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Martin Luther King, Jr. College Preparatory High School 1530 Dellwood Ave. Memphis, TN 38127
Contact Information: Dr. Bobby White, Jr.
Founder /CEO- Frayser Community Schools 901-567-9224 (phone)
901-567-9225 (Fax) bwhite@fraysercs.org (email) www.fraysercs.org (website)
School Name: MLK College Prep High School Type of Charter: Public Charter Year School Opened: We took over the school in 2014-2015 Age of School: School Hours: 8:00am to 4:00pm (Mon, Tue, Thu, Fri.) 8:00am to 2:00pm (Wednesday) Grade Levels Served: 9th, 10th, 11th, and 12th Current Enrollment: 517 Maximum Enrollment: 600 Number of Instructional Days per School: 180 days Name of Executive Director: Mr. Brett Lawson Executive Director’s Email: Brett.Lawson@fraysercs.org Name of School Leader: Mr. Marcus Shead School Leader Email: mshead@fraysercs.org School Leader Phone Number: 901-288-5912 Mission Statement: Our mission is to cultivate the gifts of each student, producing critical thinkers, upstanding citizens, and transformational leaders who are prepared for success in college, career, and in their community. We do this through advanced academic rigor, exposure to college and career opportunities, and a heavy focus on leadership and community.
Section I – Progress toward the charter school’s goals (must include academic achievement)
Describe the progress made during the last year toward the goals outlined in the current charter agreement
(use tables and data, as appropriate). This may include the performance framework agreed to by the school
and the chartering authority, a written response to data provided by the chartering authority, and additional
school specific goals from the charter application.
Frayser Community Schools (FCS) operates three schools under the Local Educational Agency of the
Achievement School District (ASD) for the State of TN. As such, success is gauged by the ability of the school
to meet the benchmarks of the Tennessee Comprehensive Assessment Program (TCAP). An original
aspirational goal for the ASD was to move schools who were in the bottom 5% of schools in the state to the
top 25% of the state.
Martin Luther King College Preparatory High School (MLK) is in the fifth year of operation in the FCS network.
During that time, the school has moved from a graduation rate of 48% to 69.5% with improvement each year.
Additionally, the TVAAS Growth Measure showed a dramatic increase from a Level 1 to a Level 4 in the 2016
School year.
Although the school remains in the bottom 5% of schools in the state, progress has been made in improving
achievement as a whole.
The chart below shows a 3 year trend of scale scores and performance levels for Science classes at MLK.
Overall, the scale scores have improved slightly. Additionally, the number of students scoring at the lowest
scale score has decreased slightly. Tennessee has adopted new science standards and the first test will be
given this year as a field test. There is an expectation that scores may change dramatically as a result of this
new assessment model.
The chart below shows the performance of MLK students in English I, II, and III for the past three years.
Although it is not evident that significant change has occurred, the underlying TVAAS data is slightly
more positive than is evident from looking at the achievement data.
The following chart shows data for Algebra I, Algebra II, and Geometry for the past three years. As can
be clearly seen, High School math continues to be a challenge for MLK. There are fewer students
proficient or advanced in math than in any of the other content areas.
TVAAS Growth measures show how students did in comparison to their predicted results based on all
previous performance. The chart below shows the cumulative effect of all subjects on the overall TVAAS
of the school. In 2016, the school was scored at level 4. In 2017 and 2018 the school was scored at a 1.
As a result of looking at the data in this way, the school has a much better understanding of how
individual student relationships with their teachers connect to overall TVAAS data. The school also has a
much better model to improve in targeted areas, such as Geometry, that have remained consistently
low.
II. FCS Mobility Report
Humes Middle School and Martin Luther King College Prep High had a total of 47 and 148
students respectively to transfer during the 2017-18 school year. The number one reason for
leaving our schools by an overwhelming margin was moving. This number was offset by the
number of students that enrolled. Being the zoned neighborhood school we enrolled 64 students
at Humes and 160 at King over that same period of time.
With this knowledge, FCS has implemented strategies to reduce this data point. Our schools
focus on monthly touch points with all families to keep abreast of any circumstances that would
cause the family to move to another community. We work with families around housing
concerns, transportation issues and other barriers.
Also, FCS works with the community stakeholders around issues that affect the community and
collaborate on initiatives and programming that would transform the communities we serve into
choice neighborhoods.
Data
Humes
Total Transfers – 47 students
Moved – 32 students
Moved out-of-state – 5 students
Other programming – 8 students
Other – 2 students (withdrew without completing documents)
MLK
Total transfers – 148 students
Moved – 120 students
Other programming – 28 students
Section III – Operations and finance
Frayser Community Schools did not face any operational or fiscal challenges last year. Fiscal
responsibility and sustainability is a priority for Frayser Community Schools. The organization
has no future plans of incurring debt for facilities or operations, and currently has no outstanding
debt. The recent audit did not have any findings that Frayser Community Schools needed to
address. There were no significant deficiencies, material weaknesses or instances of
noncompliance.
In addition to state funds, funds are received from federal grants, and donations from the
philanthropic community. The federal grant funding received is listed below.
CTE Equipment grant $100,686.00
CTE Perkins grant $100,094.25
Facilities grant $120,000.00
IDEA grant $245,177.82
Priority School grant $219,686.74
Safe Schools grant $20,010.00
School Improvement grant $9,000.00
Title I grant $433,324.08
Title II grant $43,091.00
Philanthropic funding support received is listed below.
Charter Growth Fund $100,000.00
Community Foundation $178,000.00
Crawford-Howard Foundation $75,000.00
Hyde Family Foundations $77,333.34
Poplar Foundation $78,000.00
Reed Foundation $25,000.00
Grant received from the City of Memphis and Nike
MLK50 grant $6,000.00
Nike grant $10,000.00
Section IV. Leadership changes
We replaced the former Head of Schools position with a new position and person more aligned
to the expertise needed with where we are in our growth. Chief of Strategy/Head of Schools was
the position added.
Section V. Parent and Community Involvement
FCS is a neighborhood community school. At the core of our mission is ensuring that we
provide our staff, students, and community partners opportunities to engage and collaborate
consistently. Additionally, research shows parent engagement has a positive effect on student
achievement. For this reason, FCS regularly seeks to find ways to engage our parents in their
child’s learning.
Below are strategies we use to incorporate community and parent involvement in our academic
and social model.
Community Involvement:
Community Service Hours: Our students are required to perform at least 100 hours of
community service before graduating. Students learn the importance of community
beginning in the 9th
grade as we introduce them to volunteer opportunities. Community
service hours are tracked through our parent engagement counselor.
Tuesday Talks: Community partners and other community members are invited in the
schools to speak with students regarding specific pre-determined topics to assist them
academically and/or socially. Topics have included: gang awareness, bullying, sexual
assault, and college ACT preparation.
Community Partners: Across the FCS network, we work consistently with more than 20
community partners. These partners include: Memphis Music Initiative, Frayser PTSA,
Stand for Children, Agape, and Neighborhood Christian Center.
Community Partners Luncheons: We host two community partners luncheons each year
to invite local businesses and organizations into our schools. We provide lunch, school
tours, and allow time for a Q & A with school leaders and student ambassadors. We
hosted more than 40 current and prospective community partners during the 2018-19
school year.
Parent Involvement:
Our parental involvement strategy is guided by four goals:
Welcome all families into our schools.
Community effectively with parents through a variety of communication
mediums.
Provide parents with multiple opportunities to support their student, academically
and socially.
Highlight both student and parent success.
Below is our process to ensure success for parental involvement.
TN PARENTAL
INVOLEMENT
STANDARD
FCS SCHOOLS
MANDATE
RATIONALE
FOR MANDATE
RESEARCH
BASED
STRATEGIES
FCS
FACILITATING
GUIDE TO
(MENU) HELP SCHOOL
CREATE
PARENT
ENGAGEMENT
STRATEGY
Standard 1;
Welcoming all
families into the
school
community
Standard 2:
Communicating
effectively
Creating a
welcoming and
engaging
climate with
strong
relationships
and
communication
between
families and
school staff.
Touch point
mandate –
All families
receive a touch
point from
teachers at least
once a month.
Shows the family
that the school
values families as
important partners
in their students’
education.
Shows the family
that
School staff have a
strong, mutually
respectful
relationships with
families.
The school
provides a positive
customer service
experiences for
families.
The school provide
clear, consistent
information on
school and
classroom policies
and processes.
Touch point
rationale – to build
a strong
partnership with
parents and to
discuss their
student’s success
and address any
questions/concerns
that a parent might
have.
Face to face
interactions
Positive phone
calls at least
monthly
throughout the
year
Teacher- parent
communication
at pick-up and
drop-off
Meeting times
scheduled
around parent
availability
Home visits
Parent teacher
conferences in
the community
Responses to
parent outreach
within 24 hours
Bulletin board
in lobby for
parent
information
Parent Resource
Center or
designated place
for families to
use
Principal office
hours
Principal
greeting
families at drop
off and pick up
School
newsletter
Agenda books
Robo-calls
Success:
School staff
believe that all
families can be
effective partners
in their student’s
education if given
the necessary
tools.
The school works
to ensure that
every student’s
family is engaged
in the success of
their student.
Families’
concerns or
questions are
responded to in a
timely and
respectful way.
All school staff
are welcoming
towards families
both in person
and on the phone.
The principal is
visible to families
and seek to create
opportunities to
interact with
families
frequently
throughout the
year.
Schools have
consistent
homework,
discipline and
other policies,
and families
School website
and Facebook
Page
know what they
are.
School
communication is
streamlined so
that families can
easily understand
its relevance for
their student.
Standard 3:
Supporting
student success
Standard 4:
Speaking up for
every child
Partnering with
families to
support student
achievement
Touch point
mandate – at
least 2
additional data
reports to
parents about
their student’s
academic
performance
each 9 weeks.
Suggested
timeframe: 2
weeks before
progress reports
and report cards
are scheduled to
go home.
The school
provides the
information and
guidance for
families to
effectively and
regularly monitor
their student’s
progress on
academic goals.
The school
provides supports
for families to
reinforce and guide
their student’s
learning.
The school’s
programming and
communication for
family engagement
are student and
learning centered.
Touch point
rationale: To
ensure parents are
kept fully aware of
their student’s
academic
performance.
Literacy Nights
Data Sharing
night
Families
supporting
reading in
classrooms
Parent-teacher
conferences
Data-sharing
reports for
families on how
their student is
performing on
all assessments.
Weekly
classroom
communication
about upcoming
classwork and
homework.
Classroom
observations
Math Night
Science Night
Success:
Families receive
frequent
information about
how their student
is progressing
relative to their
goals and grade-
level standards.
Teachers
regularly check
for families’
understanding of
whether their
student is on
track.
School staff
communicate
regularly with
families about
what is being
taught and how it
is being taught in
the classroom.
Standard 5:
Sharing power
Standard 6:
Collaborating
with the
community
Investing
families and
community in
school success.
Touch point
mandate –
The school informs
families about the
state of the school
and the plan for
improvement and
invites families’
feedback.
Data Walls
State of School
forums
Annual School
Improvement
meeting
PTA/PTO
Success:
The school is
transparent and
honest with
families about the
school’s
performance.
Live parent and
community
listening
sessions once a
semester
Principals’
touch points –
Minimum: 10%
of families
monthly
Big Goal: Every
family receives
a touch point
from the
Principal during
the school year.
The school ensures
that families
participate in
collaborative
strategic planning
for school
improvement.
The school
encourages
families and the
community to take
initiative and
contribute to
school
improvement
priorities.
School staff work
closely with
community
partners to
strengthen the
school and make
resources available
to students,
families and school
staff.
Touch point
rationale –
The live listening
sessions
Will allow the
schools to hear
from parents about
the school and use
the feedback to
make adjustments
if necessary.
The Principals’
calls are customer
service calls to ask
parents about their
thoughts about the
school –
suggestions,
comments,
School Based
Decision
Making Council
School staff
attendance at
community
events
The school shares
information about
the school’s goals
and what
strategies it is
using to improve.
The school is
responsive to
families’ ideas for
improving the
school.
concerns, etc.
Section VI – Promising practices Describe 3-5 operational practices that have had the most impact on student achievement.
Operational Practice 1: Network staff will have much readier access to crucial operational data
such as student behavior, attendance, discipline, and completion of assignments. This objective is
accomplished through the implementation of Microsoft PowerBI reports and dashboards. This
information will be provided in a targeted format to partners who work directly with students
around behavior and academic achievement or who provide wrap-around services to the
student’s families.
Operational Practice 2: The school has engaged the services of both Instruction Partners and
Achievement Network to gain a greater understanding of teacher practices and behaviors around
Standards Based Instruction and the impact that instruction has on student performance.
Instruction Partners focuses on the use of Instructional Practice Guides to gauges teacher ability
to deliver instruction that is based on the standards and reaches the depth of rigor that the
standards call for. They also do in-depth Module internalization sessions with the ELA and Math
teachers to better prepare them to deliver top quality instruction. Achievement Network focuses
on instructional priorities that are derived from looking at achievement on individual standards
as seen in the previous year’s assessments. They also provide question banks, Schedules of
Assessed Standards, and Interim Benchmarks.
Operational Practice 3: During the 18-19 school year, there has been a significant investment in
high quality curriculum materials. Expeditionary Learning workbooks, teacher editions, and
novels were purchased for ELA. Eureka Math materials were purchased for all math classes.
HMH Science materials were purchased for Middle School Science classes. The High School
science classes received new materials from a mixture of publishers.
Operational Practice 4: Additional staff have been hired at the network level to support the
growth of the network from 1 to 3 schools in the past two years. The network now serves Martin
Luther King College Preparatory High School, Humes Middle School, and Westside Middle
School. The staffing model at the middle school level added an Assistant Principal an
Instructional Coach/Dean of Instruction and an ISS Coordinator. The Network staff also became
more robust and defined to meet the 3 schools and almost 1200 students. The new positions
include Director of Communications and Development, Director of Fine Arts, Director of HR,
Director of IDEA Compliance and Monitoring, Community Engagement Coordinator, and Chief
of Strategy/Head of Schools.