2015-01-20T14:54:58-06:00 2014-06-30 621170651 BROWN JAKE & MCDANIEL PC 2607 KINGSTON PIKE SUITE 110 KNOXVILLE TN 379193336 990 2013-07-01 766206166 THE GREAT SCHOOLS PARTNERSHIP CHARITABLE TRUST GREA 8655254030 912 S GAY STREET L210 KNOXVILLE TN 37902 OLIVER S THOMAS PRESIDENT 8655254030 2015-01-13 true JAMES E BOOHER CPA P00286127 8656378600 2015-01-20 2013 2016-02-25 16:41:14Z OLIVER THOMAS PRESIDENT 912 S GAY STREET L210 KNOXVILLE TN 37902 4268361 false X WWW.GREATSCHOOLSPARTNERSHIP.COM X 2005 TN TO SERVE AS A CATALYST, THINK TANK, INCUBATOR AND START-UP FUNDER FOR MAKING KNOX COUNTY SCHOOLS GLOBALLY COMPETITIVE. 15 15 10 0 4876898 4265729 0 1887 2632 0 4878785 4268361 4415580 3747995 0 189141 709032 0 0 365726 280586 4970447 4737613 -91662 -469252 3212567 2668189 1188177 1113051 2024390 1555138 X TO SERVE AS A CATALYST, THINK TANK, INCUBATOR AND START-UP FUNDER FOR MAKING KNOX COUNTY SCHOOLS GLOBALLY COMPETITIVE. false false 3187090 3147995 VARIOUS GRANTS ARE MADE BY GREAT SCHOOLS PARTNERSHIP (GSP) TO KNOX COUNTY SCHOOLS (KCS) TO ASSIST WITH THE FOLLOWING PROGRAMS: BIRTH TO KINDERGARTEN - BIRTH TO KINDERGARTEN IS AN EARLY CHILDHOOD PARENT EDUCATOR AND FAMILY SUPPORT PROGRAM SERVING FAMILIES THROUGHOUT PREGNANCY UNTIL THEIR CHILD ENTERS KINDERGARTEN, USUALLY AGE FIVE. PARENTS ARE A CHILD'S MOST IMPORTANT TEACHERS, AND THE FIRST THREE YEARS OF LIFE MOST CRITICAL IN ANY CHILD'S EDUCATION. OUR BIRTH TO KINDERGARTEN PROGRAM SERVED A TOTAL OF 447 CHILDREN AND FAMILIES LAST YEAR. 88% OF OUR "GRADUATES" ENTERED SCHOOL "KINDERGARTEN READY" PER STANDARDIZED TESTS (CONTINUED ON SCHEDULE O) (CONTINUED FROM PART III) COMPARED TO 59% FOR THE DISTRICT AS A WHOLE. PRE-K - PRE-K IS A RESEARCH-BASED PROGRAM FOR UNSERVED OR UNDERSERVED 4-YEAR-OLDS. CLASSES CONSIST OF APPROXIMATELY 15 STUDENTS WITH A HIGHLY-QUALIFIED TEACHER AND TEACHING ASSISTANT AND ARE LOCATED IN 22 ELEMENTARY SCHOOLS THROUGHOUT THE COUNTY. TEACHER MENTORING AND INDUCTION - THIS PROGRAM HAS HELPED KCS IDENTIFY AND RETAIN STRONG TEACHERS; IT ALSO HELPS IDENTIFY THE RELATIVELY SMALL NUMBER OF TEACHERS WHO SHOULD NOT CONTINUE IN THE PROFESSION AND WHOSE CONTRACTS SHOULD NOT BE RENEWED. TEACHER ADVANCEMENT PROGRAM (TAP) - THE TEACHER ADVANCEMENT PROGRAM IS A COMPREHENSIVE SCHOOL REFORM SYSTEM THAT PROVIDES POWERFUL OPPORTUNITIES FOR CAREER ADVANCEMENT, PROFESSIONAL GROWTH, INSTRUCTIONALLY-FOCUSED ACCOUNTABILITY AND COMPETITIVE COMPENSATION FOR EDUCATORS. ALTHOUGH ACHIEVEMENT SCORES AT OUR TAP SCHOOLS CONTINUE TO BE MODEST (THESE SCHOOLS TEND TO HAVE HIGH NUMBERS OF CHILDREN LIVING IN POVERTY), ACADEMIC GROWTH IS GENERALLY STRONG. STATED DIFFERENTLY, STUDENTS AT THESE SCHOOLS ARE LEARNING MORE THAN WOULD BE EXPECTED IN A ONE-YEAR PERIOD. SEVEN OF OUR TAP SCHOOLS HAD COMPOSITE SCORES OF 5 UNDER THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM (TVAS) LAST YEAR. THAT IS THE HIGHEST LEVEL OF ACADEMIC GROWTH. UNFORTUNATELY, FIVE OF OUR TAP SCHOOLS HAD COMPOSITE SCORES OF 1 - THE LOWEST LEVEL OF ACADEMIC GROWTH. THE PERFORMANCE AUDIT AND ANALYSIS TO BE PERFORMED THIS YEAR BY THE GATES FOUNDATION AND PARTHENON GROUP SHOULD TELL US WHICH ASPECTS OF TAP ARE WORKING AND WHICH ARE NOT. THIS WILL INFORM OUR DISCUSSION WITH KCS ABOUT TAP'S LONG-TERM VIABILITY. ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) - AVID IS A COLLEGE READINESS SYSTEM THAT UTILIZES PROVEN STRATEGIES TO EMPOWER STUDENTS WITH ACADEMIC SKILLS, INDIVIDUAL DETERMINATION AND SOCIAL ADAPTABILITY WITH THE ULTIMATE GOAL OF COLLEGE ADMISSION AND GRADUATION. AVID STUDENTS ARE COMPLETING COLLEGE-PREP COURSES AT A RATE OF OVER 90% COMPARED TO A NATIONAL AVERAGE OF LESS THAN 40%. AT AUSTIN EAST, 100% OF AVID SENIORS GRADUATED ON TIME. 87% OF THOSE GRADUATES ENROLLED IN COLLEGE COMPARED TO LESS THAN 50% FOR THE SCHOOL AS A WHOLE. FIRST GRADE READING INTERVENTION - MODELED AFTER THE HIGHLY SUCCESSFUL KINDERGARTEN INTERVENTION PROGRAM, THIS PROJECT UTILIZES A LITERACY COACH, INDIVIDUALIZED STAFF DEVELOPMENT, COMMON READING TIME AND SMALL-GROUP AND INDIVIDUAL INTERVENTIONS THAT PROVIDE UP TO AN ADDITIONAL HOUR OF READING TIME PER SCHOOL DAY. IT IS AN "ALL HANDS ON DECK" APPROACH TO READING PROFICIENCY. FIRST GRADE WAS CHOSEN FOR THIS PROGRAM BECAUSE RESEARCH CLEARLY SHOWS THAT THIS IS THE OPTIMAL TIME TO MASTER BASIC READING SKILLS. MOREOVER, 80% OF STUDENTS WHO ARE NOT PROFICIENT READERS AFTER FIRST GRADE ARE NOT PROFICIENT AFTER FIFTH GRADE. THE SINGLE MOST IMPORTANT THING WE CAN DO FOR OUR CHILDREN EDUCATIONALLY IS TEACH THEM TO READ. OUR FIRST-GRADE READING INTERVENTION PARTNERSHIP (FUNDED BY UNITED WAY) WAS OPERATED AT 15 SCHOOLS. BY YEAR'S END, 80% OF THE CHILDREN SERVED WERE READING ON GRADE LEVEL. MIDDLE-SCHOOL SUMMER BRIDGE - IN 2010, NEARLY ONE OUT OF FIVE KNOX COUNTY NINTH GRADERS EITHER FLUNKED COURSES OR DROPPED OUT OF SCHOOL. A CLOSER EXAMINATION OF THESE STUDENTS REVEALED THAT MOST WERE SIMPLY NOT READY FOR HIGH SCHOOL WHEN THEY ENTERED NINTH GRADE. GSP HAS JOINED WITH THE KCS TO ADDRESS THIS PROBLEM. THE SUMMER BRIDGE PROGRAM IS AN INTENSIVE EIGHT-WEEK MANDATORY INSTRUCTIONAL PROGRAM DESIGNED TO ENABLE STUDENTS TO MASTER ESSENTIAL CONCEPTS IN READING/LANGUAGE ARTS AND MATHEMATICS NECESSARY FOR SUCCESS IN HIGH SCHOOL. STUDENTS WHO SUCCESSFULLY COMPLETED THE PROGRAM WERE PROMOTED TO NINTH GRADE AND EARNED ONE ELECTIVE HIGH SCHOOL CREDIT IN ACADEMIC SUCCESS. STUDENTS WHO FAILED TO ACHIEVE PROFICIENCY REMAINED IN MIDDLE SCHOOL. NO PARTNERSHIP HAS BEEN MORE SUCCESSFUL THAN OUR 8 WEEK SUMMER PROGRAM AIMED AT CATCHING UP STRUGGLING 8TH GRADERS BEFORE THEY START HIGH SCHOOL. THIS YEAR, 94% OF PARTICIPATING STUDENTS WERE SUCCESSFUL AND ABLE TO START 9TH GRADE ON TIME. THE REMAINING 6% WILL REPEAT 8TH GRADE. THE SUCCESS RATE FOR THIS PROGRAM (INITIALLY ONLY 72%) WAS DRAMATICALLY IMPACTED WHEN WE INCREASED SUMMER WAGES FOR TEACHERS BY 50%, THEREBY ENABLING US TO ATTRACT SOME OF KNOX COUNTY'S MOST TALENTED TEACHERS. DISTANCE LEARNING - GSP HAS PARTNERED WITH OAK RIDGE NATIONAL LABORATORY AND KCS TO CREATE "DISTANCE-LEARNING" OPPORTUNITIES AT ALL KNOX COUNTY HIGH SCHOOLS. THROUGH THE USE OF CAMERAS, MULTIPLE PROJECTORS, FLAT SCREENS AND SMART BOARDS, DISTANCE-LEARNING CAN BE INTERACTIVE, ENGAGING AND NEARLY AS EFFECTIVE AS FACE-TO-FACE CLASSROOM INSTRUCTION. IN FACT, STUDENTS AT ONE KNOX COUNTY HIGH SCHOOL WHO RECEIVED THE COURSE THROUGH DISTANCE-LEARNING, SCORED HIGHER THAN THE STUDENTS WHO WERE PHYSICALLY PRESENT IN THE CLASSROOM FROM WHICH THE TEACHER WAS BROADCASTING. OUR GOAL IS NOT ONLY TO LINK ALL OF OUR HIGH SCHOOLS VIA DISTANCE-LEARNING TECHNOLOGY, THEREBY, INCREASING OUR ABILITY TO OFFER HARD-TO-STAFF COURSES, SUCH AS CALCULUS AND FOREIGN LANGUAGE, BUT ALSO TO RECORD AND ARCHIVE THESE COURSES FOR ON-LINE ACCESS BY OTHER SCHOOL DISTRICTS AND STUDENTS. GATES GRANT - THE GATES GRANT WAS FOR A COMPLETE PERFORMANCE AUDIT OF ALL THE MAJOR PROGRAMS OF THE KNOX COUNTY SCHOOLS INCLUDING TAP, PRE-K AND READING INTERVENTION. THEY REQUIRED A LOCAL MATCH, AND WE PROVIDED 180K TO ACQUIRE THIS AUDIT WHICH COST ABOUT 900K. THE RESULT WAS A HELPFUL REPORT THAT HAS US CONSIDERING A YEAR-ROUND CALENDAR, INCREASED CLASS SIZE AT THE HIGH SCHOOL LEVEL AND MORE PAY FOR PRINCIPALS. CODETN - IS TENNESSEE'S FIRST SOFTWARE CODE-WRITING COMPETITION FOR HIGH SCHOOL STUDENTS. IT WAS INSPIRED BY THE FIRST ROBOTICS COMPETITION, AND WE ARE PILOTING IT THIS YEAR WITH 27 TEAMS FROM KNOX, ANDERSON AND BLOUNT COUNTIES. WE HOPE TO TAKE THE COMPETITION STATEWIDE NEXT YEAR. 600000 600000 VARIOUS GRANTS ARE MADE TO PROJECT GRAD KNOXVILLE (GRAD), A 501(C)(3) NON-PROFIT ORGANIZATION, IN FURTHERANCE OF ITS MISSION. GRAD SUPPORTS A QUALITY PUBLIC SCHOOL EDUCATION FOR HEART OF KNOXVILLE STUDENTS THAT EQUIPS AND ENCOURAGES YOUTH TO GRADUATE FROM HIGH SCHOOL AND TO SUCCEED IN COLLEGE OR TECHNICAL SCHOOL. THIS IS ACCOMPLISHED THROUGH AN INTENTIONAL AND HOLISTIC K-16 APPROACH PROVIDING: ACADEMIC SUPPORT, SOCIAL SERVICES, CLASSROOM MANAGEMENT, COLLEGE ACCESS AND PARENTAL ENGAGEMENT. THIS YEAR, A REDESIGN TEAM OF BOARD MEMBERS, STAFF AND KEY KCS BOARD MEMBERS AND STAFF CONDUCTED AN 18 MONTH STUDY AND ANALYSIS TO DETERMINE THE SCOPE OF GRAD'S WORK IN THE FUTURE. IT WAS DETERMINED THAT GRAD WOULD FOCUS ITS EFFORTS ON (CONTINUED ON SCHEDULE O) (CONTINUED FROM PART III) ITS TWO AREAS OF GREATEST STRENGTH: (1) STUDENT AND FAMILY SUPPORT, AND (2) COLLEGE ACCESS. GRAD'S BOARD OF DIRECTORS ALSO VOTED TO BECOME WHAT THE INTERNAL REVENUE CODE CALLS A "SUPPORTING ORGANIZATION" OF THE GSP EFFECTIVE JULY 1, 2013. WITH THEIR WORK NOW CLOSELY ALIGNED AND TWO BOARDS OF DIRECTORS HAVING A FORMAL, LEGAL RELATIONSHIP, TALKS ARE UNDER WAY TO EXPLORE THE MOST EFFICIENT WAY TO DEPLOY STAFF AND RESOURCES. 275767 COMMUNITY SCHOOLS - THE COMMUNITY SCHOOLS INITIATIVE IS A STRATEGY FOR USING PUBLIC SCHOOLS AS A HUB FOR ORGANIZING COMMUNITY RESOURCES TO IMPROVE NEIGHBORHOOD HEALTH AND SAFETY AND STUDENT ACADEMICS. SERVICES INCLUDE: FAMILY, PARTNER AND COMMUNITY ENGAGEMENT; EXPANDED LEARNING OPPORTUNITIES; HEALTH AND SOCIAL SUPPORT; YOUTH DEVELOPMENT ACTIVITIES; TUTORING AND ACADEMIC ENRICHMENT; AND SCHOOL FACILITIES OPEN FOR EXTENDED HOURS. THIS YEAR, GSP OPERATED THE PROGRAM AT FOUR PILOT SCHOOLS AND WILL BEGIN SERVICING THREE ADDITIONAL SCHOOLS NEXT YEAR. WITH PARENT, NEIGHBORHOOD AND PARTNER INPUT AND INVOLVEMENT, COMMUNITY SCHOOLS CAN BE A POSITIVE CENTER OF INFLUENCE TO BENEFIT STUDENTS, FAMILIES, AND THE SURROUNDING COMMUNITY. (CONTINUED ON SCHEDULE O) (CONTINUED FROM PART III) RESEARCH INDICATES THESE BENEFITS INCLUDE IMPROVED STUDENT LEARNING, HEALTH, AND ATTENDANCE; STRONGER FAMILY ENGAGEMENT; AN IMPROVED SCHOOL CLIMATE; AND SAFER NEIGHBORHOODS. 37805 CENTERS OF ACADEMIC EXCELLENCE - WHILE MUCH OF THE GSP'S WORK IS AIMED AT YOUNGER CHILDREN (BIRTH TO KINDERGARTEN, PREK, 1ST AND 2ND GRADE READING INTERVENTION) OUR TUTORING CENTERS (CENTERS FOR ACADEMIC EXCELLENCE) ARE DESIGNED TO CATCH KIDS UP WHO ARE ALREADY IN HIGH SCHOOL BUT FIND THEMSELVES STRUGGLING ACADEMICALLY. EACH CENTER IS DIFFERENT, BECAUSE THE NEEDS AT EACH HIGH SCHOOL ARE DIFFERENT. SOME FOCUS ON MATH. OTHERS INCLUDE SCIENCE AND LANGUAGE ARTS. SEVERAL INCLUDE ACT PREP. THEY ARE OPEN AT DIFFERENT TIMES: SOME BEFORE SCHOOL, SOME DURING, SOME AFTER. AND USE DIFFERENT STAFFING ARRANGEMENTS WITH SOME ALSO UTILIZING PEER TUTORS. MOST ARE MANDATORY FOR ATHLETES. ALL HAVE MADE A SIGNIFICANT IMPACT IN STUDENT ACHIEVEMENT. THE OUTCOMES DATA FOR THESE TUTORING CENTERS HAS BEEN IMPRESSIVE. FOR EXAMPLE, 87% OF THE STUDENTS WHO RECEIVED TUTORING AT THE VERIZON CELLULAR SALES CENTER FOR ACADEMIC EXCELLENCE AT CENTRAL HIGH PASSED THE COURSES FOR WHICH THEY RECEIVED TUTORING. THIS WAS 3 POINTS SHY OF OUR GOAL OF 90%, BUT STILL A STRONG OUTCOME. EVEN STRONGER WAS THE GRADUATION RATE FOR STUDENT ATHLETES. FOR THE SECOND YEAR IN A ROW, 100% OF THE FOOTBALL TEAM GRADUATED FROM HIGH SCHOOL, EXCEEDING OUR GOAL OF 90%. AT WEST HIGH SCHOOL, 29 OF 31 PARTICIPATING ATHLETES SUCCESSFULLY COMPLETED THEIR COURSE WORK. HOWEVER, LESS THAN HALF OF THE FRESHMEN FROM THE GENERAL STUDENT POPULATION WHO PARTICIPATED IN THE TUTORING PROGRAM PASSED ALGEBRA. PRINCIPAL KATHERINE BANNER ATTRIBUTES THIS DISAPPOINTING OUTCOME TO INCONSISTENT ATTENDANCE ON THE PART OF THE GENERAL STUDENT POPULATION WHO, UNLIKE STUDENT ATHLETES, CANNOT BE FORCED TO ATTEND. WE ARE CURRENTLY EXPLORING WHETHER 10 GAS CARDS MIGHT BE OFFERED AS AN INCENTIVE TO ATTEND TUTORING. THE BOYD CENTER FOR ACADEMIC EXCELLENCE AT SOUTH DOYLE HIGH SCHOOL REACHED A RELATIVELY SMALL NUMBER OF STUDENTS, BUT THEIR ACADEMIC GAINS WERE SIGNIFICANT. OF THE 36 STUDENTS WHO PARTICIPATED IN ALGEBRA TUTORING, 83% POSTED GAINS. THEIR AVERAGE ACADEMIC GROWTH WAS 60 POINTS COMPARED TO THE SCHOOL AVERAGE OF 53 POINTS AS MEASURED BY DISCOVERY ED. STATE ACHIEVEMENT GROWTH - OR "VALUE-ADDED" - FOR PARTICIPATING STUDENTS WAS 19 VERSUS THE SCHOOL WIDE AVERAGE GROWTH OF 10. 75% OF STUDENTS IN THE BOYD CENTER ALSO MADE GAINS IN ENGLISH ABOVE THOSE PREDICTED BY THE STATE. 37805 4100662 true true false false false false false false false false true false false false false true false true false false false false false false false false false true false true false false false false false false false false false false false false false false false false false true 5 0 10 false false false false false false false false false false false X 15 15 false false false false false false false true true false false false false false false true false false TN X STEPHANIE JINKINS 8655254030 700 E HILL AVENUE SUITE 100 KNOXVILLE TN 37915 PHYLLIS NICHOLS CHAIR 0.50 X X 0 0 0 BOB RIDER CO-CHAIR 0.50 X X 0 0 0 MIKE EDWARDS TREASURER/SE 0.50 X X 0 0 0 KAREN CARSON BOARD MEMBER 0.50 X 0 0 0 ANTHONY WISE BOARD MEMBER 0.50 X 0 0 0 JAMES MCINTYRE BOARD MEMBER 0.50 X 0 0 0 TIM BURCHETT BOARD MEMBER 0.50 X 0 0 0 MADELINE ROGERO BOARD MEMBER 0.50 X 0 0 0 TONY NORMAN BOARD MEMBER 0.50 X 0 0 0 JOHN BUTLER BOARD MEMBER 0.50 X 0 0 0 LAURENS TULLOCK BOARD MEMBER 0.50 X 0 0 0 RANDY BOYD BOARD MEMBER 0.50 X 0 0 0 DIANE JABLONSKI BOARD MEMBER 0.50 X 0 0 0 TANYA COATS BOARD MEMBER 0.50 X 0 0 0 CRYSTAL WASHINGTON BOARD MEMBER 0.50 X 0 0 0 OLIVER THOMAS PRESIDENT 40.00 X 187836 0 24000 187836 24000 1 false true false 283898 950 2831451 1149430 4265729 2632 2632 4268361 2632 3747995 3747995 216077 216077 388396 223258 165138 10472 6019 4453 49827 7648 42179 44260 17618 26642 18650 8633 10017 7312 4764 2548 5172 2873 2299 5321 2910 2411 1903 1903 6730 5696 1034 PROV FOR DOUBTFUL PLEDGES 157418 157418 OTHER PROGRAM EXPENSES 37805 37805 SPECIAL EVENTS 20981 19319 1662 PROGRAM AWARENESS 11875 10411 1464 7419 5713 1706 4737613 4100662 636951 0 1016103 1829346 2193058 829262 2459 324 153 9756 2787 3082 6969 3212567 2668189 1188177 1113051 1188177 1113051 X 2024390 1555138 2024390 1555138 3212567 2668189 -469252 X false true X true false X 7258350 4313728 4876898 4265729 20714705 7258350 4313728 4876898 4265729 20714705 1122596 19592109 157 907 1887 2632 5583 20720288 0.94560 0.92060 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 5969 2204 3765 3787 583 3204 6969 X SCHEDULE D, PAGE 3, PART X THE ORGANIZATION FOLLOWS THE PROVISIONS OF FASB ASC 740-10-25. UNDER THIS STANDARD, AN ORGANIZATION MUST RECOGNIZE THAT TAX BENEFIT ASSOCIATED WITH TAX TAKEN FOR TAX RETURN PURPORSES WHEN IT IS MORE LIKELY THAN NOT THE POSITION WILL BE SUSTAINED. THE IMPLEMENTATION OF THIS STANDARD HAS HAD NO IMPACT ON THE ORGANIZATION'S FINANCIAL STATEMENTS. THE ORGANIZATION DOES NOT BELIEVE THERE ARE ANY MATERIAL UNCERTAIN TAX POSITIONS AND, ACCORDINGLY, IT WILL NOT RECOGNIZE ANY LIABILITY FOR UNRECOGNIZED TAX BENEFITS. FOR THE YEAR ENDED JUNE 30, 2014, THERE WERE NO INTEREST OR PENALTIES RECORDED OR INCLUDED IN ITS FINANCIAL STATEMENTS. THE ORGANIZATION AND ITS SUPPORTING FOUNDATION FILE FORM 990, WHICH REMAINS SUBJECT TO EXAMINIATION BY THE TAXING AUTHORITIES, FOR THE YEARS ENDED JUNE 30, 2011, 2012 AND 2013. true KNOX COUNTY SCHOOLS PO BOX 2188 KNOXVILLE TN 37901 621514661 3147995 EDUCATIONAL PROJECT GRAD KNOXVILLE 700 E HILL AVENUE SUITE 100 KNOXVILLE TN 37915 621865303 3 600000 EDUCATIONAL 2 SCHEDULE I, PAGE 1, PART I, LINE 2 ALL NEW GRANTS HAVE A SIGNED WRITTEN PARTNERSHIP AGREEMENT WITH MEASURABLE OUTCOMES AND AN ESCAPE CLAUSE. X X X false false false false false false false false false OLIVER THOMAS PRESIDENT 180000 7836 24000 211836 FORM 990, PAGE 2, PART III, LINE 4A (CONTINUED FROM PART III) COMPARED TO 59% FOR THE DISTRICT AS A WHOLE. PRE-K - PRE-K IS A RESEARCH-BASED PROGRAM FOR UNSERVED OR UNDERSERVED 4-YEAR-OLDS. CLASSES CONSIST OF APPROXIMATELY 15 STUDENTS WITH A HIGHLY-QUALIFIED TEACHER AND TEACHING ASSISTANT AND ARE LOCATED IN 22 ELEMENTARY SCHOOLS THROUGHOUT THE COUNTY. TEACHER MENTORING AND INDUCTION - THIS PROGRAM HAS HELPED KCS IDENTIFY AND RETAIN STRONG TEACHERS; IT ALSO HELPS IDENTIFY THE RELATIVELY SMALL NUMBER OF TEACHERS WHO SHOULD NOT CONTINUE IN THE PROFESSION AND WHOSE CONTRACTS SHOULD NOT BE RENEWED. TEACHER ADVANCEMENT PROGRAM (TAP) - THE TEACHER ADVANCEMENT PROGRAM IS A COMPREHENSIVE SCHOOL REFORM SYSTEM THAT PROVIDES POWERFUL OPPORTUNITIES FOR CAREER ADVANCEMENT, PROFESSIONAL GROWTH, INSTRUCTIONALLY-FOCUSED ACCOUNTABILITY AND COMPETITIVE COMPENSATION FOR EDUCATORS. ALTHOUGH ACHIEVEMENT SCORES AT OUR TAP SCHOOLS CONTINUE TO BE MODEST (THESE SCHOOLS TEND TO HAVE HIGH NUMBERS OF CHILDREN LIVING IN POVERTY), ACADEMIC GROWTH IS GENERALLY STRONG. STATED DIFFERENTLY, STUDENTS AT THESE SCHOOLS ARE LEARNING MORE THAN WOULD BE EXPECTED IN A ONE-YEAR PERIOD. SEVEN OF OUR TAP SCHOOLS HAD COMPOSITE SCORES OF 5 UNDER THE TENNESSEE VALUE-ADDED ASSESSMENT SYSTEM (TVAS) LAST YEAR. THAT IS THE HIGHEST LEVEL OF ACADEMIC GROWTH. UNFORTUNATELY, FIVE OF OUR TAP SCHOOLS HAD COMPOSITE SCORES OF 1 - THE LOWEST LEVEL OF ACADEMIC GROWTH. THE PERFORMANCE AUDIT AND ANALYSIS TO BE PERFORMED THIS YEAR BY THE GATES FOUNDATION AND PARTHENON GROUP SHOULD TELL US WHICH ASPECTS OF TAP ARE WORKING AND WHICH ARE NOT. THIS WILL INFORM OUR DISCUSSION WITH KCS ABOUT TAP'S LONG-TERM VIABILITY. ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) - AVID IS A COLLEGE READINESS SYSTEM THAT UTILIZES PROVEN STRATEGIES TO EMPOWER STUDENTS WITH ACADEMIC SKILLS, INDIVIDUAL DETERMINATION AND SOCIAL ADAPTABILITY WITH THE ULTIMATE GOAL OF COLLEGE ADMISSION AND GRADUATION. AVID STUDENTS ARE COMPLETING COLLEGE-PREP COURSES AT A RATE OF OVER 90% COMPARED TO A NATIONAL AVERAGE OF LESS THAN 40%. AT AUSTIN EAST, 100% OF AVID SENIORS GRADUATED ON TIME. 87% OF THOSE GRADUATES ENROLLED IN COLLEGE COMPARED TO LESS THAN 50% FOR THE SCHOOL AS A WHOLE. FIRST GRADE READING INTERVENTION - MODELED AFTER THE HIGHLY SUCCESSFUL KINDERGARTEN INTERVENTION PROGRAM, THIS PROJECT UTILIZES A LITERACY COACH, INDIVIDUALIZED STAFF DEVELOPMENT, COMMON READING TIME AND SMALL-GROUP AND INDIVIDUAL INTERVENTIONS THAT PROVIDE UP TO AN ADDITIONAL HOUR OF READING TIME PER SCHOOL DAY. IT IS AN "ALL HANDS ON DECK" APPROACH TO READING PROFICIENCY. FIRST GRADE WAS CHOSEN FOR THIS PROGRAM BECAUSE RESEARCH CLEARLY SHOWS THAT THIS IS THE OPTIMAL TIME TO MASTER BASIC READING SKILLS. MOREOVER, 80% OF STUDENTS WHO ARE NOT PROFICIENT READERS AFTER FIRST GRADE ARE NOT PROFICIENT AFTER FIFTH GRADE. THE SINGLE MOST IMPORTANT THING WE CAN DO FOR OUR CHILDREN EDUCATIONALLY IS TEACH THEM TO READ. OUR FIRST-GRADE READING INTERVENTION PARTNERSHIP (FUNDED BY UNITED WAY) WAS OPERATED AT 15 SCHOOLS. BY YEAR'S END, 80% OF THE CHILDREN SERVED WERE READING ON GRADE LEVEL. MIDDLE-SCHOOL SUMMER BRIDGE - IN 2010, NEARLY ONE OUT OF FIVE KNOX COUNTY NINTH GRADERS EITHER FLUNKED COURSES OR DROPPED OUT OF SCHOOL. A CLOSER EXAMINATION OF THESE STUDENTS REVEALED THAT MOST WERE SIMPLY NOT READY FOR HIGH SCHOOL WHEN THEY ENTERED NINTH GRADE. GSP HAS JOINED WITH THE KCS TO ADDRESS THIS PROBLEM. THE SUMMER BRIDGE PROGRAM IS AN INTENSIVE EIGHT-WEEK MANDATORY INSTRUCTIONAL PROGRAM DESIGNED TO ENABLE STUDENTS TO MASTER ESSENTIAL CONCEPTS IN READING/LANGUAGE ARTS AND MATHEMATICS NECESSARY FOR SUCCESS IN HIGH SCHOOL. STUDENTS WHO SUCCESSFULLY COMPLETED THE PROGRAM WERE PROMOTED TO NINTH GRADE AND EARNED ONE ELECTIVE HIGH SCHOOL CREDIT IN ACADEMIC SUCCESS. STUDENTS WHO FAILED TO ACHIEVE PROFICIENCY REMAINED IN MIDDLE SCHOOL. NO PARTNERSHIP HAS BEEN MORE SUCCESSFUL THAN OUR 8 WEEK SUMMER PROGRAM AIMED AT CATCHING UP STRUGGLING 8TH GRADERS BEFORE THEY START HIGH SCHOOL. THIS YEAR, 94% OF PARTICIPATING STUDENTS WERE SUCCESSFUL AND ABLE TO START 9TH GRADE ON TIME. THE REMAINING 6% WILL REPEAT 8TH GRADE. THE SUCCESS RATE FOR THIS PROGRAM (INITIALLY ONLY 72%) WAS DRAMATICALLY IMPACTED WHEN WE INCREASED SUMMER WAGES FOR TEACHERS BY 50%, THEREBY ENABLING US TO ATTRACT SOME OF KNOX COUNTY'S MOST TALENTED TEACHERS. DISTANCE LEARNING - GSP HAS PARTNERED WITH OAK RIDGE NATIONAL LABORATORY AND KCS TO CREATE "DISTANCE-LEARNING" OPPORTUNITIES AT ALL KNOX COUNTY HIGH SCHOOLS. THROUGH THE USE OF CAMERAS, MULTIPLE PROJECTORS, FLAT SCREENS AND SMART BOARDS, DISTANCE-LEARNING CAN BE INTERACTIVE, ENGAGING AND NEARLY AS EFFECTIVE AS FACE-TO-FACE CLASSROOM INSTRUCTION. IN FACT, STUDENTS AT ONE KNOX COUNTY HIGH SCHOOL WHO RECEIVED THE COURSE THROUGH DISTANCE-LEARNING, SCORED HIGHER THAN THE STUDENTS WHO WERE PHYSICALLY PRESENT IN THE CLASSROOM FROM WHICH THE TEACHER WAS BROADCASTING. OUR GOAL IS NOT ONLY TO LINK ALL OF OUR HIGH SCHOOLS VIA DISTANCE-LEARNING TECHNOLOGY, THEREBY, INCREASING OUR ABILITY TO OFFER HARD-TO-STAFF COURSES, SUCH AS CALCULUS AND FOREIGN LANGUAGE, BUT ALSO TO RECORD AND ARCHIVE THESE COURSES FOR ON-LINE ACCESS BY OTHER SCHOOL DISTRICTS AND STUDENTS. GATES GRANT - THE GATES GRANT WAS FOR A COMPLETE PERFORMANCE AUDIT OF ALL THE MAJOR PROGRAMS OF THE KNOX COUNTY SCHOOLS INCLUDING TAP, PRE-K AND READING INTERVENTION. THEY REQUIRED A LOCAL MATCH, AND WE PROVIDED 180K TO ACQUIRE THIS AUDIT WHICH COST ABOUT 900K. THE RESULT WAS A HELPFUL REPORT THAT HAS US CONSIDERING A YEAR-ROUND CALENDAR, INCREASED CLASS SIZE AT THE HIGH SCHOOL LEVEL AND MORE PAY FOR PRINCIPALS. CODETN - IS TENNESSEE'S FIRST SOFTWARE CODE-WRITING COMPETITION FOR HIGH SCHOOL STUDENTS. IT WAS INSPIRED BY THE FIRST ROBOTICS COMPETITION, AND WE ARE PILOTING IT THIS YEAR WITH 27 TEAMS FROM KNOX, ANDERSON AND BLOUNT COUNTIES. WE HOPE TO TAKE THE COMPETITION STATEWIDE NEXT YEAR. FORM 990, PAGE 2, PART III, LINE 4B (CONTINUED FROM PART III) ITS TWO AREAS OF GREATEST STRENGTH: (1) STUDENT AND FAMILY SUPPORT, AND (2) COLLEGE ACCESS. GRAD'S BOARD OF DIRECTORS ALSO VOTED TO BECOME WHAT THE INTERNAL REVENUE CODE CALLS A "SUPPORTING ORGANIZATION" OF THE GSP EFFECTIVE JULY 1, 2013. WITH THEIR WORK NOW CLOSELY ALIGNED AND TWO BOARDS OF DIRECTORS HAVING A FORMAL, LEGAL RELATIONSHIP, TALKS ARE UNDER WAY TO EXPLORE THE MOST EFFICIENT WAY TO DEPLOY STAFF AND RESOURCES. FORM 990, PAGE 2, PART III, LINE 4C (CONTINUED FROM PART III) RESEARCH INDICATES THESE BENEFITS INCLUDE IMPROVED STUDENT LEARNING, HEALTH, AND ATTENDANCE; STRONGER FAMILY ENGAGEMENT; AN IMPROVED SCHOOL CLIMATE; AND SAFER NEIGHBORHOODS. FORM 990, PAGE 2, PART III, LINE 4D CENTERS OF ACADEMIC EXCELLENCE - WHILE MUCH OF THE GSP'S WORK IS AIMED AT YOUNGER CHILDREN (BIRTH TO KINDERGARTEN, PREK, 1ST AND 2ND GRADE READING INTERVENTION) OUR TUTORING CENTERS (CENTERS FOR ACADEMIC EXCELLENCE) ARE DESIGNED TO CATCH KIDS UP WHO ARE ALREADY IN HIGH SCHOOL BUT FIND THEMSELVES STRUGGLING ACADEMICALLY. EACH CENTER IS DIFFERENT, BECAUSE THE NEEDS AT EACH HIGH SCHOOL ARE DIFFERENT. SOME FOCUS ON MATH. OTHERS INCLUDE SCIENCE AND LANGUAGE ARTS. SEVERAL INCLUDE ACT PREP. THEY ARE OPEN AT DIFFERENT TIMES: SOME BEFORE SCHOOL, SOME DURING, SOME AFTER. AND USE DIFFERENT STAFFING ARRANGEMENTS WITH SOME ALSO UTILIZING PEER TUTORS. MOST ARE MANDATORY FOR ATHLETES. ALL HAVE MADE A SIGNIFICANT IMPACT IN STUDENT ACHIEVEMENT. THE OUTCOMES DATA FOR THESE TUTORING CENTERS HAS BEEN IMPRESSIVE. FOR EXAMPLE, 87% OF THE STUDENTS WHO RECEIVED TUTORING AT THE VERIZON CELLULAR SALES CENTER FOR ACADEMIC EXCELLENCE AT CENTRAL HIGH PASSED THE COURSES FOR WHICH THEY RECEIVED TUTORING. THIS WAS 3 POINTS SHY OF OUR GOAL OF 90%, BUT STILL A STRONG OUTCOME. EVEN STRONGER WAS THE GRADUATION RATE FOR STUDENT ATHLETES. FOR THE SECOND YEAR IN A ROW, 100% OF THE FOOTBALL TEAM GRADUATED FROM HIGH SCHOOL, EXCEEDING OUR GOAL OF 90%. AT WEST HIGH SCHOOL, 29 OF 31 PARTICIPATING ATHLETES SUCCESSFULLY COMPLETED THEIR COURSE WORK. HOWEVER, LESS THAN HALF OF THE FRESHMEN FROM THE GENERAL STUDENT POPULATION WHO PARTICIPATED IN THE TUTORING PROGRAM PASSED ALGEBRA. PRINCIPAL KATHERINE BANNER ATTRIBUTES THIS DISAPPOINTING OUTCOME TO INCONSISTENT ATTENDANCE ON THE PART OF THE GENERAL STUDENT POPULATION WHO, UNLIKE STUDENT ATHLETES, CANNOT BE FORCED TO ATTEND. WE ARE CURRENTLY EXPLORING WHETHER 10 GAS CARDS MIGHT BE OFFERED AS AN INCENTIVE TO ATTEND TUTORING. THE BOYD CENTER FOR ACADEMIC EXCELLENCE AT SOUTH DOYLE HIGH SCHOOL REACHED A RELATIVELY SMALL NUMBER OF STUDENTS, BUT THEIR ACADEMIC GAINS WERE SIGNIFICANT. OF THE 36 STUDENTS WHO PARTICIPATED IN ALGEBRA TUTORING, 83% POSTED GAINS. THEIR AVERAGE ACADEMIC GROWTH WAS 60 POINTS COMPARED TO THE SCHOOL AVERAGE OF 53 POINTS AS MEASURED BY DISCOVERY ED. STATE ACHIEVEMENT GROWTH - OR "VALUE-ADDED" - FOR PARTICIPATING STUDENTS WAS 19 VERSUS THE SCHOOL WIDE AVERAGE GROWTH OF 10. 75% OF STUDENTS IN THE BOYD CENTER ALSO MADE GAINS IN ENGLISH ABOVE THOSE PREDICTED BY THE STATE. FORM 990, PAGE 6, PART VI, LINE 11B THE FORM 990 IS PREPARED AND PROVIDED TO THE ORGANIZATION'S PRESIDENT AND EXECUTIVE COMMITTEE FOR REVIEW AND APPROVAL. THE UNDERLYING DETAILED FINANCIAL INFORMATION USED IN THE PREPARATION OF THE FORM 990 IS REPORTED TO THE GOVERNING BODY QUARTERLY. FORM 990, PAGE 6, PART VI, LINE 15A COMPENSATION FOR THE TOP MANAGEMENT OFFICIAL (PRESIDENT) IS DETERMINED BY THE GOVERNING BODY IN OPEN MEETING. THE AMOUNT OF COMPENSATION IS NEGOTIATED AND BASED ON FACTORS INCLUDING COMPENSATION PAID TO TOP MANAGEMENT OF SIMILAR ORGANIZATIONS LOCATED IN THE REGION. THE GOVERNING BODY VOTES TO APPROVE THE COMPENSATION AND MINUTES ARE KEPT TO SUBSTANTIATE THE ACTION TAKEN. FORM 990, PAGE 6, PART VI, LINE 19 DOCUMENTS MADE AVAILABLE UPON WRITTEN REQUEST.