocabulary and techniques, and develop logic and relationships skills through unique and meaningful projects with their classmates. Mandarin: BBR students begin their second language education as early as possible, which is developmentally the best time to begin. BASIS.ed chose Mandarin in part to take advantage of the cognitive benefits of introducing a language so different in character, intonation, and pronunciation than English. An expert teacher in Mandarin will create an interactive environment to cultivate students’ appreciation for the language and culture. The Mandarin SET will introduce the language through songs, holiday celebrations, writing and reading characters, and learning the different pronunciations in the language. This early introduction will also provide a foundational familiarity with Mandarin that will be useful to students choosing it as their foreign language option in middle and high school at BASIS Baton Rouge. In Performance Arts, Visual Arts, and Music Foundations, teachers plan hands-on, creative, and artful ways to build on the content of the core courses (such as creating colorful hats depicting the life cycle of frogs, performing songs about historical figures, etc.). These creative classrooms will allow students to build on their small and gross motor skills as they express themselves artistically. INSTRUCTIONAL MODEL: PRIMARY GRADES (1st - 4th)

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In grades 1–4 at BASIS.ed-managed schools, most of the courses are taught in blocks of integrated content, spiraled throughout the primary years. These blocks include Humanities, Math/Science, and Fine Arts. The integrated blocks are supplemented by a unique program of enrichment courses, including Connections, Engineering and Technology, Mandarin, P.E./Health, and READ, which build on the content presented in the integrated blocks. The goal behind our integrated-course approach is to reinforce the logical connections that exist between different courses. We have found that integration of courses can increase topic retention and comprehension, improve critical thinking skills, and make abstract topics more relevant and concrete for students of all ages. Too narrowly focused courses very early in a child’s education can cause confusion, as younger students often have difficulty applying topics taught in one course to another course. Course integration can strengthen areas where students struggle by drawing on the areas where students are strong within an integrated topic. Educational research shows the importance of teaching skills and concepts connected with the purposes, the models, and the arguments that make them meaningful, that weave them into a larger tapestry of flexible and functional knowledge. The BASIS.ed curriculum refines this by adding that important concepts must be revisited often, in new contexts and in increasing depth, so that students can add complexity and nuance to the knowledge they can already demonstrate. By having students in the same grades 1st–4th, we can revisit key material from the previous year’s course, increase the comprehensiveness of students’ understanding of that key material, and allow opportunities for meaningful applications of that material in new contexts. We assert that the integration and spiraling of courses allows students both to learn concepts at a greater depth, preparing them for rigorous middle school and high school programs. The BASIS academic model has been developed to hold teachers accountable for students’ progress, while allowing them the autonomy to select the instructional materials most appropriate for meeting the objectives of their course(s). Instructional materials commonly used in core primary courses include, but are not limited to: Pearson Interactive Science 1-4/Pearson Elevate Science 1-4, Saxon 2 and 3, Saxon Math Intermediate 4, Saxon Math Course 1, Logic of English Essentials, Journeys Common Core Reading, Easy Grammar, My First Chinese Reader, and Chinese Made Easy for Kids. The following are descriptions of BASIS.ed primary (1st - 4th Grade) courses: Literacy Enrichment is essentially a phonics course, which focuses on developing students’ reading skills. Students study the relationship between spoken and written language, identify word patterns, and improve comprehension strategies. Lessons engage students in whole class, small group, and individual instruction. Major topics include phonics, word study and sight words, and reading comprehension. In Humanities, students access their prior knowledge as they review concepts learned in previous years, and build on this with more advanced content—this is the spiraling of content that is one of the hallmarks of BASIS.ed instructional strategy. Lesson Units include instruction on and review of reading comprehension skills and phonics instruction, vocabulary, author’s purpose, sequence and structure of texts, and features and genres of fiction and nonfiction. Historical fiction, primary and secondary sources, biographies and autobiographies, and poetry and drama that are related to the social studies topics deeply engage students in the material. Individual and small group research assignments with components of peer feedback, in which students help each other with making lists of sources (paving the way for works cited pages in 5th grade and above), foster interpersonal relationships in the BASIS.ed community among diverse learners, and help students

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learn the conventions of the research paper. Students strengthen the essential tools of reading and writing needed to succeed at a high level of English Language Arts in the middle school program at BASIS Baton Rouge #2. In the social studies component of Humanities, students develop an understanding of the relationships among concepts and events in history (including the specific history, culture, and key figures of Louisiana, especially in grade 3), geography and map skills, government, citizenship, culture, social studies skills, economics, and science/technology/society. They will develop problem-solving and critical-thinking skills throughout the course, and understand the explicit vocabulary associated with critical reading and thinking (analyze, interpret, evaluate, etc.) as important parts of thinking like an historian. A similar cross-disciplinary approach in Math/Science teaches students that math is a powerful tool necessary to understand and change the world. While significant time is devoted to the instruction of mathematics, the connections between math and science are highlighted in science labs and other quantitative applications of science lessons, during which students may be asked to collect, record, and interpret data; apply measurement skills; and use graphs to organize and present information. The use of manipulatives and hands-on approaches occur as much as possible, promoting a deeper understanding of topics while nurturing multiple learning styles including kinesthetic and tactile learning. Students see that science and mathematics are used in everyday life, and they develop critical-thinking skills as they design experiments and practice mathematics skills. The Math/Science block utilizes the Saxon Math Curriculum as the foundation for math instruction. Saxon’s incremental learning style, spiraling topics, and cumulative homework problem sets not only give students the practice they need, but also strengthen fundamental skills. Although we accelerate the Saxon sequence in the early years, we do not skip topics or alter homework assignments within the texts. For students to master the material, we cultivate a classroom environment that is student-centered, where the majority of class time is devoted to correcting and completing homework under the guidance of our expert teachers. The Mandarin course continues to introduce students to a language other than English. Students develop listening, reading, writing, and speaking skills. Our Mandarin courses involve the use of both Pinyin and Chinese characters. Students also learn about life and culture in China, sing songs, and make art using their increasing knowledge of Mandarin. BASIS.ed students are introduced to Mandarin as a complement to their studies in other disciplines. Given the emphasis on ordering, grouping, and distinguishing between similarities and differences in character writing and intonation, Mandarin causes students to stretch their mathematical and logical abilities. In P.E./Health, students enjoy traditional games and sports; learn about health, nutrition, and safety; and participate in martial arts lessons to improve strength, coordination, and flexibility. P.E. courses improve students’ locomotor skills, stability skills, and manipulative skills, as well as teach teamwork, and provide daily vigorous activity. The BASIS.ed Primary Fine Arts block allows students to experience a variety of artistic disciplines:

• The Music program is sequentially designed to provide essential experiences in the five conceptual areas of music: rhythm, melody, harmony, form, and expression. Each elemental area of music is taught through a wide range of musical processes: moving, speaking/singing, listening, playing, reading/notating, and creating/improvising. Students

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are given an opportunity at various grade-level performances throughout the school year to present material and concepts they have learned in class. The goals of our primary music courses are to develop good musicianship and provide each child with a solid foundation for further music study, appreciation, and participation, to ultimately enrich their lives, aesthetically, socially, academically, and personally.

• In Performance Arts, students explore the magic of theatre while building confidence and

public-speaking skills. With a focus on improvisation and performance, the students are engaged from day one. We explore different styles of theatre, puppetry, improvisation, movement, and performance.

• The Visual Arts course exposes students to a wide range of visual art techniques and provides students with an introduction to art history. This course is taught thematically, exploring the answers to an overarching question each grading period. Students develop and refine fine motor skills by working with a variety of materials while making cross-cultural connections through the arts. Visual Arts inspires students to explore and develop creative and innovative ideas, preparing them for a variety of future interests, as well as establishing an overall appreciation for the arts.

The Connections course is unique to BASIS.ed-managed schools. Students use hands-on, project-based approaches to create unique solutions to scenario- based problems which require the utilization of knowledge and skills taught in their other classes. The Connections course is designed to increase interpersonal skills, build critical-thinking skills, enrich the content learned in other courses, and allow students to showcase and refine their creative minds. Connections allows students to further integrate the concepts they learn in their other courses in a lively, tactile, and experiential way. Sample projects include building a replica of a pilgrim settlement in the colonial period of the United States (synthesizing students’ Engineering and Technology, Humanities, and Math/Science classes, as they factor in climate, available building materials, history of the people in question [as well as the Native Americans with whom they might have had contact], and so on), and reenacting an ancient Egyptian marketplace with a bartering economy (incorporating Humanities, Math/Science, and Performance Arts). The Engineering and Technology courses in the BASIS.ed Primary program introduce students to a variety of engineering techniques through a focus on the engineering design process. Students develop problem-solving, logic, and relationship skills through unique and meaningful projects that also incorporate math skills. Solutions created by the students are analyzed, reported, and communicated using a variety of media. Students engage in hands-on, real-world projects to gain an appreciation for social and political needs and technologies. This course’s emphasis on process, rather than product, and analysis of the outcomes rather than evaluation of them, allows students an opportunity to develop an academic mindset. The ability to step back from an assignment, plan the materials and process needed, adapt timelines and resources, and reflect on the successes and setbacks of a project are mature academic skills. BASIS.ed students practice these daily and master them early, to benefit from tackling advanced coursework independently and resourcefully. BASIS.ed asserts that primary students should spend time throughout each school day reading quietly and independently at their individual levels, writing about what they have read, and reflecting on how the texts they read connect to their lives and other coursework outside of the mandatory content of Humanities class. READ coursework is not completed for a grade, and is intended to support students' love of literature and their ability to connect themes that are being studied in other courses. Each day, students read for approximately 20 minutes, and write in reading journals as well. Students’ journal entries often focus on making “text connections”

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(connections between what they have read and other texts/current or historical events/the student’s own experiences). Journal prompts also feature the vocabulary of reading strategies, so students become comfortable with terms like question, visualize, clarify, summarize, sequence, analyze, evaluate, infer, and predict. Students are encouraged to reflect on character traits and motivation as well as how characters change over the course of the stories, and to evaluate the effects of characters’ choices on the overall plot. Additionally, students are prompted to consider how text and graphic features (photos/illustrations, chapter titles, captions, etc.) contribute to their understanding of the text, while also utilizing resources such as dictionaries, indexes, glossaries, and search engines to better understand the text. Such mindful utilization of text features and resources as an integral part of the reading process is good practice for use in students’ other classes, and ensures that by the time they enter grade 5, they are comfortable and successful readers. Occasional small- group book discussions during READ allow even primary students the autonomy to direct their learning in an authentic way. These discussions have an additional benefit of acting as scaffolding for content-based discussions in other classes, and for increasing students’ confidence in their ability to make meaningful contributions to conversations with their peers. INSTRUCTIONAL MODEL: MIDDLE (INTERMEDIATE) GRADES In grades 5–7, the curriculum prepares students to meet Louisiana Student Standards while remaining consistent with the highest international academic standards. The purpose of the middle school curriculum is to help students develop the academic and organizational skills that will prepare them for the rigorous BASIS.ed curriculum in later grades. In a very real sense, the BASIS.ed curriculum for grades 5–7 is the key to success in the BASIS.ed high school program. By introducing high-level content standards in lower grade levels, we ensure students are exposed to these concepts early and often, and have mastered the basics of the material by the time they enroll in Honors (pre-AP) and AP-level courses. The BASIS.ed middle school curriculum also includes interdisciplinary courses designed to help students deepen and contextualize their knowledge in the core courses. Such interdisciplinary courses include Physical Geography, Classics, and Logic. BASIS.ed employs a block scheduling system according to which students take certain courses only on specific days of the week. In this manner, students can take more courses than would be possible in a traditional schedule, substantially improving pupil achievement. For example, rather than taking the same science course every day, BASIS.ed 6th, 7th, and 8th grade students take chemistry, biology, and physics three times per week each. The BASIS.ed curriculum for grades 5–7 exceeds the scope, sequence, and concepts/skills identified for these grades in the Louisiana Student Standards and Grade Level Expectations. BASIS Baton Rouge was able to open as a fully accredited program meeting these stringent requirements, as will BASIS Baton Rouge #2. To promote organizational skills, students are required to use planners common to all BASIS students, called Communication Journals. Students learn to take responsibility for their assignments in part through these planners, and they are encouraged to help each other stay accountable for homework and studying. Study skills are explicitly taught in the middle grades, as in the primary grades, but the emphasis is on studying material cumulatively in preparation for our high-stakes, cumulative exams (see the assessment section for more detail on these exams). BASIS.ed believes that students can hold themselves accountable for their learning, and can manage their progress in increasingly autonomous ways—these are critical components of what our students accomplish in our middle grades.

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BASIS.ed 5th grade students take the following courses: Physical Geography: This course develops an understanding of planet Earth, both the physical world and how it affects the people and cultures on it. It combines classical geography—the study of landforms, inhabitants, and maps—with Earth science concepts. Students learn states and countries around the world, and be introduced to cultural geography topics including languages, religions, trade, populations, and natural resources. The Earth science portion of this course divides the Earth into “spheres” which are each a critical part of the Earth system. Students learn characteristics and processes related to the Hydrosphere (water on Earth), Atmosphere (weather and climate), and Geosphere (geology). All areas are taught to enhance the student’s knowledge of basic scientific principles and serve as a foundation to future studies in Chemistry, Biology, and Physics. Introduction to Science: 5th Grade Introduction to Science is a survey course designed to prepare students for the intensive middle school science curriculum at BASIS.ed-managed schools. Students study basic principles in Biology, Space Science, Geology, Chemistry, and Physics. This course teaches scientific skills and principles with a focus on observation and the scientific method. Skills practiced throughout the course include: critical thinking, data collection, data analysis, collaboration, and communication. Organization, note-taking skills, and good study habits are emphasized and necessary to be successful in this course. Classics: The 5th grade Classics course prepares students for their future history courses at BASIS.ed-managed schools. Students gain a thorough understanding of ancient history and the impact these civilizations have on society today. Topics of study include social structure, economics, settlement patterns, politics, religion, and cultural aspects. A strong emphasis is placed on Mesopotamian, Egyptian, Greek, and Roman civilizations and their contributions to our own culture in the United States. During the year, students become familiar with primary and secondary sources, current events, map skills, chronological order, key vocabulary, note-taking, research techniques, and oral presentations. Latin: This course is designed to introduce students to Latin language skills including vocabulary, grammar, etymology, and syntax. Particularly, students establish a foundation for the study of English grammar and vocabulary, and for advanced learning in Latin and modern languages. Through learning the Latin language, students explore Roman culture and history and its impact on modern languages and societies. Math: Introduction to Pre-Algebra provides students with knowledge of general mathematics by practicing addition, subtraction, multiplication, and division of whole numbers, fractions, mixed numbers, decimals, and negative numbers; as well as introducing them to pre-algebra concepts before entering 6th grade. Geometric principles of area, perimeter, volume, and surface area are also practiced. Percentages and decimals are reinforced in word problems. English : 5th grade English introduces students to the basic elements of reading, writing, grammar, and literary concepts, thereby preparing students for BASIS.ed curricula in following years. It consists of five major components: Conventions, Reading, Writing, Scholarship, and Reasoning. Reading fluency and comprehension are practiced through a variety of literature selections including poetry, short stories, and novels. The students also seek to improve the rate and accuracy of their reading through a series of timed readings. Writing skills are developed through the six fundamental traits of effective writing: Ideas, Organization, Voice, Word Choice, Fluency, and Mechanics/Grammar. Students learn the basic steps required for writing a research paper as well as styles of fiction and non-fiction writing. Students benefit from

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peer editing and self-revision. The components of scholarship include further developing the students’ understanding of study skills, outlining, note-taking, and skimming for details. Students practice their ability to think critically and articulate themselves when they read and write. P.E./Health is a comprehensive program which combines traditional Physical Education with Martial Arts. Students gain proficiency in a specific martial art while receiving instruction regarding proper form in stretching, cardiovascular conditioning, strength training, sparring drills, self-defense, and skill-building games. Music 5: Students develop their musical skills by singing and/or playing instruments, studying music history and theory, and practicing music literacy. With the aid of musical examples, in-class activities, and live performances, students are able to identify and evaluate melody, harmony, rhythm, dynamics, musical texture, and musical style. Selected repertoire for study and for performance represents a variety of styles, genres, and levels of difficulty. BASIS.ed 6th grade students take the following courses: World History I: This course is to introduce to students a holistic view of World History from the beginning of human societies to roughly 1750 C.E. This course offers a balanced global coverage of Africa, the Americas, Asia, Europe, and Oceania. The focus is on five overarching themes throughout the course as unifying threads to put what is particular about each period or society into a larger framework. Themes include: Interaction Between Humans and the Environment, Development and Interaction of Cultures, State-building, Expansion, and Conflict, Creation, Expansion, and Interaction of Economic Systems, and Development and Transformation of Social Structures. By the end of the course, students should be able to accurately recall, analyze, and interpret information for the year-end cumulative comprehensive exam. Biology: Students are introduced to the study of living things by starting with the most basic unit of life: the cell. The organization of cells, tissues, organs, and organ systems in complex organisms are studied in the context of the human body. Biology I students discover the anatomy and physiology of the organ systems that allow for movement, coordination, circulation, digestion, excretion, immunity, and reproduction. This knowledge is used to understand the importance of homeostasis in living things and what can happen when disease interferes with the functions of human organ systems. Throughout the course, students develop note-taking skills and the ability to analyze complex systems. Chemistry: Students study the basic principles of atomic structure, elements, compounds, molar quantities, and the periodic table. In addition, students are introduced to high school level concepts such as stoichiometry, in the basis for what will be a spiraled curriculum throughout a minimum of four years of Chemistry. Physics : Students are introduced to the concepts and fundamentals of physical science and develop a system for standard physical investigation by specifically designing models to represent physical situations. Topics include measurement, forces, motion, electricity and magnetism, and gravitation. At the end of this course, students are able to approach any system and use their knowledge of the physical world to separate and test the system appropriately. Latin: 6th grade Latin is the continuation of the standard Latin sequence at BASIS.ed-managed schools. Students create and deepen their understandings both of Latin vocabulary and Latin grammar and syntax. Emphasis is placed on the fundamental elements of Latin translation via sentences and short reading passages. A key set of vocabulary words becomes essential for

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students to memorize, although readings necessarily go beyond that short list. This course develops student knowledge of the structures of Latin, Romance languages in general, as well as English, and so serves as either a solid stepping stone into the study of other languages or the next step upward in the study of the Latin language itself. Math: The next progression in the math sequence is Saxon Pre -Algebra. This includes topics from geometry, discrete mathematics, and probability and statistics. At the end of the course, students are well-versed in areas of: multiplication and division, fractions, decimals, mixed numbers, positive and negative numbers, order of operations, percentages, proportions, ratios, divisibility, rounding, place value, unit conversions, scientific notation, data representation, algebraic representation, and solving real world problems. English: 6th grade English is designed to build lifelong skills and an appreciation for written communication and learning in general. In 6th grade, students can expect to spend their English periods divided between grammar, punctuation, vocabulary, thinking skills, and instruction in reading and writing. We place great emphasis on mastering the conventions of English. Students learn how to engage in and make a habit of active and frequent reading by learning how to take effective reading notes and how to discuss texts in class. Instruction in writing focuses on perfecting students’ ability to write effectively at the sentence and paragraph level, as well as make descriptive and analytical claims based on textual evidence. P.E./Health is a comprehensive program that combines traditional Physical Education with Health, wellness, and safety topics. Students gain proficiency in stretching, cardiovascular conditioning, strength training, flexibility, and team sports, while increasing collegiality and teamwork with their peers. Art History & Practice: Students select from Art History & Practice: Music; Art History & Practice: Performance Arts; and Art History & Practice: Visual Arts for their Fine Art elective:

• Art History & Practice: Music provides students with the introductory study of music history and theory concepts. The concepts learned from the historical and theoretical components of the course are supplemented through various performance-based activities (instruments, singing, improvisation, dance/movement, etc.). Students develop technical skills on their instrument/voice as well as ensemble skills to perform music together as a group. Students work on note-reading, rhythm, musical terms, and overall musicianship. Music theory concepts to be studied include basic written theory, aural skills, sight-singing, and composition. Students work to achieve musical goals as a group and as individuals, building a foundation for future musical experiences, whether as a performer or as an audience member.

• Art History & Practice: Performance Arts explores the vast timeline of theatrical art forms

beginning with the origins of ritual to contemporary musical theatre. Within each development, students focus on the historical significance behind each new movement, and compare and contrast the writing, acting, and design elements of notable works. Students gain a broad overview of acting, voice, movement, theatre terminology, script comprehension, and visual design elements in the dramatic arts.

• Art History & Practice: Visual Arts gives students the opportunity to explore the world of

art through an historical lens. Students follow ancient artists from 40,000 BCE up through

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present-day 21st century contemporary artists. Students learn and apply key concepts and vocabulary to each period while making connections to relevant themes, materials, or techniques through their own artwork. We investigate similarities and differences across cultures, beliefs, eras, and artists’ perspectives to learn what inspires artists to create. The overall goal for this course is to provide a broad understanding of how art can function as both language and documentation in the lives of people across generations and locations, and ultimately help students to see the value in creating and viewing art from our past and present.

BASIS.ed 7th grade students take the following courses: U.S. History: Using the College Board's AP US History as a model, this course prepares students for future history courses in the BASIS.ed curriculum. It focuses on the development of the AP's nine historical thinking skills (historical causation, patterns of continuity and change over time, periodization, comparison, contextualization, historical argumentation, appropriate use of relevant historical evidence, interpretation, synthesis) as it takes students through the history of the United States. Topics include prehistoric Americas, the empires of Central America, Native American history and culture, and American interactions with explorers. Biology: Students take a more in -depth look at the study of living things. Students expand on their understanding of the fundamental unit of life, the cell, by learning about structures and processes of prokaryotic and eukaryotic cells. In addition, students discover the characteristics of living things and how homeostasis is maintained throughout all the kingdoms of life. The basics of evolution are introduced, then discussed, as we investigate the structures and functions of bacteria, protists, fungi, plants, and animals (including a revisit to organ systems). By threading the evolution discussion throughout the year and introducing ecology, students understand the underlying concepts leading to the vast biological diversity that exists on Earth. Note-taking and scientific investigation skills are emphasized throughout the year. Chemistry: Students continue to study the basic principles of atomic structure, elements, compounds, molar quantities, and the periodic table. In addition, students are introduced to high school level concepts such as stoichiometry. Physics: Students deepen their understanding of the concepts and fundamentals of physical science. Students develop a system for standard physical investigation by specifically designing models to represent physical situations. Topics include experimental design, measurement, motion, forces, energy, momentum, and electrostatics. At the end of this sequence, students are able to approach any system and use their knowledge of the physical world to separate and test the system appropriately. Foreign Language: Students in grades 7 and 8 must choose a foreign language. The options are French, Spanish, Mandarin, or a continuation of Latin. Foreign language is also required in all four years of BASIS.ed students’ high school years; ideally, students will identify the language they want to take in high school during grades 7 and 8. Math: The next progression in the math sequence is Saxon Algebra 1/Geometry, which covers all the traditional first-year algebra topics while helping students build higher-order thinking skills, real-world application skills, reasoning, and an understanding of interconnecting math strands. The class focuses on multiple representations of algebraic thinking: verbal, numerical, symbolic, and graphical. Topics covered include: algebra foundations; basic geometric concepts; functions and relations; linear equations; polynomials; rational expressions and functions; inequalities;

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systems of equations and inequalities; radical expressions and functions; quadratic equations; absolute-value equations and inequalities; and probability and data analysis. Real-world applications and continual practice/review are fundamental parts of the class and are important for mastery of the material. English: Seventh-grade English continues to improve students’ abilities in five major components: Conventions, Reading , Writing, Scholarship, and Reasoning. The purpose of this course is to prepare seventh graders for their future courses at BASIS, as well as their future college and workplace endeavors. Students learn how to analyze and utilize a variety of literary devices; to both examine and use advanced vocabulary; to vary and manipulate sentence structure; to understand and interpret what they read; to scrutinize and improve what they write; to appreciate and imitate literary styles; and to use their ever-growing repertoire of research skills, all of which begin to develop the base they need to prepare them for the AP work in our high-school curriculum. Logic: The purpose of this course is to prepare students for their future courses at BASIS Baton Rouge, as well as for their future college and workplace endeavors. This course introduces students to the principles of deductive argumentation and propositional logic. The general goal is to learn how to distinguish acceptable arguments from poor ones. The approach is two-sided: (1) the analysis and construction of valid arguments, and (2) the analysis and classification of fallacies. Additional aims of this course are to gain an appreciation of the complexity of language, to develop the ability to think critically, to recognize, diagram and evaluate the structure of various arguments, to refute arguments by devising logical analogies, and to obtain facility in symbolic logic. Elective(s): Students in grade 7 must choose at least one elective course. The options are a fine arts course (including band/orchestra, choir, strings, visual arts [2D and 3D], and drama), Engineering & Technology, or a P.E. course, depending on availability. Students may also opt to take one additional elective, either during zero hour (before school begins) or after the traditional end of the school day. INSTRUCTIONAL MODEL: HIGH SCHOOL The BASIS.ed program for grades 8–12 is widely recognized as one of the most academically advanced high school programs in the U.S. as well as internationally. BASIS.ed graduates are routinely accepted to top universities around the world, from Harvard, UC Berkeley, and Amherst to the University of Oxford. Our graduates are distinguished individuals who have gone through a world-class college-preparatory course of study that includes Physics and Economics in middle school, a plethora of AP courses, an in-depth college counseling experience, and a revolutionary senior year, all of which prepares them to excel in college and beyond. The BASIS.ed curriculum challenges students to reach the highest international benchmarks and holds students accountable for mastering subject material. The acceleration of the curriculum allows BASIS.ed students the option of graduating after 11th grade; however, most students choose to continue their studies in 12th grade so they can earn the distinction of High Honors upon graduation—a process that takes an entire, transformational year. The effect of the BASIS.ed course sequence is a cohesive curriculum designed so that every class builds on the previous year’s knowledge, in which the students learn more than a year’s worth of material each academic year. As a result of this meticulous planning, BASIS.ed students are able to take Honors and AP courses earlier than their peers who attend traditional high schools. They are also much better prepared to do well on standardized tests like the ACT, SAT,

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and AP Exams, because our students have mastered the basics of each discipline well before specialized knowledge is required. At many schools, AP courses are reserved for the oldest, highest-performing students—usually juniors and seniors—but at BASIS.ed-managed schools, all students take their first required AP course in 9th grade, a full three years before most of their peers. This is only possible because students learn more than grade-level standards in grades 5–7, which ensures they are ready for advanced work in grades 8–12. Historically, high school academic sequences have ended at the AP level; after all, these courses are meant to be proxies for introductory-level college courses. However, the advanced nature of the BASIS.ed curriculum and the complexity of AP courses and exams allow us to increase the rigor and variety of classes we offer our students beyond AP. Because we have a comprehensive benchmarking system in place, the zenith of academic challenge at BASIS.ed is not just AP courses. Students may progress to post- AP offerings taught by their Subject Expert Teachers. Post-AP and, for seniors, Capstone courses, serve as bridges between high school-style learning and college scholarship. Capstone students study subjects like Category Theory, Organic Chemistry, Quantum Mechanics, Postcolonial Literature, Literary Theory, Plagues and Peoples, Microbiology, and more. These courses delve deeply into advanced material and are roughly equivalent to college courses. The result is that BASIS.ed students enter college prepared to excel in at least intermediate-level college work. BASIS.ed graduates have maintained a 100% graduation rate and a 100% admission rate to four-year universities, the vast majority of whom have been accepted into top-tier colleges. College counseling, which includes everything from essay writing to financial aid paperwork, is a part of our Upper School Curriculum. BASIS.ed employs college counselors, who work with each student to ensure that he/she is a successful applicant. The College Counseling program begins in earnest in 8th grade and does not stop until the students have left for the institutions of their choice. The College Counseling program at BASIS.ed is committed to the philosophy that we are engaged in counseling; we are not a placement office. Of course we work toward ensuring that our students have the finest possible options from which to choose, but our most important goal is to help them find an appropriate match for themselves, not simply to point them to any specific set of institutions. We regard this as a fundamental distinction. The High School program culminates in a unique senior year experience, characterized by students’ inspiration, motivation, and goal-setting for the future. Seniors explore potential topics in which to major and pursue a career, while also cultivating intellectual passions and pursuits that will shape them as learners and leaders in college and beyond. They are required to take a Capstone course in at least each of the four core subjects, plus foreign language, although the choice of topic is theirs. The year ends one of two ways: students may finish their AP Capstone Diploma by completing an AP Research project and presentation, or they may participate in BASIS.ed’s own Senior Project, both fulfilling the motivation to earn the High Honors distinction at graduation. Seniors finish their Capstone courses after the second trimester, and then embark on a three- month, off-site, independent project that is proposed and constructed by students under the guidance of an internal BASIS.ed advisor, as well as an external professional specialist in the field of the student’s choosing. The process of earning a High Honors Diploma is the most evolved phase of the BASIS.ed academic model, and allows students to demonstrate independent scholarship, individual accountability, disciplinary mastery, and a fluency in problem solving. Truly, BASIS.ed graduates leave the high school program prepared to be leaders in college and beyond. Below, you will find the course and credit requirements needed to earn a BASIS diploma. In order to plan towards these course requirements, BASIS students begin the scope and sequence also included below in 5th grade.

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BASIS Standard Diploma Requirements Subject Require

d credits Required Courses Credit

value Recommended grade level

Mathematics 6 Algebra I/Geometry 1.5 7 Algebra II/Geometry 1.5 8 Pre-Calculus AB or Pre-Calculus A 1 9 AP Calculus AB or Pre-Calculus B 1 10 AP Calculus AB or AP Calculus BC 1 11

English 4 Honors English Language & Composition 1 9 Honors English Literature & Composition 1 9 AP English Language & Composition or AP English Literature & Composition or Honors English 10

1 10

AP English Language & Composition or AP English Literature & Composition or Post-AP English

1 11

Social Science

4.5 World History II 1 8 Economics 0.5 8 AP United States Government & Politics 1 9 AP European History 1 10 AP United States History 1 11

Science 4 Honors Biology 1 9-11 Honors Chemistry 1 9-11 Honors Physics or AP Physics 1 1 9-11 AP Biology, Chemistry, or Physics 1 10-11

Foreign Language

3 French, Spanish, Latin, or Mandarin II 1 9 French, Spanish, Latin, or Mandarin III 1 10 French, Spanish, Latin, or Mandarin IV or AP

1 11

Fine Arts 1 Various offerings, by school 1 9-11 AP Elective 1 Various offerings, by school 1 9-11 General Electives

2 Various offerings, by school 2 9-11

College Counseling

0.67 College Counseling Workshop 0.67 11 or 12

TOTAL 25.17 Students meet these diploma requirements between 5th and 12th grade as shown here:

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Commonly used Instructional Materials in Core Courses The BASIS academic model has been developed to hold teachers accountable for students’ progress, while allowing them the autonomy to select the instructional materials most appropriate for meeting the objectives of their course(s). Our teachers are responsible for their students’ performance on common high-stakes exams irrespective of the materials used for instruction. Below is a selections of materials commonly used across our network of schools in core courses, and more instructional materials can be found in Appendix B (attached as an excel spreadsheet). All teachers also use supplemental materials for guided reading, enrichment, interventions, etc. where necessary. Math

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BASIS.ed uses Saxon Math™ for the primary grades (K-4). This resource is an embodiment of the BASIS.ed spiraled curriculum. Our philosophy is that students learn best when broader topics are introduced in smaller segments, with time to practice new additions, and with ample opportunities to review previous material. Saxon's spiraling topics and homework problems allow students to not only get the practice they need, but also help them strengthen fundamental skills. Beginning with Saxon Math™ Level 1 (Grade 1) in Kindergarten, the BASIS.ed Primary curriculum guides students to master material that is approximately one grade level ahead of the Saxon standard sequence, so BASIS.ed students are introduced to abstract math earlier than students in a more traditional school. The spiraled content and cumulative problem sets in Saxon Math™ provided inspiration for BASIS’s own proprietary math textbooks and software, called SPORK. Lessons and homework problems build upon topics taught in previous lessons and courses, progressively increasing in complexity and difficulty. This approach allows for increased rigor, but also provides scaffolding for students who are new to a BASIS.ed-managed school, or who need more time or additional accommodations/ modifications. Although our math courses are accelerated, we do not skip important topics or standards, or rush through crucial material. We cultivate a classroom environment that is student- centered: a significant amount of class time is devoted to reviewing, correcting, and completing homework under the guidance of our expert teachers. BASIS.ed uses these math resources to great success in all our schools, and we anticipate that this will continue at our new BASIS Baton Rouge #2 campus, as well. Given our students’ performance on math, we are confident that our BASIS Baton Rouge #2 students will reap the benefits of our approach to using this curriculum as well. Language & Literacy, Humanities, English, and Social Studies For literacy instruction in Kindergarten and the primary grades, BASIS.ed allows each primary school the autonomy to choose a Phonics/Reading program (from a shortlist pre -approved by the Academics Division of BASIS.ed) that incorporates best practices and has proven results. Almost all our schools use Logic of English (Foundations and Elevate) for phonics instructions; Journeys for basal readers, Fountas and Pinnell Leveled Literacy Instruction resources, and other materials for guided reading. While our Subject Advisors and the BASIS.ed Academics Division provide support, recommendations, and oversight for our teachers as they help students, we do not mandate any specific resource. This holds true for other literacy and English resources as well—the Subject Advisors recommend certain novels, for instance, but their lesson units are based on skills, standards, and benchmarks, and not the content of individual books. Vocabulary Workshop Level C (Common Core edition) is often used for supplemental instruction in English classes. For grammar instruction, BASIS.ed recommends Easy Grammar for the primary grades and Grammar For Middle School for grades 6-8; we also advise that all students purchase college-level dictionaries and thesauruses. Textbooks in the middle and high school grades are predominantly novels, including Shakespeare (various works), The House on Mango Street, The Great Gatsby, Night, The Hobbit, The Epic of Gilgamesh, Homer’s Iliad and Odyssey, and many other classic and modern texts. Texts for history courses include World History: Patterns of Interaction, World History and Geography, Ways of the World: A Global History With Sources, and United States History and Geography (McGraw-Hill). Science

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BASIS.ed-managed schools use a variety of publishers for science textbooks. Kindergarten students use National Geographic Exploring Science, while other students in the primary grades utilize Pearson’s Interactive Science series as a guide to science instruction. Each Pearson book is an all-in-one workbook/textbook with a thorough introduction to the terms, processes, and disciplines of science. As its name implies, this series of textbooks has many interactive activities that help students directly engage with science. Our students enjoy great success in grades 6–8 in their disparate biology, chemistry, and physics classes after having used Interactive Science as the fundamental text in the primary years. Other texts for middle and high school include Human Body Systems and Health, Biology (Pearson), Living By Chemistry, Holt Science & Technology: Forces, Motion, and Energy, and Weather and Climate (Holt, Rinehart, and Winston). World Languages Students take Mandarin in grades K-4, Latin in grades 5 and 6, and then may choose from Latin, Mandarin, French, and Spanish in grades 7-12. For primary Mandarin, our Subject Advisors strongly recommend My First Chinese Reader, Happy Chinese, and Chinese Made Easy, as well as flash-card resources such as Tuttle Chinese for Kids. Eventually, students move on to Better Chinese and, by middle school, they move into the various levels of Learn Chinese With Me (books, workbooks, and CDs). Wheelock’s Latin, Bien Dit!, Avancemos, Realidad, and translation dictionaries are texts used in the upper-school language courses. Language teachers use a great deal of whole-class instruction on the whiteboards and use projectors at the primary level instead of texts, so that students learn from the teacher and from each other. Songs, artwork, calligraphy, and other materials are used in language instruction for our early learners, primary grades, and upper grades alike. ASSESSMENTS Our triple-focus on accountability, support, and celebrating achievements motivates us to succeed. We assess students often, not only to track progress and the effectiveness of curriculum, but also to assess instructional methods and interventions. Students’ excellent performance on formative assessments and summative/standardized assessments proves to the students that their hard work matters, and proves that our educational philosophy, academic model, and school culture work for those students who strive for success. Assessments, in general, are designed to reinforce and solidify student learning of the curriculum in each subject. The format of each assessment is tailored to each subject, so that in math, quizzes might test fluency with a particular algorithm, while an English assessment could take the form of an essay to determine students’ understanding of textual evidence. Assessments follow the BASIS.ed educational framework in the sense that they: 1) are a valuable and productive use of students’ time; 2) are presented with the expectation that it is ultimately the student’s responsibility to learn the material; 3) reward students who have mastered effective study habits (encouraging students without these habits to seek out appropriate support, which is readily available); and 4) reward students who work hard to master the material. This framework is essential for teachers, as it says nothing about requiring students to hit specific or unrealistic performance targets. It requires teachers to consider the strengths, challenges, and needs of their students, their efforts, and how much and how well they have improved at various points in the year. BASIS.ed teachers create assessments that are designed to challenge students, not intimidate them, and that display what students can do, rather than where they are failing. This framework also emphasizes the responsibility and autonomy that we require students to demonstrate, while also requiring that teachers act as advocates for their students’

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successes— “gifted,” “average,” disadvantaged, special needs, and any combination of the above. Accommodations and modifications for students with disabilities will be made on all assessments according to a student’s IEP or 504 plan. Throughout the school year, BASIS.ed measures the effectiveness of teachers’ instruction by administering a suite of external assessments, including (for primary grades) the ISA, AIMSweb, and DIBELS, as well as internal assessments, including readiness, baseline, benchmark, and classroom tests. Our teachers, school administrators, and BASIS.ed staff monitor student progress on these assessments, and create new (or adapt existing) intervention plans as necessary, based in part on the data from these assessments (see below for more information on intervention plans). The BASIS.ed Primary program requires consistency and accountability across our network, and state-mandated assessments do not always clearly provide data on the progress made toward BASIS.ed curricular goals. In addition, state-mandated assessments do not provide data often enough to thoroughly track student progress toward course objectives. In response, we utilize an internal set of primary exams that assess both literacy and numeracy, and serve both as baseline and benchmark exams. Baseline exams (administered approximately six weeks after school begins) measure a student’s skills at the beginning of the year, and benchmark exams measure students’ performance compared to peers throughout the year. BASIS.ed baseline and benchmark tests measure students’ performance based on the accelerated curriculum that BASIS.ed primary schools offer, rather than against the national or state averages for grade levels. We are anticipating that BASIS Baton Rouge #2 students will perform at a level similar to BASIS Baton Rouge students on baseline testing.

All BASIS.ed students in grades 3–5 then take mid-year and end-of-year Humanities and Math/Science benchmark exams that are directly aligned with the Baseline Tests (BLTs). These exams provide a “snapshot” of student progress at the middle and end of the year, thus allowing us to track the progression of students through the BASIS.ed curriculum and students’ progress towards year-end goals. Like the Pre-Comprehensive and Comprehensive exams our students take in grades 6–8, these exams allow us to compare the progress of students within and among other BASIS.ed-managed schools. Unlike Comps, however, students' grades are not affected by these exams—they are meant to give teachers a better idea of their students’ strengths, challenges, and growth throughout the year. These exams (also made by the BASIS.ed Academics Division, with input from classroom teachers about success of challenging items) will allow us to see what progress individuals are making, and to identify gaps in consistency and quality across the network, with the high stakes of a state test such as LEAP. For students younger than 3rd grade, teachers use a robust checklist of benchmarks twice each grading period to assess student learning. A lack of student progress in one class might signal a need to further evaluate a teacher’s instruction for effectiveness. Conversely, a diverse group of successful students in another class might display a teacher’s excellence in differentiated instruction. A different comprehensive assessment that tracks progress in literacy and numeracy is AIMSweb, a tool BASIS.ed uses in its primary schools to complement internal exams and state assessments, to abide by state requirements throughout the network, and for progress-monitoring. Students in grades K–4 are tested in literacy and numeracy using AIMSweb at least three times per year (usually five, once per grade period), up to weekly testing if a student’s intervention plan requires more thorough progress-monitoring. AIMSweb allows schools the possibility of creating a literacy history for each K–4 student, including data points on a wide variety of skills and processes. AIMSweb places students into tiers representing students above

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grade level, students on grade level, students who require strategic interventions for specific skills or processes, and students who require significant interventions, including, potentially, the development of an IEP. You will find a more thorough discussion of how BASIS designs interventions in Appendix C. Data from AIMSweb is aggregated across all students by grade level to determine appropriate levels of intervention or advancement. Teachers can then use this data to align instruction to students’ needs. Throughout the school year, teachers assess students and adjust the pacing of the curriculum based on their results, paying specific attention to the growth demonstrated by the bottom quartile of students. Teachers may also use AIMSweb assessments as assignments (homework and in-class work) to gauge student progress. If a teacher determines that an individual student is struggling, they alert the Director of Academic Programs, and the process to develop an intervention plan begins immediately. In keeping with the BASIS.ed mission to provide an internationally-competitive education, BASIS.ed primary students take the ISA (International Schools’ Assessment, based on the OECD’s PISA test) Exam, which tests Mathematical Literacy, Scientific Literacy, Reading, and Writing in grades 3, 4, and 5. BASIS.ed uses this exam for many reasons. The ISA is not specific to a single curriculum; rather, it tests students all over the world on core skills in mathematical literacy, reading, writing, and scientific literacy. The test material is eclectic, drawing on many cultural and national sources; as with the PISA, it is impossible to “teach to the test.” The ISA provides diagnostic information that can be used at the network, school, class, or individual levels; BASIS.ed can evaluate the reliability of our internal assessments (including baseline/benchmark tests) and confirm that they are aligned with international expectations of performance. The most important assessments in grades 6–8 are the Pre-Comprehensive and Comprehensive Exams. These mandatory exams are designed, audited, and approved by BASIS.ed in cooperation with BASIS teachers in the core courses (English, History, Biology, Chemistry, Physics, Math, Foreign Language, and, in grade 8, Economics). In most cases the pre-comprehensive and comprehensive exams are designed as 50% content common to all BASIS.ed-managed schools and 50% teacher-specific content. The purpose of the pre-comprehensive exam is to provide students with the experience of taking a cumulative examination and provide teachers, parents, and students with invaluable information about the student’s progress and academic standing. It also serves the purpose of ensuring consistency across the BASIS.ed network, so that the curriculum and its vertical alignment are clear. These cumulative exams count for a significant portion of the students’ grades in these courses. The School is committed to working with students and parents to understand the exam areas where a student is unsuccessful and provide educationally-appropriate support and intervention to help achieve future successes. In high school, summative assessments come in two major forms: Final Exams and AP Exams. Final Exams are designed and graded by teachers in non- AP courses for grades 9–12. These cover materials from all three trimesters, may be written, oral, or a combination of both, and may include results of final lab practicals or project presentations, as specified in the Course syllabus for each course. Advanced Placement® (AP) exams are designed and graded by the College Board®. BASIS.ed graduation requirements mandate that students must take AP courses as part of the process of earning a BASIS.ed Diploma (see the Parent-Student Handbook for more information about graduation requirements) . Students whose performance in AP courses is strong are encouraged to take the AP exam for that course. BASIS.ed has generous policies about paying for students’ AP exams; more detail on this can be found in the Handbook as well.

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Last, the highly respected Programme for International Student Assessment, or PISA, which is managed by the Organization for Economic Co-Operation and Development (OECD), is another test BASIS.ed high school students take. The PISA is administered every three years internationally, while the OECD Test for Schools (based on PISA) is administered in the United States every year by schools that elect to take it. The PISA is an internationally-benchmarked, school-level assessment tool that measures critical-thinking skills and how well 15-year- olds can apply their knowledge of reading, math, and science to real-world problems. The results of the OECD Test for Schools enable the School to compare their students’ results against international results and earn international recognition. Since the test measures a student’s problem-solving abilities and is not curriculum-based, it requires no prior preparation. These tests are critical for the School to determine international benchmarking; therefore, all eligible 15-year- old students are required to take the test during the school year, although they do not factor into students’ grades. Outcomes We Will Achieve Our student goals for this school will mirror those of BASIS Baton Rouge:

1. Students will be prepared to enter college without need of remediation. Most students will enter in advanced standing and all will be prepared to take intermediate college coursework.

2. Students will be prepared to compete against their international peers in highly performing education systems.

3. Students will become autonomous learners who take responsibility and pride in their academic achievements.

As we have explained, in order to evaluate student improvement over time, BASIS Baton Rouge #2 will conduct regular progress-monitoring for students in the primary grades in reading and math, administer rigorous, cumulative exams to students in the middle grades, and administer end -of-course and AP® Exams for students in grades 9–12. The goal is for all students to demonstrate, at a minimum, grade level proficiency on each of these exams, as well as any applicable Louisiana state exams, every year. We will use the college acceptance rate and Advanced Placement® Exam scores to measure readiness for postsecondary success. Our goal is a 100% college-acceptance rate among our graduates and AP scores as follows:

• AP Exam pass rate in core and elective courses at or above 60%, 65%, and 70% respectively after the first, second and third year that the exams administered by the school;

• AP Exam pass rate above the national average on a majority of the AP subject exams

administered after the third year of operation. These mission-specific goals are the impetus behind the assessment framework at BASIS Baton Rouge. These goals guide teachers, administrators, education support staff, the BASIS.ed Academics Division, the BBR Schools, Inc. Board of Directors, and the authorizer in evaluating the success of the BASIS.ed academic program and the success of the BASIS Baton Rouge faculty and staff in ensuring the school is fulfilling its mission. As a network, our expectation is for every student to be at-or-above grade level on every state assessment, every year. Rather than differentiate the absolute performance goals that we set for

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our students, we differentiate each student’s intervention plan so that every child has the scaffolding and supports needed to be successful in the rigorous BASIS curriculum. As we have discussed in the intervention section of the application, we use baseline testing (BLTs) to determine the unique set of supports that we will provide to every child. You will find a discussion of our intervention planning included in Appendix C. Looking at the performance of our BASIS Baton Rouge students up to this point, we have a strong sense of the interventions that our BASIS Baton Rouge #2 students will require to meet our goal of having all students performing at-or-above grade level in all content areas. Below, again, is the data from our BLTs and growth at mid-year resulting from our intensive interventions system.

When a student who is new to a BASIS.ed-managed school (at the beginning or middle of the year) and demonstrates profound gaps in the subject-knowledge expected from a typical BASIS.ed student, the teacher(s) will create an individual plan describing the steps the student must take to meet the pace of the curriculum. This plan will include timelines for covering learning gaps and catching up with their peers, a list of resources provided by the school (additional work packages, workbooks, and textbooks, additional one-on-one time the teacher will spend with the student, additional peer-tutoring time, etc.), an assigned peer mentor in each class, and a description of modifications to assignments and assessments. During the remediation period, the student will work on individualized assignments in class, receive individualized homework, and be assessed using individualized quizzes and tests. The student will be graded on a Pass/Fail system during his/her remediation plan. The School Director will keep copies of the student’s individualized plan(s) and meet with the relevant teachers once a month to evaluate the effectiveness of the remediation. Professional Development BASIS.ed has a strong network-wide program of mentoring and collaboration for teachers to share instructional strategies and best practices. BASIS.ed requires all teachers to participate in ongoing professional development in the areas of the BASIS curriculum, instructional planning,

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effective pedagogy, accommodations and modifications for SPED and ELL, differentiated assessment, and student engagement. Teacher development begins during an intensive summer training institute in July, which is required for all teachers new to BASIS.ed, including those who join us mid-year. Throughout this training, new teachers learn the fundamentals, scope, and sequence of the BASIS.ed curriculum in grades K–12, as well as the various systems and databases the BASIS.ed network utilizes for assessment, student progress monitoring, scheduling, curriculum, document sharing, and so on. During the weeks of Teacher Institute, teachers attend sessions on a variety of topics pertinent to them. A 3rd grade Humanities teacher might attend sessions by current Humanities teachers, BASIS.ed Primary curriculum experts, Special Education Coordinators at the primary level, or primary school Deans. They see how experienced BASIS.ed teachers approach tough topics in the curriculum, they are provided with flash drives containing handouts and other resources, and they receive lists of manipulatives that they can use in their classrooms (colored blocks, puppets, etc.). Some sessions may feature real BASIS.ed primary students who participate in demonstrations and lessons, while others require teachers to role-play for each other, or watch videos of our best teachers in action from the previous year. There is plenty of time for discussion about what they see, how it fits with prior experiences they may have had, and how they envision using such strategies, resources, or content in their own classrooms. After the Arizona portion of the Teacher Institute, teachers return to their school sites and repeat this process, sharing what they have learned, and planning with their colleagues. After Teacher Institute, and throughout the school year, teachers have many options for sharing instructional strategies across the BASIS.ed network. Teachers have access to every single syllabus in the entire BASIS.ed network within our proprietary innovative curriculum and assessment database. Any BASIS.ed teacher can view the lesson units that his/her peers have written, the topics they are teaching, the timeline, the materials, and any handouts or web links they have included in their syllabi (see Appendix B for samples). This allows teachers not only to “shop around” for high-quality ways to teach the required content of their course(s), but also to see what their colleagues are doing in the grades below and above the one they teach. It is immensely useful for a 4th grade teacher, for instance, to be able to quickly see what his/her students learned in 3rd grade, to what depth, and see what they are expected to know and will be able to do when they move on to 5th grade. Teachers participate in additional professional development activities throughout the year. These include network-wide trainings organized by BASIS.ed, site-based trainings organized by individual school leaders, and individualized development through peer mentorship and administrative coaching. Continuing development across the BASIS.ed network is designed to deepen teachers’ understanding of fundamentals in instructional design, pedagogy, student engagement, and assessment. Development sessions are interactive and give teachers the opportunity to practice skills and strategies under the guidance of their peers. In some cases, BASIS.ed may deploy veteran teachers from across the network of schools to lead professional development where needed. In addition to our curriculum and assessment database, and the Teacher Institute described above, BASIS.ed currently utilizes Microsoft SharePoint and the BASIS.ed Repository for in-network document sharing and discussions. Each course and grade level has discussion forums in which teachers discuss common issues. Subject Advisors and curriculum experts post resources, handouts, videos, and notices about upcoming assessments or developments.

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BASIS.ed Subject Advisors are evaluated on how frequently and how well they support their teachers. Our Subject Advisors are caring mentors and fantastic collaborators, who use email LISTSERVS to call attention to new posts on SharePoint discussion forums, offer support during exam review weeks, and help teachers understand scores on internal and external exams (including our benchmark, diagnostic, and readiness tests). One of the responsibilities of the Subject Advisors is to ensure that the quality of teaching is of the highest caliber possible, and consistent across the network. Subject Advisors who perceive a teacher is struggling may reach out to the Head of School, Curriculum Coordinator, and the BASIS.ed Academics Division, for intervention and support. Throughout the year, BASIS.ed faculty and staff are invited to attend and present in a variety of network-wide professional development sessions to promote collaboration and improvement. For instance, LET/SET Summits are weekend retreats in which primary grade teachers from all our schools convene in person to discuss the challenges and opportunities inherent in the co-teaching model, share tips for maintaining positive co-teaching relationships, and maximizing the potential of the co-teaching model to ensure student productivity. It is beneficial for these teachers to physically meet colleagues who they may only have communicated with electronically; these relationship-building events are cited as a key reason for primary teacher retention and satisfaction. Similarly, middle and high school teachers participate in teacher-proposed webinars, recorded and disseminated for the benefit of the network. In these webinars, teachers lead presentations/discussions on important topics. The opportunity to connect to colleagues while improving their practice is a valuable benefit for both our teachers and their students. Administrator and Staff Development BASIS.ed administrators and staff across the BASIS.ed network attend annual training to refresh and build upon their expertise in leading collegial, student-supportive schools. The first of the training sessions occurs the week prior to the new teacher training in July. Head of School and School Directors participate in discussions on effective observation and coaching. In addition, school leadership and key student-oriented staff (e.g., Dean of Students) attend many teacher sessions related to curriculum and instruction listed above. Overlapping teacher and staff development helps administrators understand their teaching faculty’s base professional knowledge, allowing them to better design targeted, school-based professional development. Critically, school leaders also refine their own understanding of best practices in pedagogy, classroom management, assessment, effective interventions, and student engagement—all of which prepare them to be effective coaches to both novice and veteran teachers across subject areas and grade levels. The BASIS.ed Schools Management Division conducts monthly conference calls (called PenPals), and quarterly Leadership Connectivity meetings, which all Heads of School attend. These events provide a collaborative environment to learn from each other’s experiences which helps maintain consistent effectiveness throughout the school year. Training for Meeting the Needs of Special Student Populations As part of the New Teacher Training Institute and on-site training prior to the beginning of the school year, all teachers and school administrators at BASIS Baton Rouge will undergo annual training on all aspects of how to differentiate instruction for best reaching all learners and how to most effectively manage their classrooms.

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The Special Education and Section 504 Delivery Models described in this application include strategies related to training for the BASIS Baton Rouge #2 teaching staff that address the implementation of goals, accommodations, and modifications. Specifically, the trainings provided clarification of what is expected of teachers at all stages of the process, including pre-referral, referral, and participation in IEP and Section 504 team meetings, implementation and modification of accommodations, tracking strategies, and guidance on where to find support if needed. Our experiences have taught us the importance of not only providing annual training regarding teacher expectations but also providing ongoing support, especially when new students are identified and evaluated. The Special Education Coordinator and special education support-staff members work closely with teaching staff throughout the year to provide ongoing advice and guidance such that all students are taught in the regular classroom to the greatest extent possible. These same models will be implemented at BASIS Baton Rouge #2. While BASIS Baton Rouge #2 will principally emphasize a positive behavior intervention system, teachers and administrators will receive supplementary training on the legal requirements for disciplining students with disabilities. Highly effective teachers understand how a student’s disabilities may impact their classroom behavior and will have the supports needed to effectively manage their classrooms in light of student differences. To that end, teachers will receive professional development training on what constitutes a change in placement for a student with a disability, and the core concept of a student’s behavior as a manifestation of their disability. Typically, the Dean of Students, Director of Student Affairs, or Head of School serves as the administrator for delivering disciplinary consequences when a student violates the BASIS.ed Student Code of Conduct. Persons hired for these positions receive specialized training in disciplinary action to ensure correct responses when disciplining a child with a disability and/or when a manifestation determination must be made. Furthermore, our Academic Support Program ensures that any student who may struggle with these challenges, including students with disabilities and English Language Learners, is provided one-on-one guidance and advocacy. As students advance through the grade levels, they become models for younger students and help create a culture of positive and purposeful peer encouragement. The curriculum at the existing BBR Primary (K-3) school was designed to include the Louisiana Student Standards as well as the Louisiana Connectors for English Learners. These standards include the four major language domains: Speaking, Listening, Reading, and Writing. These standards help teachers, administrators, and ELL coordinators evaluate students’ baseline language proficiency when they come to BASIS, and help our staff monitor progress in order to recognize improvements through the ELP (English Language Proficiency) Level Descriptors.

Academically, BASIS.ed provides Subject Advisor Mentors (SAMs) to support school staff. The SAMs are BASIS.ed-trained teachers or administrators with a particular expertise in their subject or position, and they are responsible for training and support for each variant of the subject or position they oversee and those that are directly involved. Perhaps more importantly, they are individuals who have demonstrated a deep commitment to collaboration and creating a community that enables and celebrates the success of their peers. These subject experts are able to provide extensive content support for teachers while also practicing in their subject area on a day to day basis. This means they have direct daily experience with the issues teachers are facing. SAMs can and do visit other campuses, but much of the time SAM mentorship and professional development occurs via discussion boards, email and phone calls.

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The BASIS.ed ELL SAM is well versed in universal ELL tools and progress monitoring resources that are shared with each school’s ELL coordinator. This expert also attends periodic trainings to stay up to date on the most current ELL resources, training, tools and guidance to provide renewed support throughout the year. This includes individual student file review as well as comprehensive program auditing to ensure compliance with State standards at the individual school level. The BASIS Baton Rouge ELL Coordinator will attend in-person trainings with EBR staff and utilize the Louisiana Department of Education specific resources when providing targeted support to ELL students. The ELL coordinator will monitor progress of the ELL students with the LEAP360 and ELPT for aligned assessments.

ELL services are provided across the 27 BASIS.ed managed charter schools network. BASIS.ed has experienced staff serving a wide array of students, from those who were newly identified this year as well to those students who are progressing towards their goals in the monitoring phase of service provision. This year at BASIS Baton Rouge, 25 students were identified as requiring ELL services and these services are being provided.

On-Site Professional Development BASIS Baton Rouge #2 will create a culture of ongoing professional development in which the teachers are accountable for improvement. Teachers are encouraged to observe their students when taught by other teachers, to learn classroom management and instructional strategies. Every BASIS.ed-managed school holds weekly staff meetings to address the overall educational needs of the students. These meetings rotate each week between All-Staff Meetings, Grade-Level Meetings, and Subject Meetings, as detailed below. During All-Staff Meetings, the Head of School will review general themes, and school management will provide guidance on activities relevant to all staff, such as formative assessments, monitoring student progress and mastery, strategies for behavioral interventions, etc. Additionally, personnel from BASIS.ed or other school administrators provide training on the curriculum and assessment database, PowerTeacher, GradeCam, and other systems, as new requirements or updates become available. These meetings will happen at least once a month. During Subject/Department Meetings, teachers across grade levels in the same subject area meet to discuss student progress, challenges, effective pedagogical techniques for teaching specific concepts, and implementation of the curriculum and standards in such a way that the students follow a natural progression in understanding as they move from grade to grade. BASIS.ed has found that this type of teacher collaboration is incredibly beneficial and allows experts to work together to identify successful and promising practices driven by their actual classroom experiences and real-time student data. During Grade-Level Meetings, teachers of all subjects across each grade level meet to discuss student progress, particularly successful instructional techniques, and how to coordinate instruction across subjects. These conversations always include techniques through which teachers can differentiate instruction for Students with Disabilities and English Language Learners. They also discuss the total amount of homework assigned to students nightly, and the dates of major assignments and assessments, so that students can manage the work effectively. These meetings help teachers support students who are struggling and identify strategies that work for individual students. The LETs and SETs attend these meetings and provide cross-subject feedback.

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Teacher Coaching Throughout the school year, teachers are observed on a regular basis and receive feedback according to a set of indicators included in the teacher evaluation form. As is reflected below in the feedback form, feedback always reflects the proficiency with which the teacher instructs, ensures student understanding, maintains high levels of student engagement, and utilizes the curricular materials. Coaching sessions take into consideration both the feedback that is gathered during observations as well as progress monitoring through formative testing throughout the school year. The feedback form is below:

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Intervention: Academic Support Program One of the central tenets of the BASIS.ed educational philosophy is to create independently motivated students. Occasionally, however, students may need explicit support in order to succeed. If a student’s grade falls below 70% on a Progress Grade Report, or a student fails to make adequate progress on benchmarking exams, or at the discretion of the Dean of Students, a student is placed in the Academic Support Program. Academic Support Program revolves around three central objectives for these students: motivation, communication, and intervention. Each student in the program is assigned a designated Academic Advisor who meets weekly with the student; the Advisor may work with the student to develop and then discuss a customized Study Plan. The Advisor also oversees the implementation of interventions in his/her courses, communicates regularly with parents, and continues checking in even after the student has exited Academic Support. When a student demonstrates a need for support due to lack of organization, inability to complete assignments on time, or a negative or stagnant trend in assessment data (in AIMSweb, classroom assessments, benchmarking tests, and others), the Academic Advisor may implement one-on-one sessions to teach the student effective note-taking, organizational, and time management skills. For example, the Academic Support Coordinator will teach the student how to enter notes into his/her planner, how to organize his/her backpack and binders, how to plan time for homework, etc. The Academic Support Coordinator gives the student several concrete goals and follows up to verify that the student is implementing the instructions—this process is especially helpful for our youngest students, as talking through goals and steps to achieve those goals helps students learn to be proactive early on. If the student shows reasonable progress, the Academic Support Coordinator may negotiate with the student’s teachers to lessen previously imposed standard consequences (e.g., set up an additional option to submit missing homework or to retake previously failed quizzes and tests). This can help motivate the student toward further improvement. If the student is not demonstrating adequate progress on exams and in his or her classes by the end of the grading period, the Academic Support Coordinator may require the student to ask his/her teachers to initial his/her Communication Journal at the end of every class period to verify that he/she noted all assignments. In addition, the student’s parents are expected to initial the Communication Journal every day. The Academic Support Coordinator will evaluate the student’s progress once a week and will terminate the intervention when it brings steady, positive results. Because extreme difficulties with organizational strategies and focus can sometimes signal other issues, the Academic Support Coordinator may make a referral to the special education department if they are not seeing the typical type of improvement they would expect for a student of similar age/grade. Individual Academic Plans. When a student who is new to a BASIS.ed-managed school (at the beginning or middle of the year) and demonstrates profound gaps in the subject-knowledge expected from a typical BASIS.ed student, the teacher(s) will create an individual plan describing the steps the student must take to meet the pace of the curriculum. This plan will include timelines for covering learning gaps and catching up with their peers, a list of resources provided by the school (additional work packages, workbooks, and textbooks, additional one -on-one time the teacher will spend with the student, additional peer-tutoring time, etc.), an assigned peer mentor in each class, and a description of modifications to assignments and assessments. During the remediation period, the student will work on individualized assignments in class, receive individualized homework, and be assessed using individualized quizzes and tests. The student will be graded on a Pass/Fail system during his/her remediation plan. The School Director will

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keep copies of the student’s individualized plan(s) and meet with the relevant teachers once a month to evaluate the effectiveness of the remediation. Key Components of Our Scale Strategy BBR Schools, Inc. requests authorizer approval to open BASIS Baton Rouge #2, a K–12 school that will begin serving students in grades K–5 in 2020–2021, after which point the school will add one grade every year until it reaches scale. To execute the BASIS.ed educational model and strategy in Louisiana and set up the expansion for success, we have established a regional office in Baton Rouge that is currently overseeing the on-the-ground operations of BASIS Baton Rouge. Primary financial management and administrative support will continue to be provided by the BASIS.ed network team in Arizona. The Louisiana-based staff will remain responsible for ensuring that BASIS Baton Rouge, as well as BASIS Baton Rouge #2, are on track to meet the expectations and goals set by the BASIS.ed network leadership. BASIS.ed has staffed regional personnel from its national network team in Louisiana to support the areas of finance, academics, operations, and talent. All BASIS Baton Rouge #2 personnel have access to the extensive resources of all BASIS.ed-managed schools, including all standards-aligned curriculum materials and assessments that have been in use by our schools, and refined for more than a decade, as well as non-instructional resources for operational support. In preparation for BASIS Baton Rouge #2’s opening, BASIS.ed leadership will work closely with the local Baton Rouge team to support recruitment, enrollment, hiring and setting up school operations. Risks and Mitigation The network of BASIS.ed-managed schools has expanded rapidly over the last seven years and understands the challenges of expansion. BASIS.ed carefully considers these challenges and opportunities when looking at potential expansion sites, evaluating them on a variety of factors, including supply and demand of high-quality schools, depth of the human capital pipeline, and community support for the BASIS.ed vision and educational model. In opening BASIS Baton Rouge #2, we have been able to successfully confront the challenges of of teacher recruitment and selection, identification and preparation of a new facility, and adapting the school model to our new city. Having both established a high quality regional staff and successfully confronted the myriad challenges of expanding to a new city, we are confident that our new school will be set up for success. Our dedication, exhaustive preparation, and the strength of both our management company and BASIS.ed curriculum-plus-culture model of academics will provide an excellent foundation on which to base our new school. Growth Plan BASIS Baton Rouge opened in the 2018-2019 school year and will serve grades K-12 at scale. We are proposing to open BASIS Baton Rouge #2 in the 2020-2021 school year which will also serve grades K-12 at scale. Our decision to propose a second site in Baton Rouge is driven by demand from parents that we are unable to meet with our current seat capacity. Starting in the 2018-2019 school year, our waitlist has consistently been 40% of our enrollment capacity. Demand for BASIS seats has grown

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increasingly, as well, to the extent that we are confident that we will have a waiting list even after opening a second site. Below, we have included our wait list count as of January 2019 as well as the trend in demand seen since the opening of BASIS Baton Rouge.

Given these patterns of demand, we propose the following growth plan:

School Opening Year Starting Population Population at Scale

BASIS Baton Rouge 2018-2019 K-6, 450 Students K-12, 866 Students

BASIS Baton Rouge #2 2020-2021 K-6, 450 Students K-12, 832 Students

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Scale Strategy BBR Schools, Inc. is a Baton Rouge-based entity which currently operates BASIS Baton Rouge in partnership with BASIS.ed, a national network of schools. This section, therefore, does not apply to this application. BBR SCHOOLS, INC. BOARD OF DIRECTORS BBR Schools, Inc. (BBR) is the board responsible for overseeing all corporate activities and operations; the lease or acquisition and continuing ownership of school facilities; ensuring compliance with charter contracts and applicable law; adopting an annual charter school budget for each fiscal year that has adequate resources to fulfill its obligations under each charter contract; reviewing annual financial and compliance audits; and contracting with and overseeing the educational management contract with BASIS.ed. Under the management agreement, BBR Schools, Inc. requires regular evaluations and have specified performance thresholds to evaluate the performance of BASIS.ed including academics, finances, compliance, management and operations, and community relations. The Board of Directors plays a critical role in defining and maintaining the mission, and thus a board that includes a combination of directors from the parent corporation, BASIS Charter Schools, Inc., along with a majority of directors from the Baton Rouge community will provide both continuity in organizational strategy and local support and oversight. The Board of Directors includes individuals who share a keen appreciation for the mission of BBR Schools, Inc. and bring relevant expertise to the growth and development of the organization. BASIS.ed does not play a role in naming or replacing BBR Schools, Inc. board members. BBR Schools, Inc. self-assesses on a regular basis to ensure that all necessary areas of expertise (legal, financial, academic, community engagement) are represented on the board. Any new member recruitment is led by existing members of the board and in collaboration with community partners. Currently, the BBR Schools, Inc. board is strong representation of both the Baton Rouge community as well as all necessary areas of expertise. In the event that a board member resigns, the affirmative vote of a majority (51%) of Directors then holding office may fill the position at any regular or special meeting called to elect a board member. The board will prioritize any lacking expertise (financial, academic, operational, legal, etc.) on the board in identifying new members at any time. BBR facilitates an onboarding session for all new members that reviews board responsibilities, bylaws, and current board membership in order to ensure a smooth transition for all new members. The BBR Board of Directors employs an Executive Director to ensure effective, responsible, and consistent governance over all schools, serve as a day- to-day liaison with the management company, recruit board members, facilitate the Board’s meetings and general communications, and act as the board’s authorized agent. In the instance that a new board member joins BBR Schools, Inc. the Executive Director trains the new member on the bylaws, policies, and responsibilities of the board. We have included a summary of each member of the BBR Board of Directors below:

● Dr. Craig R. Barrett was born in San Francisco, California and received his Bachelor of Science, Master of Science and Ph.D. degrees in Materials Science from Stanford University, serving on the faculty of Stanford after graduation. Dr. Barrett was a Fulbright Fellow at Danish Technical University in Denmark and a NATO Postdoctoral Fellow at the

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National Physical Laboratory in England. In 1974 Dr. Barrett joined Intel Corporation. He was elected to Intel Corporation's Board of Directors in 1992, became Intel's fourth president in 1997, chief executive officer in 1998, and chairman of the board in 2005, a post held until he retired in May 2009. Dr. Barrett is a leading advocate for improving education in the U.S. and the world, and is a vocal spokesman for the value technology can provide in raising social and economic standards globally. He chairs BASIS Schools, Change The Equation, STAND for Children Arizona, Dossia, Smithsonian Gem and Mineral Collectors and the National Forest Foundation; co-chairs the Skolkovo Foundation Council and the Lawrence Berkeley National Laboratory Advisory Board; vice chairs Science Foundation Arizona; serves on the Boards of Achieve, K12, Society for Science and the Public, Carnegie Institution for Science, the Arizona Commerce Authority, Tallwave, Impele and Geothermic Solution. Dr. Barrett served as Chairman of the National Academy of Engineering and the United Nations Global Alliance for Information and Communication Technologies and Development. He co-chaired the Business Coalition for Student Achievement and the National Innovation Initiative Leadership Council, and served as a member of the Board of Trustees for the U.S. Council for International Business and the Clinton Global Initiative Education Advisory Board. Dr. Barrett serves on numerous other boards, policy and government panels and committees.

● Mr. Stan Shelton is Senior Vice President of Planning, Development and Construction for Woman's Hospital, the corporate partner of BBR Schools, Inc. Mr. Shelton serves as an honorary ex officio member of the Board. Mr. Shelton joined Woman's in August 1989 as Director of Human Resources and was successively promoted to his current position in March 2007. He was responsible for the replacement hospital project and currently oversees the strategic development of the campus as well as facilities management. Prior to joining Woman's, Mr. Shelton served as Assistant Vice President of Human Resources at United Companies Financial Corporation in Baton Rouge, as Director of Personnel at Mary Chiles Hospital in Mt. Sterling, Kentucky, as Director of Human Resources at Physicians and Surgeons Hospital in Shreveport, and as Assistant Director of Industrial Relations at Libbey Glass in Shreveport. He is a 2005 graduate of Leadership of Greater Baton Rouge and a 2014 graduate of Louisiana Leadership. Mr. Shelton previously served on the boards of Health Care Centers in Schools, Family Services of Greater Baton Rouge and the Westminster/Pine Park Civic Association. He has actively represented human resources issues with the Louisiana Hospital Association and the Greater Baton Rouge Health Forum. Stan is the co-author of “Nine Steps to Great Healthcare Design” published in Healthcare Design magazine. He received a Bachelor of General Studies in Business Administration degree from LSU and a Master of Science in Organization Development degree from Pepperdine University.

● Mr. Patrick Martin is an attorney and university administrator who has dedicated his career to public service. Mr. Martin developed a passion for improving access to education across the state and the community while serving in the administration of former governor Mike Foster. In 2003, Mr. Martin joined the board of AMIKids-Baton Rouge, which operates a charter school serving students at high risk of entering the juvenile justice system. Mr. Martin has an undergraduate (1989) and a law degree (1993) from LSU. After stints at the District Attorney's Office, Legislative Auditor's Office, and the Office of the Governor, Mr. Martin has been working at LSU since September 2005, currently serving as Assistant Vice President for Real Estate, Public Partnerships, and Compliance.

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● Ms. Kia D. Bickham is a community outreach manager for APTIM and has over 10 years

of experience working with elected officials on all levels of government – local, state and federal. Ms. Bickham is deeply involved within the community and is committed to making Baton Rouge a better place to live and offer young people experiences that they will remember throughout their lives. As examples, while working at the Office of the Mayor-President, City of Baton Rouge as Chief Service Officer, she had the opportunity to develop and implement support programs for struggling elementary school readers involving volunteers and community partners. Ms. Bickham collected more than $100,000 in grant funds for the Mayor's Youth Advisory Council and volunteer initiatives, and she designed and implemented the Love Our Community Summer Youth Employment Program, which was recognized by the Louisiana Municipal Association as the winner of the Community Achievement Award for Community Development in 2013. Ms. Bickham holds a Master of Public Administration and a Bachelor of Arts in Mass Communication from Southern University and A & M College, Baton Rouge.

● Dr. Donald Carson, the son of a collegiate basketball player and a NFL Hall of Famer, had a certain affinity to sports. As a child growing up he played multiple sports including basketball, football, baseball and tennis. Through his love of sport, he was afforded the opportunity to continue collegiately and was awarded a scholarship to play football at Savannah State University. He was able to walk onto the basketball team as well, where he would excel. Dr. Carson also excelled academically and graduated from Savannah State with a bachelor's degree in biological science. Upon leaving Savannah, he attended Hampton University in Hampton, Virginia where he obtained a master's degree in medical sciences. He stayed in Virginia and obtained his medical degree from Edward Via College of Osteopathic Medicine in Blacksburg, Virginia. His passion for medicine and people lead him to Springfield, Illinois, where he completed his residency training in Family Medicine with Southern Illinois University. Currently Dr. Carson lives in Baton Rouge, Louisiana where he is practicing medicine in Family & Sports Medicine with Our Lady of the Lake Regional Medical Center. He also serves as a team physician for Louisiana State University & Southern University.

● Ms. Monique Scott Spaulding is both a businesswoman and community leader. As the franchise owner of Jani-King of Baton Rouge, Ms. Spaulding has been able to pursue her passion of helping others achieve their dreams. Since 1998, she has grown her business into one of the top Jani-King franchises in the region, winning multiple sales and Franchise of the Year awards. Ms. Spaulding's commercial cleaning franchise specializes in educational, health care and industrial facilities. Before Jani-King, Ms. Spaulding was the resource pool manager at General Health Systems, where she provided staff for hospitals, school districts and medical practices, and picked up business and management skills. As a business leader, Ms. Spaulding has had the opportunity to serve on several boards and organizations to give back to the community and encourage entrepreneurship on a wider scale. She is a staunch advocate for education, children and the arts and believes that education and hard work are key to success.

● Ms. Liz Smith (Secretary) is a tireless advocate for regional education policy and advancement as the Baton Rouge Area Chamber's policy and research director. Ms.

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Smith is a board adviser for Volunteers in Public Schools, a board member for the Up Alliance, and a member of the Goodwill Youth Advisory Council. She has also served on the local Louisiana Workforce Investment board and the new East Baton Rouge Parish Mayor- President's Transition Subcommittee for Education. Ms. Smith has been involved with the Truancy and Assessment Service Center, Cristo Rey Baton Rouge Franciscan High School, Susan G. Komen Race for the Cure, The Cinderella Project and Theatre Baton Rouge. Prior to joining BRAC in 2013, she was a director of research with SCI Research. Though she has called 11 different cities home during her life, she has now been in Baton Rouge for 11 years. Ms. Smith is a graduate of the University of California, Riverside, and the Paul M. Hebert Law Center at Louisiana State University.

● Mr. Ronnie Morris (Treasurer) was a high school calculus and physics teacher prior to launching his 22+ year career with ExxonMobil. In his work as a Utility System optimization expert, Mr. Morris supported 27 sites globally with energy management. Through his international activities he became conversant in both French and Italian. In 2001, Ronnie and Allyson Morris founded the LSU McCollister Leadership Award. The endowment provides three full scholarships each academic year in the College of Human Sciences & Education. The scholarships are based on need, leadership qualities and character. Mr. Morris also established The Tom & Kathy Green LSU Top 100 Scholarship for an electrical engineering student. In addition to his philanthropic support within the Baton Rouge community, Mr. Morris is also very generous with his time, serving as a Junior Achievement Volunteer for 15 years in Baton Rouge area high schools and as an LSU ExxonMobil Scholars Mentor and most recently in his efforts developing the Brookstown Middle School Aquaponics STEM Project. Mr. Morris is a two time Louisiana State University graduate, earning both a BS in Electrical Engineering and a MBA.

PERFORMANCE OBJECTIVES As the contracted management company, BASIS.ed will manage, administer, oversee, and supervise the operations and activities of BASIS Baton Rouge #2. In addition, BASIS.ed will furnish BASIS Baton Rouge #2 with curriculum, testing, analysis, reports, programs, procedures, and other information and materials. BBR, as outlined below, holds BASIS.ed accountable for the performance of BASIS Baton Rouge #2 through information obtained during quarterly board meetings and other periodic reporting. As previously stated, The BBR Board of Directors evaluates the performance of BASIS.ed according to indicators by which the measure the health of the schools: school enrollment, the quality of educational outcomes, accomplishment of strategic goals, fiscal results, and compliance with state and federal regulations, among others. To assess the degree to which BASIS.ed has met or exceeded the Performance Objectives, the Board will consider the following metrics in each Performance Area:

1. Fiscal Results

a. Budget balance

b. Budget to actual expenditures and revenues

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c. Debt covenants

d. Audit results

2. Compliance

a. Annual AUP transaction analysis by auditors

b. Contract compliance and legal compliance audit results

3. Enrollment and Graduates

a. Average enrollment levels

b. Graduation rates

c. Student attrition

4. Educational Quality

a. LEAP and iLEAP Assessment Scores

b. BASIS comprehensive exam scores

c. EOC/ACT Results

d. AP Results

e. Quality of college admissions

f. Waiting lists for entry grades

g. Other awards and recognitions

5. Strategic Goals

a. Recognition of BASIS Baton Rouge #2 program by outside experts

b. Progress on additional locations of BASIS.ed-managed schools within the state of

Louisiana

c. Additional items to be mutually agreed upon annually by BASIS.ed and BBR Board of Directors.

In the event that the BBR Schools, Inc. board wishes to terminate their relationship with BASIS.ed schools, the board may do so. BASIS.ed holds no financial leverage over the board in such an instance; there are no severance fees nor is there any risk to the facilities occupied by BBR Schools, Inc. as BASIS.ed schools is not the facility lessor. BBR Schools, Inc. oversees their management agreement with BASIS.ed.

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School Leader Accountability BBR Schools, Inc. has charged BASIS.ed with holding school leaders accountable for their performance. Both the Head of School and Head of Operations are evaluated twice a year by their respective teams (faculty and staff) as well as the parents. BASIS.ed then uses the data gained from student assessments, staff and parent surveys, student and staff attrition levels, financial and operational performance, as well as regular school visits to evaluate the overall performance of the school leaders. You will find the indicators according to which BASIS.ed evaluates school leaders included in Appendix D. BASIS.ed is responsible for replacing any school leader who does not meet these indicators. The BBR board receives quarterly updates on the metrics described above, at which time they are able to vocalize their pleasure and or displeasure with the performance of school leaders. That said, as the service provider, BASIS.ed reserves the right to make all personnel decisions. The board is then able to evaluate the performance of the service provider, BASIS.ed, and the decisions they make, using student performance data, the financial health of the schools, and the operational health of the schools. CONFLICT OF INTEREST To ensure board decisions are not a conflict of interest, the board adopted a conflict of interest policy outlining how any conflict of interest will be identified and addressed. The purpose of this Conflict of Interest Policy (“Policy”) and procedures contained in this Policy are to prevent the personal interest of administrators, officers and Directors from interfering with the performance of their respective duties to BBR Schools, Inc. (“the Corporation”) and to prevent administrators, officers and Directors from personally benefiting, whether financially, professionally or politically, at the expense or to the detriment of the Corporation. Definitions: A “Conflict of Interest” or “Conflict” is when an administrator, officer or Director, or a person who is an immediate family member of such administrator, officer or Director, or an entity that is a related entity: (i) is a party to a transaction with the Corporation; or (ii) has a beneficial interest in or is closely linked to a transaction with the Corporation and such personal interests could reasonably be expected to exert an influence on the administrator’s, officer’s or Director’s judgment. For purposes of this Policy: (a) “Board” means the Board of Directors of the Corporation; (b) “Director” means a member of the Board; (c) “officer” means a corporate officer of the Corporation; (d) “administrator” means any person employed by the Corporation in a managerial position; (e) “immediate family member” means any spouse, parent, child, or sibling of a an administrator, officer or Director; and (f) “related entity” means any organization in which the administrator, officer or Director has a more than a 2% ownership position Policy and Practices: 1. In the event of a Conflict or a potential Conflict, the potentially conflicted individual will fully

disclose to the Board, in writing or through memorialization of oral disclosure in Board minutes, all Conflicts or potential Conflicts, including but not limited to the following:

a. A Director is an immediate family member of another Director, officer or

administrator.

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b. An administrator is an immediate family member of another administrator, Director or officer.

c. A Director, an immediate family member of a Director, a business partner of the

Director or the Director’s related entity stands to benefit from a transaction of the Corporation, or a shareholder, partner, member, owner, director, officer or employee of such related entity receives payment from the Corporation for any subcontract, goods or services other than as reimbursement for reasonable expenses incurred as provided in the Corporation’s policies.

d. A Director's related entity receives funding from the Corporation.

e. A Director, officer or administrator is a member of the governing body of a contributor

to the Corporation. 2. Following full written disclosure of a Conflict or possible Conflict or any condition listed above, the Board shall determine whether a Conflict exists and, if a Conflict does exist, the Board shall vote to authorize or reject the transaction or take any other action deemed necessary to address the Conflict in the best interests of the Corporation. Such Board votes shall take place at a regular or special meeting of the Board at which a quorum is present in accordance with the Corporation’s Bylaws. The minutes of any meeting where a Conflict is considered shall reflect: (i) that a disclosure of the Conflict was made; (ii) that the Director with the Conflict abstained from discussion and voting on such matter; and (iii) any other relevant factors deemed necessary by the Board, including whether the Board conducted additional investigation if the Board considered it appropriate under the circumstances. 3. A Director, officer or administrator having a duality of interest or possible Conflict regarding an issue shall not vote nor use his or her personal influence relating to such issue. During Board deliberations related to possible Conflicts, any Director with a possible Conflict may be asked to leave the room until the Board is ready to act. However, such Director may be asked to remain in the meeting or return to the meeting to provide clarifying information in such a discussion or debate. 4. Anyone in a position to make decisions about spending the Corporation’s resources (i.e., transactions such as purchase contracts), who also stands to benefit from that decision, has a duty to disclose such a Conflict as soon as it arises or becomes apparent and he or she should not participate in any final decisions. 5. A copy of this Policy shall be given to all Directors, officers and administrators upon the earlier of the commencement of such person's relationship with the Corporation or at the official adoption of this Policy. Each Director, officer and administrator shall sign and date the Conflict of Interest Acknowledgment and Disclosure Form upon receipt of this Policy and annually thereafter; provided, however, that failure to sign such form shall not affect the validity or enforceability of this Policy in any way. Financial Readiness Our management company, BASIS.ed, currently operates all existing BASIS.ed-managed schools and has a long history of success, including top rankings in reputable magazines such as Newsweek and U.S. News & World Report, college admissions to the top universities in the world, and standardized test scores that consistently rank at the top of state, national, and

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international lists. As part of the education management contract, BASIS.ed will provide back-office services, including financial services, to the BBR Board. BASIS.ed, as part of the management contract, will be the back-office financial services provider for BBR and will prepare proposed budgets for consideration and adoption by the BBR Board. BASIS.ed will submit adopted budgets and related financial reports to the authorizer subject to review and approval by the CEO/Head of School as required by applicable state and federal laws and after review and approval from the BBR Board. BASIS.ed will ensure proper and timely submission. The annual audit will be performed by an independent auditor licensed as a certified public accountant by the Louisiana State Board of Public Accountancy. BASIS.ed is accountable for the financial services and will report to the BBR board. BASIS.ed will approach the annual budgeting cycle with a focus on maximizing instructional spending and teacher compensation. Annual enrollment targets will be set and the latest available information about expected state funding will be used to forecast revenues. Local revenue targets will be student count and grade distribution driven. In the event of a budget shortfall we will look to minimize overhead and administrative costs and postpone or eliminate planned capital expenditures. All of this is to the end of protecting funds allocated to instructional spending and teacher compensation. In the event of a budget shortfall, we will also look to increase philanthropic activities and will protect instructional costs by reducing costs through vendors and non-instructional items. BASIS Baton Rouge #2 will use Intacct as our accounting software. This is an enterprise-level system whose major clients include mid- to- large- level entities across various industries. Some of the more applicable modules in Intacct that will be used by BASIS Baton Rouge #2 include accounts payable, accounts receivable, fixed asset management, project and job costing, general ledger, HR management, multi-company and global operations management, and business intelligence. Some of the standard reports that come with the system include vendor transactions, aged payables, general ledger transactions, gain/loss reports, balance sheet, and statement of cash flows functionality. The system has the capability of supporting an unlimited number of users simultaneously. Some of the more advanced functionality includes automatic creation of purchase orders, change order processing, and customer management centers. Once the chart of accounts for BASIS Baton Rouge #2 is established, and entered into Intacct, it has the ability to do variance analysis between actuals and adopted or revised budgets. Dashboard and widgets that gauge key business metrics will also provide much substantiated insight into the operational and financial efficiency of BASIS Baton Rouge #2. As BASIS Baton Rouge #2 gathers historical data, these business intelligence tools will be paramount in pinpointing, analyzing, justifying, or troubleshooting areas of operational or financial efficiency. Memorized reports that pertain to the Net Surplus, Balance Sheet, Cash Flow, and Statement of Net Assets help compare time-series and cross-sectional data. BASIS.ed will prepare financial policies and internal controls for BBR board or board delegate adoption. The controls will provide for segregation of duties, cash handling policies, and other internal procedures in place at other BASIS.ed -managed schools and will be subject to any local or state based guidelines or requirements. BASIS.ed will be bound by the obligations defined under the administration of finance in the service agreement including the maintenance of any debt covenants, reporting any variances from BBR board approved budgets on a quarterly basis,

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and an annual testing of transactions for compliance with internal control documents and the service agreement. Budget Preparation and Maintenance

● The Finance division prepares the upcoming fiscal year budget and involves the school’s Head of Operations (HOPS) and other divisions when determining budgets. The budgets are presented to the board for approval. Once the budget has been adopted, authorization of allowable costs are made in accordance with the internal controls.

Accounting for Allowable Costs

● The accounting system shall be organized and operated in accordance with generally

accepted accounting principles (GAAP) which includes using an accounting system that provides for proper recording and reporting of financial data and following standard internal control procedures.

Segregation of Duties and Internal Controls

Recognizing that the segregation of duties mitigates the risk of erroneous and inappropriate action, the Finance Division shall ensure an appropriate degree of separations between duties that could facilitate such actions either collectively or in combination:

● Initiate a purchase ● Approve a purchase and/or ● Record a purchase ● Reconcile general ledger accounts to third-party bank or billing statements; ● Receive goods and/or services; ● Prepare, review and/or approve reports

Implementing appropriate degree of segregation of duties and reporting processes will provide deterrent to abuse, fraud, waste, or other criminal activity and outline incident reporting. ESP Contract BASIS.ed Accountability BASIS.ed provides BBR with reports that enable BBR to monitor key areas of business, legal and regulatory compliance and risk in its Charter Schools. Reports are provided at regularly scheduled quarterly Board meetings. The report addresses academic performance, student enrollment, teaching resources, new schools activity, and legal and regulatory compliance, providing an overview of what has occurred in each of these areas since the last management report, including any items of concern, improvement or changes in noted items of concern from prior reports, areas needing additional attention or resources from BCSI, steps BASIS.ed has taken to control or mitigate any areas of concern, and other detail material or relevant to the Services and BCSI’s operations of the Charter Schools. The Board is given the opportunity to review the report in advance of the Board meeting and discuss the report with knowledgeable BASIS.ed personnel at a Board meeting and to request additional information and follow up, as deemed necessary. An example of a quarterly management report is included as Appendix E.

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Board Independence As previously stated, in the event that the BBR Schools, Inc. board wishes to terminate their relationship with BASIS.ed schools, the board can do so. BASIS.ed holds no financial leverage over the board in such an instance; there are no severance fees nor is there any risk to the facilities occupied by BBR Schools, Inc. as BASIS.ed schools is not the facility lessor. BBR Schools, Inc. oversees their management agreement with BASIS.ed. Furthermore, BASIS.ed does not play a role in naming or replacing BBR Schools, Inc. board members. BBR Schools, Inc. self-assesses on a regular basis to ensure that all necessary areas of expertise (legal, financial, academic, community engagement) are represented on the board. Any new member recruitment is led by existing members of the board and in collaboration with community partners. The contract between BASIS.ed and BBR ensures that any acquisitions made with BBR funds, including without limitation instructional materials, equipment, supplies, furniture, computers, or other assets, shall be owned by and remain the property of BBR. The contract also includes provisions for payment of fees and reimbursement of expenses through the effective date of expiration or termination of the contract. You will find the findings reported from BASIS.ed’s most recent audit included in Appendix F. School Leadership Team Capacity This section does not apply to this application. Virtual Schools This section does not apply to this application.

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Eligibility Requirements

Requirement Response

What is the name of your non‐profit organization as registered on the Louisiana Secretary of State’s website?

List the names and certifications of the three certified Louisiana teachers who helped in the development of your charter proposal. You can verify teacher certifications here.

If you are a Type 5 applicant, your team must: include a person, whether a natural person or artificial entity, who or which has at least five years of significant experience operating or working for or with a person who operates a public, private, or charter school; a public or private postsecondary institution; or a for‐profit business or a nonprofit entity which provides academic instruction to students.

Which person or entity on your team satisfies this requirement?

If you are a Type 2 applicant, please list at least three board members who are serving on the board of your Louisiana non‐profit.

If you are a Type 2 applicant, please indicate the reason for your eligibility to apply for a Type 2 � If your group is applying for a charter school in a district with a D or F letter

grade, please check this box and indicate which district in the box to the right. � If your proposal was denied by a local district, please check this box and indicate

which district in the box to the right. � If your group is applying for a charter school in a district that did not run an

application process in accordance with the law, please check this box and indicate which district in the box to the right.

� If your group submitted a proposal to a district that authorized your proposal but imposed conditions that you find unacceptable, please check this box and explain the reason for your appeal, as well as the district in which you were approved, in the box to the right. Please attach any relevant documentation that supports your reason for appeal.

According to Louisiana law, A charter school shall not result from the conversion of any private school or any home study program

Please indicate that your charter group satisfies this requirement.

According to Louisiana law, A charter school shall not be supported by or affiliated with any religion or religious organization or institution; however, a charter school may receive from any such organization or institution support or student services including but not limited to mentoring, volunteering, fund‐raising, or tutoring.

Please indicate that your charter group satisfies this requirement.

If you are a Type 2 applicant applying to convert an existing public school into a charter school, you must demonstrate support from a majority of teachers at the school and from the parents and guardians of a majority of the students. To do this, you must follow the process set by the Department. Contact [email protected] to learn about the process.

Please submit the appropriate forms to the Department using the process described by the Department.

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https://coraweb.sos.la.gov/CommercialSearch/CommercialSearch.aspx

https://www.teachlouisiana.net/teachers.aspx?PageID=416

Address • 9019 East Bahia Drive Suite 100 • Scottsdale, AZ 85260 Phone • (602) 264-3077 Fax • (602) 265-6241

Independent Auditors' Report

To the Members ofBASIS Educational Group, LLC dba BASIS.edScottsdale, Arizona

Report on Financial Statements

We have audited the accompanying financial statements of BASIS Educational Group, LLC dbaBASIS.ed (BASIS.ed), a subsidiary of BASIS Educational Ventures, LLC, which comprise the balancesheet as of December 31, 2017, and the related statements of earnings, members' equity, and cash flowsfor the year then ended, and the related notes to the financial statements.

Management's Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these financial statements inaccordance with accounting principles generally accepted in the United States of America; this includesthe design, implementation, and maintenance of internal control relevant to the preparation and fairpresentation of financial statements that are free from material misstatement, whether due to fraud orerror.

Auditors' Responsibility

Our responsibility is to express an opinion on these financial statements based on our audit. We conductedour audit in accordance with auditing standards generally accepted in the United States of America. Thosestandards require that we plan and perform the audit to obtain reasonable assurance about whether thefinancial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures inthe financial statements. The procedures selected depend on the auditor's judgment, including theassessment of the risks of material misstatement of the financial statements, whether due to fraud or error.In making those risk assessments, the auditor considers internal control relevant to the entity's preparationand fair presentation of the financial statements in order to design audit procedures that are appropriate inthe circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity'sinternal control. Accordingly, we express no such opinion. An audit also includes evaluating theappropriateness of accounting policies used and the reasonableness of significant accounting estimatesmade by management, as well as evaluating the overall presentation of the financial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis forour audit opinion.

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Opinion

In our opinion, the financial statements referred to above present fairly, in all material respects, thefinancial position of BASIS.ed as of December 31, 2017, and the results of its operations and its cashflows for the year then ended in accordance with accounting principles generally accepted in the UnitedStates of America.

October 8, 2018

2

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Quarterly Management Report to BBR Schools, Inc.

January 2019

Peter Bezanson

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• Academic Performance

• School Report

• Student Acquisition and Marketing

• Talent Acquisition and Training

• Annual Teacher Fund

• Legal and Regulatory Compliance

• New Schools Activity

Topics CoveredPursuant to the Services Agreement

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Academic Performance

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2018-19 Baseline Tests (BLT1)

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2018-19 Fastbridge Fall Assessments

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School Report

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2018-2019 Mid-Year Parent Survey

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Visits BASIS Baton Rouge

Andrea O’Konski, Chief of Accountability at EBR, and her team visited BASIS Baton Rouge on

12/06/18.

Environmental Strengths

• The school website is current and informative.

• Bathrooms are operational and clean.

• Outside areas are neat and free of hazards.

• Transitions are smooth and expedient.

• Students are supervised.

• Office area is clearly identified.

• Measures designed to ensure security and

safety of faculty, staff and students were

observed.

• Students are cooperative and orderly.

Opportunities for Improvement• Increase technology usage across grade levels 123

Educator Workforce

• 70% are certified. It makes the most difference in the role of the LET

• BASIS does not require a certain type of observation form

• We are going to start a program here where we observe each other using those techniques

• The observation process has been informal thus far. • Administrators are always in and out • Conversations are quite constructive

Discipline Climate

• Using PBIS

• Natural consequences

• The goal is to keep the kids in the classroom

• Tracking chart is used for kids with discipline concerns

Advantages of being a Type 1, district authorized charter school

• Partnership

• Support

• Resources

School Safety

• Closed Campus

• There’s a hospital across the street

• Everyone has walkie-talkie

• Drills are conducted

• Visitors must be buzzed in

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New Schools for Baton Rouge visited BASIS Baton Rouge on 1/17/19

Chris Meyer, CEO NSBR

John Davies, CEO Baton Rouge Area Foundation

Richard Lipsey, Louisiana Board of Regents

Lee Michael Berg, Lee Michaels Jewelries

Richard Manship, Director Baton Rouge Area Foundation

Gwen Hamilton, Community Affairs NSBR

Teri Fontenot, CEO and Stan Shelton, Senior Vice President/ Chief

Strategist Officer at Woman’s Hospital visited BASIS Baton Rouge on

1/08/18

More School Visits

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LEAP 360 Practice Test

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Fastbridge Benchmark

130

Community Engagement

131

Student Acquisition and Marketing

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Current Enrollment Numbers

Enrollment as of 1/15/19

BASIS Baton Rouge Attending Budget % to Goal Waitlist

K 126 128 98.44% 441 65 66 98.48% 282 66 66 100% 373 64 66 96.97% 294 66 66 100% 18

Totals 387 392 98.72% 156

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Open Enrollment Applications Received Comparison

Open Enrollment:

10/25/2018 – 12/5/2018

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Baton Rouge Total Applications And Open Seats Ratios

19-20 Open Enrollment Applications Received (OE = October 25 – December 5, 2018)

Applications to Open Seats Ratios 19-20

KBASIS Baton Rouge 2.31

Applications to Open Seats Ratios 18-19

KBASIS Baton Rouge .66

K 1 2 3 4 5 Total

BASIS Baton Rouge 208 59 44 49 38 28 426

19-20 Total Applications Received to Date(January 15, 2019)

K 1 2 3 4 5 Total

BASIS Baton Rouge 241 64 48 62 48 38 501 135

5 Year Enrollment Projection

2018-2019 Sections 2019-2020 Sections 2020-2021 Sections 2021-2022 Sections 2022-2023 Sections

K 128 4 96 3 90 3 90 3 90 3

1 66 2 128 4 90 3 90 3 90 3

2 66 2 66 2 120 4 90 3 90 3

3 66 2 66 2 66 2 120 4 90 3

4 66 2 66 2 66 2 66 2 120 4

5 66 2 60 2 66 2 66 2

6 55 2 55 2 55 2

7 52 2 52 2

8 50 2

Total 392 12 488 15 547 18 629 21 703 24136

Talent Acquisition Update

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Teacher Resources(Data as of 1/14/2019)

Location Managers Staff Teachers TotalBASIS – Baton Rouge 2 18 27 47

Open Priority Positions:SET – EngineeringSPED Aide

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Annual Teacher Fund

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ATF Goal for 2018/2019 $115,750 increased by $30K to account for match-gift.

ATF YTD$69,286

60% of Goal

Family direct participation 29%

Annual Teacher Fund

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Projected Community Outreach

Fundraising Opportunities

• Boo Grigsby Foundation • Lamar Family Foundation • Reilly Brothers• LDOE EEF funds • Baton Rouge Area Foundation • TriFund Financial• Capital Area Finance Authority• Baton Rouge Chamber• Pennington Family Foundation• The Rosa Mary Foundation

Annual Teacher Fund

Identified School Needs:

Gym/Blackbox Theater Budget- $250,000

Student Academic Interventions Budget- $40,000 for

three years

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Annual Teacher Fund

Fall Week of Giving

Raised

during WoG

$40,000

ATF July-

October

$10,000

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Legal and Regulatory Compliance

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Compliance

• The EBR site visit occurred in December and the school received very

positive feedback.

• Typically EBR does two site visits for new schools; however, EBR

representatives noted that the school was doing so well they would not be

doing the second site visit.

• Conversations are ongoing regarding the specific salary information that is

required by EBR for PEP reporting.

• All students have been identified for ELL testing and services. Appropriate

school staff will receive training to provide the services.

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School Security Update

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BASIS Baton Rouge - SECURITY

For all the Charter schools including BBR, coordinated with ITC and/or HOPS to gather quantities and costs for the following items:

1. Panic buttons - $1K each through current vendors but we are exploring/testing out other options with IT

– Timeline - During the summer

2. Window coverings - $16 - $30/unit – depending on size

– Timeline - ASAP because it won’t require too much labor (but waiting for a bulk discount)

3. Magnetic lock covers - $2/unit

- Timeline - ASAP because it won’t require too much labor (but waiting for a bulk discount)

4. Security Cameras – $1K per camera plus $30K per system (if needed) – need approximately 8 cameras - depends on available funds

5. Vulnerability assessment - $9K/school – Wait for Director of School Security to be hired

6. Active Assailant Training - $10-30/person (depending on quantity)

- Timeline - During back to school

• The cost of the items total approximately $25K excluding the quote from Whelan (current budget has $65K)

• Due to the isolation of the school, we are working with Whelan (same company that Woman’s Hospital contracts with) to get a quote for security. The General Manager is coming out to the school on Monday, January 28th for a tour of the campus and to give us his recommendations.

• Note: Remaining item is the Director of School Security and how much will be allocated to each entity. The current range for hiring is approximately $70k -$100K. The position has been posted, applications received and are being evaluated. 146

New Schools Activity

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• Primary construction completed on time

• Few remaining punch list completed

• Construction team is in talks to solve for polished concrete issues in the remainder of the building. Scheduled to take place over summer 2019

• BASIS.ed is also exploring the addition of modular classroom units for the 2020 and 2021 school years

Construction Updates

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2018 – BASIS Baton Rouge K-12 opens K-4

2020 – Modulars open at BASIS Baton Rouge

2021 or 2022 – BASIS Baton Rouge #2 opens

2022 – BASIS Baton Rouge Middle/High Building opens

2022 – BASIS New Orleans opens

2024 – BASIS New Orleans #2 opens

Growth Plan for Discussion

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BASIS.ed HOS Development Program 09/2018

Congratulations on your selection for the Head of School (HOS) Development Program (HDP)! This program is designed to prepare you for the possibility of filling a HOS position within BASIS.ed schools by exposing you to several different aspects of BASIS.ed school leadership. Participation in this program establishes a foundation for long-term success in school leadership with BASIS.ed. Please understand that participating in this program will help prepare you for a Head of School position, but does not guarantee a new position. You will have three key partners at any point in time during your involvement in the HDP.

Your overall development will be monitored by your Head of School. The Head of School will consult with you about your performance, giving you regular guidance and feedback. Bi-weekly, you and your Head of School will meet to formally discuss your development.

You will develop a steady relationship with your Vice President or Associate Vice President for high level support and guidance.

Your Human Resources Partner will monitor your developmental progress as well, and work with you to adapt the program to be specific to your needs.

During your time in the HDP, your supervisor will work with you to identify specific activities and objectives to fulfill the program requirements. Completion of these tasks and objectives will be evaluated during your regular meetings with your Head of School and monthly meetings with your Vice President, Associate Vice President or Human Resources Partner. Successful participation in the HDP will be determined by your ability to demonstrate the knowledge, skills, and abilities required to be successful in the HOS role. Your participation in this program is an investment in your professional development. Throughout the program, it is expected that you immerse yourself. You must take an active role in the program, owning your development. We are excited to be a part of your professional growth and look forward to the great contributions you will make with BASIS.ed!

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There are six categorizes of the HDP of which your training will focus:

(1) Curriculum/Pedagogy (2) Parent and Community Relations (3) Operations and Compliance (4) Management and Overall Leadership (5) Student Interactions and Leadership (6) Positions Supervised (Administrative)

Review the suggested topics with your Head of School and establish your developmental priorities. You will likely determine that you already have a mastery of certain topics and very little knowledge of others. You may also find that your HOS (or campus) offers an excellent opportunity to learn some items, and other subjects may be best illustrated by other means. Work with your HOS to develop a schedule of when and how training will occur. Suggestions for training include, but are not limited to: -One-on-One review with your Head of School. -One-on-One review with another leader on campus. -A partial or full day visit to another BASIS.ed campus. -Brining in a leader from another BASIS.ed campus. -Assignment of responsibilities in other departments within the school. -Personal work with systems, applications or online resources. -Partial or full day visit to BASIS.ed central support offices. -Brining a member of BASIS.ed central support offices to campus. -Supplemental readings or research.

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Key Leadership Traits

The following Key Leadership Traits (KLTs) have been identified as important characteristics for BASIS.ed leadership. Leveraging your strengths will be essential in transitioning to a HOS role. Throughout the program, you will see these KLTs referenced. As you begin to plan your developmental priorities, work with your HOS and HR Partner to identify how these KLTs serve as interconnected competencies. Learning the content of the topics presented in the HDP is the primary objective, but how you implement those learnings will be just as important. Your formula for successful leadership will be measured using these KLTs.

Relatability and Relationship Building Build relationships in order to achieve a culture commitment rather than compliance from your staff; be respectful and inclusive in decision making; work well with others regardless of level, background or opinions; maintain positive and professional relationships

Organization and Strategy

Be proactive in anticipating the long term impact of decisions; understand how school processes are interconnected; be organized and thoughtful during planning for items such as curriculum, class organization and staffing

Communication and Influence

Tailor messages to different audiences to best ensure that the desired impact of communication is consistent with intent; identify who needs what information and keep people informed appropriately; manage and deescalate situations with parents, faculty and students

Talent Development

Develop the best team through talent management; facilitate personal growth and development for employees by providing meaningful and constructive feedback; champion a culture of excellence in talent; address performance that does not meet expectations by providing clear, timely feedback

Effective Execution

Prioritizing day to day responsibilities to best respond to business demands; coordinate time, resources, and people to ensure the daily completion of key goals and objectives

Accountability and Adaptability

Take responsibility for your performance and actions, as well as your role and results; implement feedback provided from supervisors, peers, and subordinates as appropriate

Confidence and Courage

Approach uncertainty with poise; be willing to confront situations regardless of personal discomfort or personal risk

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Curriculum/Pedagogy

The core class sequence.

Building a class schedule.

Saxon, Literacy Program, and other mandated curriculum methods

“Teach like a champion”, successful teaching methods, etc.

Classroom observations and observation reviews with teachers; recognition and criticism.

SADs and SAMs: how and when to leverage.

Comprehensive exams, AP exams, and other testing.

Evaluating exam data. Leveraging data to drive student and teacher development.

BELA.

Academic Department – partnership, roles, and requests.

Continued development for teachers.

Staff meetings.

Relationship between curriculum and resources; textbooks and HOPs partnership.

Key Competencies: Organization and Strategy

Talent Development

Effective Execution

Parent and Community Relations

Gaining and maintaining parent trust. Clearly communicating school vision.

Parent events – open houses, award ceremonies, coffee talks, etc.

Parent Communications – Constant Contact, Summer Communications, First Day packets, Newsletters etc.

Deescalating parent crises and communicating with disgruntled parents. Settling issues at the school level.

Managing media inquiries.

Managing social media.

ATF Fundraising.

Student recruitment – goals, tours/info sessions, waitlist management, transfers.

Developing culture and building the parent “Community”. Booster relations.

Being a BASIS.ed ambassador - Hosting visitors on campus, BASIS.ed executives, community figures, etc.

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Key Competencies:

Relatability and Relationship Building



Operations and Compliance

Concur, PowerSchools, BELA, Paylocity, and other systems.

School Operations and HOPs Partnership.

Dismissal and drop-off practices. Traffic Management.

Front office management and customer service.

FERPA and HIPPA compliance.

Extra-curricular programs.

School Payroll and Budgets. Effective staffing.

Highly Qualified and ADE Requirements.

Incident Reports – Student Injury, Staff Injury, Maintenance reports, emergency reports.

Required Teacher sign-offs – lock down protocol, CPR training, etc.

Emergency situation leadership.

Special services (45 Day Vision / Hearing requirements, AZELLA, ELL, etc.)

Compliance – calendar, records retention, required postings, etc. Key Competencies:


Effective Execution

Accountability and Adaptability

Management and Overall Leadership

Recruiting, Interviewing and hiring new employees. Demo Days, etc.

Developing program of new teacher mentoring, integration, etc.

Developing vision and execution plan for professional development.

Understanding BASIS.ed service departments – who they are and how to leverage support.

Performance Management and Evaluation.

Determining Compensation, making job offers.

Strength Based Leadership.

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Generational Leadership.

Coaching and Corrective Action.

Terminations Best Practices.

Developing a strong employee culture.

Establishing school goals and developing strategies to achieve them. Effectively communicating goals and strategies to stakeholders.

Key Competencies:

Talent Development





Student Interactions and Leadership

Sharing a clear and compelling overview of school’s mission and culture.

Planning school-wide systems, procedures, and traditions to build a strong culture of achievement.

Planning a school-wide behavior management system.

Continually modeling, monitoring, and managing student culture.

Preventing and responding effectively to student misbehavior.

Key Competencies:



Positions Supervised (Administrative)

Curriculum Coordinator o Activities:

Management of BeLa items. Follow-up with teacher completion reports. Support design of syllabi. Track and order testing materials with Director of Academic Programs. Participate in training for pre-comp and comp testing.

155


Adhere to curriculum compliance items. Maintain “Best and Brightest Binder”. Maintain Syllabi Binder. Updating items that change annually. Contribute to and draft communications for newsletter, ATF and school events. Oversee substitute process with Director of Academic Programs and Head of

School. o Key Competencies:

Understanding of BeLa and Cube systems. Organization and attention to detail. Effective written communication.

SPED Coordinator o Activities:

Manage and monitor SPED deadlines and compliance items. Facilitate student plan reviews and progress monitoring. Development of IEP plans for new students and effectively communicate and

oversee plan accommodations (with teachers). Work with Director of Academic Programs to ensure accommodations are

approved by testing bodies (College Board, State, etc.) and effectively implemented during testing.

Identify and develop necessary special service programs as required by local or federal statute.

Monitor progress of ELL progress and implementation. Monitor IEP and 504 plan deadlines. Supervise SST programs. Schedule and document all parents SPED meetings. Facilitate health based screenings required by local regulatory bodies (such as

hearing and vision screenings for students, etc.) Facilitate ELL programs and testing (such as AZELLA). Communicate regularly with SPED parents via email and phone. Communicate regularly with Head of School.

o Key Competencies: Conflict resolution between differing parent and teacher viewpoints. Operating professionally under high stress situations. Effective written and verbal communication.

College Guidance Coordinator o Activities

156


Teach daily college counseling workshop to 12th graders. Complete college counseling reports. Serve as the Senior Research Project Coordinator. Organize college admission visits to applicable schools each fall. Conduct family college counseling events. Meet one-on-one with 9th and 10th graders during the academic year. Co-lead college information evening sessions. Maintain and expand the Naviance program.

o Key Competencies: Organization and coordination. Understanding of college application and admittance process.

Dean of Students o Activities:

Handle all issues pertaining to discipline of students. Communicate with parents regarding student discipline. Ensure discipline issues are issued using “natural consequences”. Upkeep documentation of behavior incidents. Mediate between students when necessary. Implementation of student support process. Monitor students who partake in off-site lunch program. Work with teachers on addressing discipline in class and follow-up with teachers. Enforce the rules associated with pre-comp and comp testing. Develop new policies when necessary in conjunction with the Head of School.

o Key Competencies: Logical reasoning skills. Effective communication and facilitating of topics. Situation de-escalation.

Director of Academic Programs o Activities:

Manage all aspects of student standardized testing. Supervise the building of the schedule with the curriculum coordinator. Monitoring of BeLa and PowerSchool. Monitor student progress to graduation requirements, both local and state. Manage all media items including publications and outside media requests. Prepare and monitor quality of grades and progress reports. Observe teachers for student outcome issues. Advise students regarding internships and summer programs.

157


Oversee management of Senior Projects. Provide partial supervision to college counselor. Meet with parents regarding academic plans, curriculum, etc. Organize student award ceremonies.

o Key Competencies: Long term planning and organization. Effective critique and observation of classes.

Director if Student Affairs o Activities:

Train incoming students on the “BASIS.ed way”. Manage transition for entry level students. Organize support programs for students. Manage the Dean of Students. Manage student outcomes (students in jeopardy of failing courses). Organize parents and student trainings. Address high level parent concerns. Address high level discipline items. Oversee all Teaching Fellows. Proactively schedule parent meetings for students with outcome concerns.

o Key Competencies: Professional delivery of tough messages. Providing feedback appropriate with performance. Prioritizing parent concerns and discipline items.

158


Head of School Check-In

Date: ________________________________

TO BE COMPLETED BY THE EMPLOYEE: Recent focuses:

What I am proud of:

Where I need support:

TO BE COMPLETE BY HEAD OF SCHOOL:

What is going well:

Developmental focuses:

159


VP/AVP/HR Check-In Date: ________________________________

TO BE COMPLETED BY THE EMPLOYEE: Recent focuses:

What I am proud of:

Where I need support:

TO BE COMPLETE BY VP/AVP/HR:

What is going well:

Developmental focuses:

Current Demonstration of Developmental Categories: 1 - Novice, 2 - Developing, 3 - Proficient, 4 - Advanced, U - Unseen/Unknown

___ Curriculum and Pedagogy ___ Staff Management and General Leadership

___ Parent and Community Relations ___ Student Interactions and Leadership

___ Operations and Compliance ___ Positions Supervised

160

Understanding Interventions & Progress Monitoring

1

What are interventions?

Interventions are additional instruction provided to struggling students who are behind

grade level in reading, writing, and/or math. Interventions are given in addition to

general classroom instruction.

The goal of interventions is to increase the pace of student growth in the targeted

subject area. General classroom instruction should promote all students’ growth from

beginning-of-year to end-of-year learning goals. Interventions should cause an

increased pace of growth so that students who start off behind the beginning-of-year

expectations can reach the end-of-year learning goals for their grade level.

Who receives interventions?

Students who enter a grade level and are behind beginning-of-year expectations

should receive interventions. Benchmark tests taken during the fall are used to

determine who those students are.

In certain cases, students who do not test below beginning-of-year benchmarks may

receive interventions, as well. This depends on teacher observations and

recommendations.

Intervention Duration, Frequency, and Teacher: Student Ratio

Interventions should take place before, during, or after school in addition to the core

instruction that is already taking place (Humanities, Math/Science). Interventions should

not take place during core classes.

Your school should have a set intervention schedule. All teachers impacted by

interventions should be informed about when students will be pulled for interventions.

*Providing interventions less than the recommended frequency is proven to significantly reduce

the effectiveness of instruction.

Students Recommended

Intervention Duration

Recommended

Intervention Frequency

Recommended

Teacher: Student Ratio

Tier 3 45 - 90 minutes 5 days/week* 1:4 or less

Tier 2 15 - 30 minutes 3 – 5 days/week* 1:7 or less

161

Understanding Interventions & Progress Monitoring

2

Content of Interventions

Your campus should have a program that you have purchased to use for interventions.

This program should provide lesson plans for teachers to use for interventions. It is highly

recommended that teachers who lead interventions follow this program. Interventions

are proven to be most effective when a well-researched program is used and followed

in its entirety. These programs are designed to accelerate student growth so that those

who start below grade level can catch up to where they should be.

Progress Monitoring

Students who receive interventions need to have their progress monitored more

frequently than students who are performing at grade level. Progress monitoring

involves having students take short tests in FastBridge at regular intervals.

For literacy, progress monitoring will be done using the CBMReading (grades 1+) or

earlyReading (K) assessments. Progress monitoring with CBMReading takes 1 minute; the

student reads a passage and the teacher records their fluency. Progress monitoring

with earlyReading takes 1 minute per subtest; your school should decide which subtest

or subtests you think are most important to monitor Kindergartners’ progress in.

For math, progress monitoring can be done using any CBM test as well as earlyMath (K).

Progress monitoring is designed to be quick so that it does not take away from

intervention time. Typically, progress monitoring assessments are given to students

during an intervention session.

Students Recommended Progress

Monitoring Frequency

Tier 3 every 1 - 2 weeks

Tier 2 every 2 - 4 weeks

162

Sample Humanities Texts

I.F. Stone, "When Free Speech Was First Condemned: The Trial of Socrates

Plato, "The Allegory of the Cave"

Aesop, selected fables

James Thurber, "The Last Flower"

Thomas Jefferson, "The Declaration of Independence"

William Hazlitt, "Education for Women"

Amy Tan, "Mother Tongue"

William Safire, "Invective's Comeback" & "Fumblerules"

Roger Ebert, "North"

John Updike, "Still of Some Use"

George Orwell, "Politics and the English Language"

William Strunk and E.B. White, The Elements of Style

Sean O'Casey, "Dublin Houses"

George Orwell, "A Hanging"

"Writing with Style" and "Making Sentences Work" from Write for College

Lewis Thomas, "Notes on Punctuation"

Ambrose Bierce, selections from The Devil's Dictionary

Martin Luther King, Jr., "I Have a Dream"

Edward Taylor, "Huswifery"

Walt Whitman, "A Noiseless, Patient Spider"

Robert Frost, "Revelation"

Abraham Lincoln, "Letter to John D. Johnston" and "Letter to Mrs. Bixby"

Thomas Jefferson, "Letters to his Daughter"

John F. Kennedy, Inaugural Address

Garrison Keillor, "How to Write a Personal Letter"

Seneca, selected epistles

163

Bob Greene, excerpt from Be True to Your School

Richard Bausch, "Representative Government: A Correspondence"Joan Didion, "On

Scott Turow, excerpts from One-L

Michel Guillaume Jean de Crèvecoeur, excerpt from Letters From an American

Dr. Samuel Johnson, selections from the dictionary

Luc Sante, "Résumé"

Joseph Addison, The Spectator, #1

164

ISBN 978-1-4292-5074-0Author Jon Rogawski, Ray CannonTitle Rogawski's Calculus for AP, Early

transcendentalsPublisher W. H. Freeman and CompanyStrategy Clasroom useISBN 978-0321185587 (Standard) or 978-

0321489876 (Media Upgrade)Author Thomas, Weir, Hass, GiordanoTitle Thomas' Calculus, 11th editionPublisher Pearson

ISBN 9.78013E+12Author Nivaldo J. TroTitle/Edition Chemistry A Molecular Approach, AP edition

Publisher Pearson

ISBN 1930882742Author Hayden-McNeil PublishersTitle/Edition Student Lab NotebookPublisher Hayden-McNeil Publishers

Supplementary Text Chemistry: A Guided Inquiry, 5th Edition

Instructional Materials

Type of Instructional Material: Optional/Suplementary Instructional Material

Publisher: Pearson Benjamin Cummings

ISBN: 13:978-1-292-00865-3

The following textbook will be used:

Title: Biology, 10 th edition

Author: Campbell, Reese, et al

165

Website Database ChemDemos

ISBN 978-1438073880Author Joanne ShangTitle/Edition Barron’s AP Chinese Language and

Culture: Student’s book + 3 CDsPublisher Barron Education Serials.

ISBN 978-0-9824775-6-4Author Maria Litvin Gary LitvinTitle/Edition Java Methods 2nd or 3rd Edition

Publisher Skylight Publishing

ISBN-13: 978-1438009193 ISBN-10: 1438009194Author Roselyn Teukolsky M.S. Title/Edition Barron's AP Computer Science A, any editionPublisher Barron's Educational SeriesSa

166

ISBN 9781416592259Author Euripedes, trans. Robin RobertsonTitle MedeaPublisher Free Press

ISBN 9.78074E+12Author William ShakespeareTitle Othello, the Moor of VenicePublisher Folger Shakespeare Library

ISBN 9.78014E+12Author Emily BrontëTitle Wuthering HeightsPublisher Penguin Classics Edition

ISBN 9.78049E+12Author Oscar WildeTitle The Importance of Being Earnest Publisher Dover Thrift

ISBN 9780140481341Author Arthur MillerTitle Death of a SalesmanPublisher Penguin

ISBN 9780486287737Author Henry JamesTitle Daisy MillerPublisher Dover Thrift

ISBN 9781416592259Author Euripedes (Robertson, translator)Title MedeaPublisher Free Press

Required Instructional Material

167

ISBN 9780743484954Author William ShakespeareTitle King LearPublisher Folger

ISBN 9781593081287Author Emily BronteTitle Wuthering HeightsPublisher Barnes and Noble Classics

ISBN 9780486264783Author Oscar WildeTitle The Importance of Being Earnest Publisher Dover Thrift

ISBN 9780486277868Author Kate ChopinTitle The AwakeningPublisher Dover Thrift

ISBN 9.78013E+12Author Donald Kagan, Steven Ozment, Frank M. Turner, Alison Frank

Title/Edition The Western Heritage Since 1300, 11th ed.

Publisher Pearson, 2016.

Type of Resource Title Author/Creator

Source

Textbook A History of Western Society McKay, John P.

Bedford/St. Martins, 2014

Textbook Western Civilization Spielvogel, Jackson J.

Cengage Learning, 2015

ISBN 978-1464122187

168

Author Margaret RayTitle/Edition Krugman’s Economics for APPublisher BFW/Worth Publishers

ISBN 0 495 38693 6Author Serway and VuilleTitle/Edition College Physics/8th editionPublisher Brooks/ColeStrategy to supplement lecture

ISBN 0 495 38693 6Author Serway and VuilleTitle/Edition College Physics/8th editionPublisher Brooks/Cole

ISBN 0-471-42959-7Author Halliday, Resnick, and Walker Title/Edition Fundamentals of Physics/Seventh EditionPublisher John Wiley & Sons

ISBN 9.78143E+12Author Myers, DavidTitle Psychology (9th edition) Publisher Worth Publishers

ISBN 0-978-0393-91262-3Authors Tindall & ShiTitle America: A Narrative History (9th Ed) Publisher W.W Norton, 2013.

ISBN ISBN10: 0-03-064779-7Author Allen, Katy Z.; Berg, Linda Ruth; Taylor, Mark F.Title Human Body Systems and Health Publisher Holt, Rinehart, and Winston

ISBN 978-7-107-18185-6Author Chen Fu

169

Title/Edition Learn Chinese with Me (Book Four): Student’s book 4 + 2 CDs

Publisher People’s Education Press

ISBN 978-7-107-18272-3Author Chen FuTitle/Edition Learn Chinese with Me : Workbook 4Publisher People’s Education Press

ISBN 978-1-4516-2353-6Author A. Millett, P. Maslowski, and W. FeisTitle/Edition For the Common Defense: A Military History of the United

States from 1607 to 2012Publisher Free Press

ISBN 0-669-33538-XAuthor J. Chambers II and G. Piehler (eds.)Title/Edition Major Problems in American Military HistoryPublisher Houghton Mifflin

ISBN 978-0-19-517157-0Author J. GaddisTitle/Edition The Landscape of History: How Historians Map the Past Publisher Oxford University Press

ISBN 0 495 38693 6Author Serway and VuilleTitle/Edition College Physics/8th editionPublisher Brooks/Cole

ISBN 9.78112E+12Author David KleinTitle/Edition Organic Chemistry, 2nd editionPublisher John Wiley & Sons, Inc.

ISBN 0-387-90459-XAuthor Kenneth A. RossTitle/Edition Elementary Analysis: The Theory of Calculus

170

Publisher Springer Verlag UTM

ISBN 0-321-48987-XAuthor Thomas, Weir, Hass, and GiordanoTitle/Edition Thomas' Calculus 11th editionPublisher Pearson Addison Wesley

ISBN: 9.78014E+12Author: Brown / LeMayTitle: Chemistry: The Central Science, 11th EditionPublisher: Pearson (2009)

ISBN 9.78156E+12Author Stacy, AngelicaTitle Living by Chemistry Publisher Bedford, Freeman & WorthISBN: 978-1571102270Author Ed Francis (Illustrator)Title: Handwriting Skills Simplified - Level CPublisher: Essential Learning Products

ISBN 0547577095Author Lois LowryTitle Number the StarsPublisher HMH Books for Young Readers; Reissue edition (May 2, 2011

ISBN 978-0-936981-14-7Author Wandy C. PhillipsTitle/Edition Easy Grammar Plus Student WorkbookPublisher Easy Grammar Systems

ISBN 978-0547928227Author J.R.R. TolkienTitle/Edition The HobbitPublisher Houghton Mifflin Harcourt

ISBN 978-0199560356

171

Author Robert Louis StevensonTitle/Edition Treasure IslandPublisher Oxford University Press

ISBN 312367546

Author Madeline L'EngleTitle Wrinkle in TimePublisher Square Fish

ISBN 451526341

Author Orwell, George

Title Animal FarmPublisher Signet

ISBN 743484886Author William ShakespeareTitle/Edition Comedy of Errors (Folger Shakespeare Library) *No Fear

Shakespeare version NOT permittedPublisher Folger

Type of Resource Title Author/Creator

Source

Workbook · Vocabulary from Latin and Greek Roots: Level VIII Elizabeth Osborne

Prestwick House

Workbook Sentence Composing for Elementary/Middle School Killgallon Heinemann

ISBN 978-1451673319Author Bradbury, RayTitle Fahrenheit 451Publisher Simon & Schuster; Reissue edition (January 10, 2012)

172

ISBN 978-0743477543Author Shakespeare, WilliamTitle A Midsummer Night’s DreamPublisher Simon & Schuster; unknown edition (January 1, 2004)

ISBN 9.78163E+12Author Mitschke, Cherie/Tano, CherylTitle/Edition Espaces: Third Edition

Publisher Vista Higher Learning, 2015

ISBN 9.78003E+12Author DeMado, John/Champeny, SeverineTitle/Edition Bien dit! French 1. Publisher Holt, Rinehart, and Winston, 2008Strategy Textbook will be loaned to students

ISBN 978-1-292-00865-3Author Campbell, Neil A. et al.Title Biology: A Global Approach, Global Edition, 10th EditionPublisher Pearson

ISBN 1133611095Author Zumdahl, Steven & Zumdahl, SusanTitle Chemistry 9th Ed. Publisher Brookes and Cole (2013)

ISBN 8.58365E+12Author Charles DickensTitle A Tale of Two CitiesPublisher Dover Thrift Edition

ISBN 9.78049E+12Author Henry JamesTitle The Turn of the ScrewPublisher Dover Thrift Editions

ISBN 9.78074E+12

173

Author Alan PatonTitle Cry, The Beloved CountryPublisher Scribner

ISBN 0061997226Author Maurice Balme & James MorwoodTitle/Edition Oxford Latin Course, Part I (2nd edition)Publisher Collins Reference; 7 edition (June 7, 2011)

ISBN 61997226Author Frederic M. Wheelock, Richard A. LaFleurTitle/Edition Wheelock's Latin, 7th EditionPublisher Collins Reference

ISBN 0-471-42959-7Author Halliday, Resnick, and WalkerTitle/Edition Fundamentals of Physics/Seventh Edition Publisher John Wiley & Sons, Inc

ISBN 78282381Author Glencoe/McGraw-Hill

Title Glencoe Science: Level Red, 2002Publisher Glencoe/McGraw-Hill

ISBN-13: 978-0618765935

ISBN-10: 061876593XAuthor MultipleTitle/Edition Avancemos 1 Workbook. Cuaderno, Practica por Niveles

REVISED, Student Edition, Level 1Publisher Holt McDougal

ISBN-13: 978-0554025322

ISBN-10: 0554025329Author MultipleTitle/Edition Avancemos 2 TextbookPublisher McDougal Littell

ISBN

ISBN

174

ISBN ISBN: 978-1596951655 Author MultipleTitle/Edition Webster's Spanish-English dictionary.Publisher Speck

ISBN 9.78008E+12Authors Appleby, Joyce and …Title United States History and Geography Publisher McGraw Hill Education

ISBN 312644663Author Robert Strayer Title Ways of the World: A Global History with Sources,

Publisher Bedford/St. Martin'sStrategy Loan to the student with a classroom set

Additional primary and secondary source readings, charts, maps, and images will be provided throughout the school year.

175

School Name LetterGrade ModelK‐8

Proficiency Points

K‐8 Growth Points

K‐8 EL Points

K‐8 Acceleration/Readiness Points

K‐8 Bonus Points

K‐8 Total Points Earned

K‐8 Total Points Eligible

K‐8 Percenta

ge Earned

9‐12 Proficiency Points

9‐12 Growth Points

9‐12 EL Points

9‐12 Graduation Rate Points

9‐12 College and

Career Ready Points

9‐12 Bonus Points

9‐12 Total Points Earned

9‐12 Total Points Eligible

9‐12 Percenta

ge Earned

Hybrid ‐ Total Points Earned

Hybrid Total Points Eligible

Hybrid Percenta

ge Earned

BASIS Ahwatukee A K‐8 30.00 41.97 10.00 3.00 84.97 90.00 94.41BASIS Chandler A hybrid 30.00 44.27 10.00 3.00 87.27 90.00 96.96 30.00 20.00 21.90 3.00 74.90 70.00 107.00 84.00 84.71 99.15BASIS Chandler Primary ‐ North Campus A K‐8 30.00 43.75 10.00 10.00 3.00 96.75 100.00 96.75BASIS Chandler Primary‐ South Campus A K‐8 30.00 46.69 10.00 10.00 3.00 99.69 100.00 99.69BASIS Flagstaff A hybrid 30.00 45.48 10.00 3.00 88.48 90.00 98.31 30.00 20.00 21.90 3.00 74.90 70.00 107.00 84.86 84.67 100.22BASIS Goodyear A hybrid 30.00 44.63 10.00 3.00 87.63 90.00 97.37 30.00 20.00 3.00 53.00 50.00 106.00 83.28 84.97 98.01BASIS Goodyear Primary A K‐8 27.24 39.79 10.00 1.50 78.53 90.00 87.25BASIS Mesa A hybrid 30.00 44.24 10.00 3.00 87.24 90.00 96.93 30.00 20.00 22.60 3.00 75.60 70.00 108.00 84.54 85.36 99.04BASIS Oro Valley A hybrid 30.00 44.73 10.00 3.00 87.73 90.00 97.48 30.00 19.43 20.00 22.30 3.00 94.73 90.00 105.26 90.44 90.00 100.49BASIS Oro Valley Primary A K‐8 30.00 42.28 10.00 3.00 85.28 90.00 94.75BASIS Peoria A hybrid 30.00 41.50 10.00 3.00 84.50 90.00 93.89 30.00 20.00 21.80 3.00 74.80 70.00 106.86 82.03 84.92 96.60BASIS Phoenix A hybrid 30.00 44.24 10.00 3.00 87.24 90.00 96.93 30.00 20.00 22.00 3.00 75.00 70.00 107.14 82.90 82.92 99.98BASIS Phoenix Central Primary A K‐8 27.31 40.61 10.00 10.00 3.00 90.92 100.00 90.92BASIS Prescott A K‐8 29.46 41.80 10.00 3.00 84.25 90.00 93.62BASIS Scottsdale A hybrid 30.00 44.24 10.00 3.00 87.24 90.00 96.93 30.00 20.00 22.50 3.00 75.50 70.00 107.86 83.85 84.23 99.55BASIS Scottsdale Primary NR K‐8 30.00 10.00 10.00 0.00 0.00BASIS Tucson North A hybrid 30.00 39.64 10.00 3.00 82.64 90.00 91.83 30.00 20.00 21.80 3.00 74.80 70.00 106.86 79.76 82.64 96.51

Source: https://azsbe.az.gov/f‐school‐letter‐grades

176

District Number District Name CampusNumber Campus Name015834 BASIS TEXAS 015834001 BASIS SANANTONIO-SHAVANOCAMPUS015834 BASIS TEXAS 015834002 BASIS SANANTONIO- PRINORTHCENTR015834 BASIS TEXAS 015834101 BASIS SANANTONIO PRI-MEDICAL CEN

2 Digit ESCRegion Region Name County Name School Type Grades Served20 REGION 20:SAN ANTONIO BEXAR Elem/Secondary 06 - 1220 REGION 20:SAN ANTONIO BEXAR Elementary KG - 0520 REGION 20:SAN ANTONIO BEXAR Elementary KG - 05

Alt Ed Total Numberof Students % Eco Dis % LEPStudents OverallGrade/RatingNo 1028 4.0 1.5 Met StandardNo 677 4.4 8.4 Met StandardNo 747 4.4 14.2 Met Standard

OverallScore Student AchievementGrade/Rating tudentAchievementScore School ProgressGrade/Rating95 Met Standard 95 Met Standard87 Met Standard 92 Met Standard87 Met Standard 92 Met Standard

SchoolProgressScore Academic GrowthGrade/Rating AcademicGrowthScore Relative PerformanceGrade/Rating84 Met Standard 84 Met Standard70 Met Standard 70 Met Standard69 Met Standard 67 Met Standard

RelativePerformanceScore Closing the GapsGrade/Rating Closing theGapsScore Support Label Public Education Grant83 Met Standard 9466 Met Standard 7669 Met Standard 74

DistinctionReading DistinctionMathematics DistinctionScience DistinctionSoc Studies DistinctionProgressEarned Earned Earned Earned Not EarnedNot Earned Not Earned Not Earned Not EarnedNot Earned Not Earned Not Earned Not Earned

DistinctionClosing theGap DistinctionPost-SecReadiness US CongressDistrict TX HouseDistrict TX SenateDistrictNot Earned Earned 021 123 025Not Earned Not Earned 020 123 026Not Earned Not Earned 021 116 026

Source: https://tea.texas.gov/2018accountability.aspx

177

AccountabiSchool Tier Score2018 BASIS DC PCS ‐ High School Tier 1 97.30%2018 BASIS DC PCS ‐ Middle School Tier 1 70.80%

2018 BASIS DC (High School ) Accountability Reporthttps://www.dcpcsb.org/sites/default/files/2018‐10‐29%20BASIS%20DC%20PCS%20HS%20PMF.pdf

2018 BASIS DC (Middle School ) Accountability Reporthttps://www.dcpcsb.org/sites/default/files/2018‐10‐29%20BASIS%20DC%20PCS%20PK‐8%20PMF.pdf

178

Cohort YearGraduation Rate Type LEA Entity ID LEA Name

School Entity ID School Name County Subgroup

Number Graduated

Number in Cohort

Percent Graduated in 4

2017 4 Year 91339 BASIS Schools, Inc. 92030 BASIS Ahwatukee Maricopa All 11 12 91.672017 4 Year 90842 BASIS Schools, Inc. 91056 BASIS Chandler Maricopa All 62 62 1002017 4 Year 90862 BASIS Schools, Inc. 90863 BASIS Flagstaff Coconino All 31 32 96.882017 4 Year 91949 BASIS Schools, Inc. 91997 BASIS Mesa Maricopa All 16 16 1002017 4 Year 90508 BASIS Schools, Inc. 90509 BASIS Oro Valley Maricopa All 67 68 98.532017 4 Year 90841 BASIS Schools, Inc. 91055 BASIS Peoria Maricopa All 31 31 1002017 4 Year 91280 BASIS Schools, Inc. 91343 BASIS Phoenix Maricopa All 37 37 1002017 4 Year 92320 BASIS Schools, Inc. 92321 BASIS Prescott Yavapai All * * *2017 4 Year 81078 BASIS Schools, Inc. 81079 BASIS Scottsdale Maricopa All 70 71 98.592017 4 Year 91309 BASIS Schools, Inc. 91766 BASIS Tucson North Pima All 62 62 100

Source: https://www.azed.gov/accountability‐research/data/

179

Not Available.The most recent report available through the TEA is for the 2017 cohort. BASIS San Antonio Shavano's first graduating class was 2018.

Source: https://rptsvr1.tea.texas.gov/acctres/completion/script/2017/campus.html

180

School GraduatesCohort Total

2017 ACGR

All 3330 4863 68.5%Charter Cohort 1053 1454 72.4%BASIS DC PCS 16 16 100.0%

Source: https://osse.dc.gov/publication/2017‐18‐adjusted‐cohort‐graduation‐rate

181

School Yea Test Name Pass Rate Number of Tests Pass Rate Number of Tests2017‐18 ELA Grade 3 76.2% 1175 44.0% 85,3252017‐18 ELA Grade 4 79.9% 1276 47.0% 88,4562017‐18 ELA Grade 5 78.7% 1433 48.0% 89,0272017‐18 ELA Grade 6 81.8% 1426 39.0% 87,5352017‐18 ELA Grade 7 90.7% 1327 45.0% 86,0272017‐18 ELA Grade 8 89.5% 1078 39.0% 85,1292017‐18 ELA Grade 9 96.8% 628 41.0% 81,7042017‐18 ELA Grade 10 95.6% 524 33.0% 74,2782017‐18 ELA Grade 11 95.5% 511 29.0% 69,2412017‐18 Math Grade 3 86.1% 1180 53.0% 85,6072017‐18 Math Grade 4 86.3% 1276 47.0% 88,8272017‐18 Math Grade 5 87.0% 1455 47.0% 89,3212017‐18 Math Grade 6 90.1% 1389 43.0% 87,7952017‐18 Math Grade 7 88.6% 1146 36.0% 86,0872017‐18 Math Grade 8 90.8% 218 31.0% 73,3812017‐18 Algebra I 92.3% 1047 39.0% 87,1722017‐18 Algebra II 95.1% 650 34.0% 64,4962017‐18 Geometry 89.1% 422 37.0% 70,884

BSI Arizona

182

School Year Test Name Pass Rate Number of Tests Pass Rate Number of Tests2017‐18 ELA Grade 5 56.3% 135 34.4% 5,8792017‐18 ELA Grade 6 68.7% 99 31.3% 5,0052017‐18 ELA Grade 7 88.6% 105 39.1% 4,6832017‐18 ELA Grade 8 80.7% 88 33.3% 4,2772017‐18 English II 84.0% 50 29.3% 4,2292017‐18 All ELA 73.4% 477 33.3% 36,4262017‐18 Math Grade 5 60.7% 135 33.1% 5,8742017‐18 Math Grade 6 59.6% 99 24.0% 5,0022017‐18 Math Grade 7 65.7% 105 25.1% 4,6012017‐18 Math Grade 8 85.2% 88 19.6% 3,4972017‐18 Integrated Math II 54.2% 59 34.2% 1462017‐18 All Math 65.2% 486 29.4% 36260

BASIS DC Washington, D.C.

183

School Year Test Name Pass Rate Number of Tests Pass Rate Number of Tests2017‐18 Grade 3 Math Grade 3 92.5% 239 77.4% 386,4672017‐18 Grade 3 Reading Grade 3 94.1% 239 76.3% 3682632017‐18 Grade 4 Math Grade 4 91.8% 231 77.6% 397,9242017‐18 Grade 4 Reading Grade 4 84.0% 231 71.7% 3828642017‐18 Grade 4 Writing Grade 4 79.5% 229 60.8% 3703962017‐18 Grade 5 Math Grade 5 95.4% 238 84.3% 400,6642017‐18 Grade 5 Reading Grade 5 92.9% 238 77.8% 3920802017‐18 Grade 5 Science Grade 5 85.3% 238 75.4% 3992942017‐18 Grade 6 Math Grade 6 96.7% 240 76.1% 387,6652017‐18 Grade 6 Reading Grade 6 95.9% 241 65.9% 3949582017‐18 Grade 7 Math Grade 7 100.0% 23 70.7% 350,8022017‐18 Grade 7 Reading Grade 7 98.2% 226 71.5% 3947262017‐18 Grade 7 Writing Grade 7 96.9% 227 67.0% 3864172017‐18 Grade 8 Math Grade 8 99.5% 206 78.1% 333,7622017‐18 Grade 8 Reading Grade 8 100.0% 204 76.5% 3858812017‐18 Grade 8 Science Grade 8 99.5% 206 74.3% 3869712017‐18 EOC Algebra 1 98.6% 210 83.3% 420,2552017‐18 EOC Biology 100.0% 84 86.5% 410,5002017‐18 EOC English 1 100.0% 104 60.1% 474,4242017‐18 EOC English 2 100.0% 104 65.6% 445,2872017‐18 EOC US History 99.5% 208 92.0% 356959

BTX Texas

184

2019 experienced operator charter application …

Documents