Knowledge Unlimited Public Charter School

Application Notes for Knowledge Unlimited Public Charter School
Birmingham City Schools Charter School

Application for a 2021 Opening
New Charter Application #000510
Knowledge Unlimited Public Charter School
Submitted To:
Birmingham City Schools
Birmingham City Schools
2015 Park Place North
Birmingham, AL 35203
Phone: 205-231-4895
Submitted By:
Jeanisha Whetstone
Page 1
Table Of Contents
General
A. School Information
B. Contact Person
C. Enrollment Projections
D. Board Members
E. Start-up Team Members
EXECUTIVE SUMMARY
1. Executive Summary
EDUCATIONAL PROGRAM DESIGN AND CAPACITY
1. Program Overview
2. Curriculum and Instructional Design
3. Student Performance Standards
4. High School Graduation Requirements (High Schools Only)
5. School Calendar and Schedule
6. School Culture
7. Supplemental Programming
8. Special Populations and At-Risk Students
9. Unique/Innovative Program Offering
10. Student Recruitment and Enrollment
11. Student Discipline Policy and Plan
12. Family and Community Involvement
13. Partnership or Contractual Relationships
14. Educational Service Providers (ESP) and Other Partnerships
15. Educational Program Capacity
OPERATIONS PLAN AND CAPACITY
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18. Legal Status and Governing Documents
19. Organization Structure and Relationships
20. Governing Board
21. Advisory Bodies
22. Grievance/Complaint Process
23. Staff Structure
24. Staffing Plans, Hiring, Management, and Evaluation
25. Professional Development
26. Performance Management
27. Facilities
28. Start-Up and Ongoing Operations
29. Operations Capacity
30. Unique/Innovative Operational Aspects
FINANCIAL PLAN AND CAPACITY
31. Financial Plan
32. Financial Management Capacity
EXISTING OPERATORS
33. Existing Operators
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GENERAL
A. School Information
Open Date: November 2, 2019
Proposed Name: Knowledge Unlimited Public Charter School
School Type: Elementary
Grade Levels: [K, 1, 2, 3, 4, 5]
School District:
Neighborhood / Community:
Organization Type: Non-profit Corporation
Sponsoring Entity: Non-profit Organization
Address: null
Phone:
Fax:
Web Site:
Calendar Type: Extended School Year - 187 instructional days
Educational Service (None)
Provider:
B. Primary Contact Person
Name: Jeanisha Whetstone
Mailing Address:
Mobile Phone:
Alternate Phone:
Email: j.whetstone@knowledgeunltd.org
Current Employer:
C. Attendance Projections
Grade 2019-20 2020-21 2021-22 2022-23 2023-24 At Capacity
Level Enrollment Enrollment Enrollment Enrollment Enrollment 2025-26
Min. Max. Min. Max. Min. Max. Min. Max. Min. Max. Min. Max.
K 60 60 60 60
1 60 60 60 60
2 60 60 60
3 60 60
4 60
5 60
Total 120 180 240 360
D. Board Members
Name Title Contact Information Current Employer
P:
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Anthony, Tonya Board Member M:

E: tonyaant@gmail.com
P:
Bright, Bruce Board Member M:
E: bruce@ontargetleading.com
P:
Burns, Joe Board Member M:
E: jburns1333@gmail.com
P:
Kirk, Hattie Board Member M:
E: hkirk15@yahoo.com
P:
Mitchell, Debra Board Member M:
E: dmitchell0612@gmail.com
P:
Nalls, Martez Board Member M:
E: martez.nalls@yahoo.com
P:
Whetstone, M:
Executive Director
Jeanisha E:
j.whetstone@knowledgeunltd.org
E. Start-up Team Members

Name Title Contact Information Current Employer
P:
Whetstone, Proposed Principal M: 2053560288 Midfield City School
Jeanisha Candidate E: District
j.whetstone@knowledgeunltd.org
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EXECUTIVE SUMMARY
1. Executive Summary
"Focusing on the whole child is changing the world. It changes the world one student, one
classroom, one school, and one community at a time"[1] Once we realize that transitioning from
focusing narrowly on academic achievement in students to a focus on educating the whole child,
we can then prepare children for the challenges and opportunities of today and tomorrow. The
mission of Knowledge Unlimited Public Charter School is to prepare every student for college, a
career, and life through a holistic educational experience.Through our hands-on, highly-structured,
and challenging approach to teaching and learning, we provide a holistic educational experience
with an emphasis on academics and social, emotional, and psychological development to
foster a love of learning as well as mental stability and wellness that produces successful
individuals who possess a balance of education and character.
Vision
Knowledge Unlimited Public Charter School (Knowledge U) provides an academically challenging,

disciplined, and safe K-5 elementary school that sets students on a path to become successful,
contributing members of society to the Ensley community. Knowledge Unlimited seeks to partner
with Birmingham City Schools (BCS) in providing an academically rigorous and highly structured
elementary school that sets the most underserved children in Birmingham on the path to college.
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Our mission, design, and academic and organizational priorities are structured to eradicate the
academic gaps plaguing underserved children starting in kindergarten and position them on a
trajectory of success throughout middle school, high school, and on to college and the work force.
The Educational Need and Anticipated Student Population
We are open to all students within the Birmingham area and encourage diversity; however, we
know that diversity will be a challenge. We look to locate and concentrate recruitment in Ensley
where academic disparities are chronic. Currently the five schools that house the students within
our proposed communities are not on track to accomplishing the state and district’s goal where
every student graduates and is academically prepared for college, a career, and beyond. We have
respectfully provided the 2018-2019 Report Card data for schools within the Birmingham City
School District. These scores represent the percentage of students who are proficient in reading,
math and science, the school’s overall score, and percentage of college and career readiness.
Birmingham City Schools 2018-2019 Report Card Data[2]
School College
Reading Math Science Report Card and
School
Proficiency Proficiency Proficiency Letter Career
Grade Ready
Bush K-8 24.45% 13.78% 6.94% 66-D NA
Bush Hills
12.75% 7.5% 5.79% 62-D NA
Academy
Minor Elementary 23.63% 22.78% 18.03% 69-D NA
Wylam K-8 25.2% 20.73% 18.31% 73-C NA
Jackson Olin
9.94% 8.77% 9.36% 61-D 39.61%
High School
According to the data, Wylam Elementary outperformed each of the listed schools in reading by as
many as 12 points. In math, Minor Elementary outperformed some the listed schools by as many
as 12 points also. However, all five schools struggled to meet district and state goals. The scores
of each school were significantly lower than the state’s math (48%)[3], reading (46%)[4], and
science (38 %)[5] proficiency percentages. From this data, we have determined that there is a
need to address the learning gaps of the most underserved students in Birmingham City Schools.
Knowledge U serves those students within underserved areas in order to narrow the achievement
gap. Like BCS, we ensure that all students are proficient in reading, math, and other subjects.
Each year of testing beginning in 2023, Knowledge U students outperform neighborhood schools
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by five percentage points in each tested subject. For example, in 2023 BCS will improve the
percentage of third grade students meeting annual growth targets in reading and math to 60%[6].
With gap closing, high quality instruction, a rigorous curriculum, and timely intervention,
Knowledge U students are expected to reach 65% proficiency in math and reading by 2023,
our first year of standardized testing. Year after year, Knowledge U assists in narrowing the
achievement gap and outperforming the national average. Additionally, our academic model
positions our students to grow a year and a half in reading and math each year. The chart below
illustrates the annual academic growth in reading and math at Knowledge U and Birmingham City
Schools beginning in 2023.
Annual Grade 3 Reading and Math Proficiency Rates
2023-2024 2024-2025 2025-2026 2026-2027
Knowledge U 65% 70% 75% 80%
Wylam
60% 65% 70% 75%
Elementary
Our mission requires that all students be equipped with the critical areas of early childhood
development. These critical areas include literacy, number sense, oral language and social and
emotional development. We ensure that the students grasp and master the foundational critical
areas that are essential to success in future grades and beyond. Developing a solid reading
foundation is critical in the early grades. According to the National Adult Literacy Survey, children
who have not developed some basic literacy skills by the time they enter school are 3 to 4 times
more likely to drop out in later years. Knowledge U equips students with the necessary
foundational skills at each grade level to remain on track year after year. We accomplish our
mission by providing our students academically with 1) a balanced instructional practice approach
of effective, direct instruction, supportive, guided practice, and sustained independent practice, 2)
multisensory learning tasks, and 3) implementing a rigorous, standards based curricula. Along
with preparing students academically, Knowledge U students are educated in a safe, caring, and
trauma-sensitive environment.
The Needs of the Community and Community Engagement
Ensley is a community of over 7,000 residents located on the western side of Birmingham.
Currently, the population within our proposed community is 95.9%[7] African American. Ensley
was once a separate and thriving industrial city. After the Great Depression and World War II, the
closures of the steel plants took a devastating toll on the citizens and the community. In the 1970’s
Ensley had over 18,000 residents, but by 2009 that number declined to the low 4,000’s. Author
Marjorie Longenecker White stated in her book, The Birmingham District: An Industrial History and
Guide,[8] “There was once more than 30 miles of streets and sidewalks….a city hall, post office,
schools, and a public library ” .This is no longer the city of Ensley.
The community has expressed the desire to have an elementary school. After surveying residents
within the city of Birmingham and the Ensley community, all felt that Ensley needs a school. Many
of the families within the community desire a school within the community in order to be close to
students in case of emergency, and to be able to walk students to and from school each day. The
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students currently attend schools where the walking distances are twenty-five minutes to an hour
and a half away from their homes. Families who have limited means of transportation are
significantly affected by not having a community school. As a result, students miss instruction and
absenteeism is high. Our vision is similar to Birmingham City Schools’s plan to ensure parents,
families and community members are informed, engaged, and able to make an impact when
making decisions. Our solution to this problem is to provide the community with a school that is
easily accessible to parents, families and community members in 35218 and 35208.
Schools Distance (walking)
Bush Hills Academy 32-39 minutes
Bush K-8 22-25 minutes
Minor Elementary 17-21 minutes
Wylam K-8 54 minutes
*Jackson Olin High School 12 minutes
(The chart above reflects all schools within the surrounding area of our proposed
community. *Jackson Olin High School is within our proposed community, hence it has the
shortest walking distance.)
Leadership and Governance
Knowledge Unlimited’s Board of Directors is comprised of educators, engineers, former

administrators, and business men and women who are distinguished, successful contributing
members to Ensley and the city of Birmingham. We are aware that we cannot accomplish our
vision without meaningful partnerships with parents and the community, therefore we propose an
opportunity to work with the Birmingham City School District to provide an academically rigorous
and highly-structured elementary school that sets the most underserved children in Birmingham
on the path to college or a career. Attachment 1, lists the members of the school’s proposed
leadership team and governing board.
Student Enrollment
To combat the achievement gap at its roots, Knowledge U proposes to open with 120
kindergarten and first grade students (30 students in four classrooms) in our first operational year
(2021-2022). The school adds one grade with 60 students each year, eventually reaching full
K-5 enrollment of 360 students by 2025.The slow growth model of adding one grade per year
allows us to strategically develop systems, instructional programs, and new curricular materials,
while building a strong foundation of culture and achievement. Researchers agree that the most
critical stage at which to close the achievement gap is in the youngest grades. If left unaddressed,
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this gap steadily widens each year from kindergarten. Notably, vocabulary size in kindergarten
predicts reading comprehension in the middle elementary years and orally tested vocabulary at
the end of first grade predicts reading comprehension ten (10) years later[9] .
Attachments
Section 1: Executive Summary
1.1 Attachment 1: Board Resumes Whetstone, Jeanisha, 12/1/19 3:57 AM PDF / 3.195 MB
Attachment 1: Founding Board

1.2 Whetstone, Jeanisha, 11/29/19 5:22 PM DOCX / 123.866 KB
Biographies
1.3 The City of Ensley Whetstone, Jeanisha, 11/27/19 10:52 PM DOCX / 211.886 KB
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EDUCATIONAL PROGRAM DESIGN AND

CAPACITY
1. Program Overview
Mission
Knowledge Unlimited Public Charter School (Knowledge U) prepares all students for college and
life through a holistic educational experience.
Vision
Knowledge Unlimited Public Charter School provides an academically challenging, disciplined,

and safe K-5 elementary school that sets students on a path to become successful, contributing
members of society.
We accomplish our mission by providing our students academically with 1) a balanced

instructional practice approach of effective, direct instruction, supportive, guided practice, and
sustained independent practice, 2) multisensory learning tasks, and 3) implementing a rigorous,
standards based curricula. Along with preparing students academically, Knowledge U students
are educated in a safe, caring, and trauma-sensitive environment where we build character
development through the enforcement of our core values, iTREE: Intergrity, Teamwork, Respect,
Excellence, and Empowerment.
In order to achieve our mission and vision, we work tirelessly to ensure that all of our students are
successful. Our mission and vision require that students have a solid foundation in early childhood
development skills such as number sense, literacy, oral language development and social and
emotional development. We tailor our instruction to the Alabama College and Career Ready
Standards in order to ensure that students continuously progress, remain on track, and are
proficient in reading, math and other subjects prior to graduation. We utilize research-based
programs in all core subjects and implement instruction utilizing practice-proven, effective
instructional strategies that complement our population of student learners. Mastery is the key to
our students’ success in every subject, on every level. There is a strong emphasis on developing
students’ literacy skills because we believe in Fredrick Douglass's profound idea that literacy is
freedom. When students learn to read, and are able to read to learn they have the capacity to
experience unlimited success. We have a strong phonics-based program that is used along with
our high-quality reading program to teach students all of the skills that are a necessary foundation
to proficient reading.
Knowledge Unlimited Public Charter School (Knowledge U) is founded and deeply rooted in three
core educational beliefs that drive us towards our ultimate goal; academic excellence for every
student:
I. Education is a civil right. We believe that equitable education is a civil right, and that all
students are entitled to a quality, free public education regardless of race, gender, religion or
socioeconomic status.
II. High quality teachers create high quality students. We are aware of the need for quality
teachers, so we recruit, hire, and retain teachers of the highest caliber to achieve student success.
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III. Empowered students pursue their passions, interests, and purpose. We create an
environment where students want to learn rather than have to learn. Our self-directed learners are
highly focused and committed to obtaining the knowledge and skills necessary to experience
success in their future endeavors.
Using a backwards planning approach[10] in which we start with a clear picture of what students
must know and be able to do at the end of each year in each subject, we utilize standards-based
assessments to frame the level of mastery our students must acquire by the end of the year to
remain on track year after year. Our educators develop and deliver high-quality lessons
for students while being sensitive to the varied learning styles within their classrooms. Teachers
are innovative in their instructional practices, and do whatever it takes to ensure that all students
succeed. Our balanced instructional approach, highly-engaging multi-sensory learning tasks, and
rigorous standards-based curricula drive our instruction. Following instruction of a specific skill,
students are assessed on their learning. If students exhibit mastery of the concept, they are given
enrichment activities to continue to progress their learning. Students who do not master the
concept will receive corrective feedback highlighting their strengths, areas of improvement, and
instruction on how to correct errors. Each student is prescribed a personalized remediation
assignment or lesson that is different from the initial instruction to practice closing the gaps.
Following remediation, the students are assessed again to determine whether the remediation
was successful. This strategy is beneficial in closing the academic gaps and helping students
remain of track to proficiency.
https://en.wikipedia.org/wiki/Backward_design
Primary Assessment Strategies
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Data from our standards-based formative and summative assessments are used by administration
and educators as tools to assess the strengths and weaknesses school-wide, by grade level, for
each classroom, and for each student. With given data, we continuously improve how to achieve
and maintain high levels of success by adjusting instruction, practices, and policies.
Summative assessments such as standardized tests, criterion referenced tests, and achievement
tests are used to determine students’ learning over long periods of time. More specifically, these
assessments are used at the beginning of the academic year, at the end of the second quarter
and at the end of each academic year in order to assess students’ growth within the academic
year and determine student’s academic achievement. Knowledge U uses the Northwest
Evaluation Association’s (NWEA) MAP Growth assessment and STEP Assessment to identify our
students’ needs, measure growth, and project proficiency in reading and math.
Assessments are administered regularly to ensure that our instructional practices are moving our
students towards proficiency. We know that no test reveals the whole child, but we know that
assessments are necessary to determine the effectiveness of our program. We utilize educational
psychologist, Benjamin Bloom's mastery learning approach as one of our primary methods of
teaching and learning. Students are required to master a skill before progressing to the next skill
or level. We provide remediation and enrichment in several different ways in order to ensure that
we track students’ progress and provide varied learning opportunities for students. MAP Skills, a
progress monitoring computerized program, is a tool that is used to formally assess and monitor
students’ progress in between MAP Growth assessments. MAP Skills provides a personalized
instructional plan for each student after they have taken the MAP Growth screening assessment.
Our teachers use this tool to identify skills the students have not yet learned or are deficient in,
then set them on a path to either fill in gaps, or advance them to the next level. Data from MAP
Skills is useful and a required form of documentation for teachers who refer students to the
Problem Solving Team (PST) for intensive intervention. These documents help the teachers,
members of the PST team, and administration develop a personalized plan for success of each
child.
Knowledge U provides a challenging, high-quality educational experience through the

implementation of rigorous and culturally responsive curriculum in a safe, caring, and structured
environment to ensure the academic success of all of our students.
Attachments
Section 1: Program Overview
1.1 Formative Assessments Whetstone, Jeanisha, 11/27/19 11:32 PM DOCX / 99.918 KB
2. Curriculum and Instructional Design

Basic Learning Environment
Our school’s name, Knowledge Unlimited, stems from our desire to develop a community of
lifelong learners and leaders. We believe that in order for students to be prepared for college and
life, they must have unlimited learning experiences and opportunities presented to them.
Therefore, each day at Knowledge U, students take away knowledge that they can apply to their
academic and social development. We promote a culture of excellence and achievement, so
students are expected to perform at a high level daily. All academic instruction is delivered in a
classroom setting, however every inch of our school is used to educate our students. Our halls are
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lined with quotes from influential heroes from the past and present. Students walk quietly in the
hallways while reading and contemplating Martin Luther King Jr.’s quote, “intelligence plus
character, that is the goal of true education” and Barack Obama’s saying, “yes we can”.
Eye-catching hallway displays are filled with authentic student work that demonstrates that our
students are always participating in meaningful, challenging, and engaging activities.
Each of our classrooms also reflect that authentic learning experiences take place. Students’
authentic work pieces are displayed throughout the room. Technology hubs are available for
students to complete research projects, enjoy audiobooks, and engage in interactive learning
programs for intervention and enrichment. Reading nooks with plush, comfortable seating
areas intrigue students’ interest to read the plethora of print materials that are provided such as
picture and chapter books, magazines, newspapers, and sales ads. The walls serve as a third
teacher to our students. Charts with helpful tips on a specific skill or strategy that are developed
by the teacher and students during instruction line the walls to be used as tools for students to
refer back to at any time. In order to promote oral language development and writing, our rooms
contain synonym word walls that aid students in developing a robust vocabulary that will allow
them to be confident when engaging in conversations with others and develop quality writing
pieces, whether it be emails or a novel.
Each classroom is a safe haven where students can learn, make mistakes without judgement, and
succeed. Our students are excited and eager to learn. Each classroom has thirty students, a Lead
Teacher, and a co-teacher. Our Lead Teachers handle the main day-to-day operations of the
classroom while the co-teacher assists with instruction, learning tasks, and intervention. Our goal
is to create a pipeline of effective teachers that we train “in-house” so that those co-teachers
become Lead Teachers. This process ensures that we retain teachers of the highest caliber.
Teacher Preparation Prior to Implementation
Prior to implementing instructional strategies, we need to know what is to be taught to our

students. Following a diagnostic assessment at the beginning of the school year, we begin
planning for the success of our students. Our teachers attend weekly team meetings, data
meetings and training sessions to ensure that we are well prepared to meet the needs of every
student. Our educators utilize the Backward Design model when planning [11]. The Backward
Design, developed by Wiggins and McTighe, was crafted to redesign the broad, traditional forward
planning approach to teaching into a specific, intentional teaching and learning approach. The
primary focus of this design is for students to achieve and succeed the specific, desired learning
outcomes. The “what” and “how” is clearly defined upfront for students to understand the “why”,
and educators have a clear guide to where students need to go.This model is a planning tool to
guide our teachers in developing meaningful lessons that ensure that they are intentional about
the “what” and “how” when it comes to student learning. While planning, we begin with the end in
mind by identifying the outcomes or goals the students need to master, and determining how we
plan to assess whether students have obtained the desired outcome. Lastly, we plan
implementation of instruction and culminating tasks (hands-on learning experiences).
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Retrieved from https://en.wikipedia.org/wiki/Backward_design
Primary Instructional Strategies
In order to accomplish the mission of Knowledge U, teachers provide effective, rigorous instruction
in a safe and challenging environment. Our educators understand that there is no one way to
teach students, therefore a personalized learning path is provided for each student to be
successful. Through our balanced instructional practice approach, students are pushed to and
beyond mastery. Students are required to master concepts and skills before progressing to the
next level. The following objectives describe the components that will lead to success of our
students:
Providing a Balanced Instructional Practice Approach to Teaching and Learning
Every student has a preferred way in which they absorb, process, comprehend, and retain
information. As educators it is important to implement best practice strategies into our daily
activities, curriculum, and assessments. Our instructional practice approach allows us to provide a
balance of practice proven instructional strategies to ensure the needs of each individual student
are addressed and their outcomes soar.
Direct Instruction
Direct instruction is a teacher directed approach where a concept or skill is explicitly taught and
modeled step by step while students observe, but are allowed to interact. Direct instruction usually
sets the stage for learning. Students are informed of the expected learning outcomes, then they
are modeled with clear explanations and examples. Although the instructional strategy involves
more direction from the teacher, the amount of teacher talk time is limited. In order to ensure
optimal student engagement, our K-5 teachers will spend no more than ten minutes of talk time to
ensure that students have ample amount of time to practice the concept or skill to mastery.
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Guided Practice
“Guided practice is the transition phase, where children take more control of their learning and the
teacher slowly steps back.”[12] Following direct instruction where the teacher has all or most of
the responsibility, students are now able to practice the skill or concept with guidance from the
teacher and peers. Early elementary grades are the most critical years; therefore, we use a
two-teacher model to decrease class size to ensure intensive, small group, differentiated
instruction [13] takes place to move all students towards mastery. While the students practice the
skill or concept, the teacher supports students as needed clarifying any misconceptions and
pushing them beyond mastery. Students also have the opportunity to work collaboratively to
compare notes, clarify misconceptions, and problem solve.
Independent Practice
Independent practice is the part of the lesson cycle where students are able to practice the
modeled skill or concept while working towards mastery and beyond. Teachers provide practice
that is beyond worksheets in order to ensure that students have not only obtained a surface level
of knowledge, but a deep beyond the surface understanding that can be applied and connected to
new concepts and skills. Students are able to practice their new skills through real world
applications in order to better assist them in retaining the information, seeing the value in what
they are learning, and retaining the skills over a long period of time.
Each step in our balanced instructional practice approach ensures that students receive the
adequate amount of instruction, support, and practice in English Language Arts and Math in order
to obtain mastery. In order to obtain mastery of any concepts or skills, students must be focused
and engaged in the lesson. We are aware that active student engagement is important in moving
students towards mastery, so adequate, grade appropriate time to introduce, practice, and master
the skills or concepts is critical to accomplishing our mission. The chart below describes the
amount of time given, within a forty-five minute block of time, to implement direct instruction,
guided practice, and independent practice in classrooms at Knowledge U.
Time Intervals for Instruction
Grade Levels K-2 3-5
Direct Instruction 10 minutes 10 minutes
Guided Practice 20 minutes 15 minutes
Independent Practice 15 minutes 20 minutes
In grades K-2 and 3-5, direct instruction is limited to no more than ten minutes of teacher led
instruction to avoid a decline in student engagement. After the initial lesson, students in K-2 are
provided more time for supported practice since students are learning the foundational skills that
are critical to success in future grades. By grades 3-5, students have been equipped with the
basic foundational skills in grades K-2, and need less time to practice with guidance from the
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teacher. Students in grade 3-5 spend a larger amount of time during independent practice working
towards mastery and beyond. Ensuring that students receive a balanced instructional approach to
learning guarantees that our students are on track year after year and are ultimately prepared for
college and beyond.
Providing Multisensory Learning Tasks
Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways
simultaneously to enhance memory and learning.[14].Multisensory learning is not limited to
reading and listening. In Knowledge U classrooms, teacher implement science and social studies
instruction using multi-sensory tasks and methods. Students are able to use their hands, bodies,
ears, and even taste buds to explore the world around them instead of just reading from a text.
This approach is best practice for ensuring that students develop a deeper understanding of the
information or skill. Students are able to engage material in more than one way. Since teaching
strategies are not a “one size fits all”, multisensory learning ensures that all students can learn. A
2018 study using fMRI technology, which measures brain activity by detecting changes in blood
flow, found that children with the strongest literacy skills had more interactivity between different
regions in their brain.[15]This suggests that multisensory learning has a direct correlation with
higher levels of achievement, especially in reading. When children are small, they instinctively
learn about our world through their senses. Children are most commonly called “sponges”
because they “soak up” all that they hear, see, taste, smell, and touch in their environments. As
students enter grade school, they must not be made to rely solely on hearing and seeing as a
means of acquiring new information. At Knowledge U, we are committed to doing whatever it
takes to ensure that our students are prepared academically for college and beyond.
Implementing a Rigorous, Standards Based Curricula
Knowledge U bases its entire curriculum around the state academic content standards. Our
students receive the knowledge, concepts, and skills at each grade level that the state has
determined to be essential. Not only are students expected to master all areas of the standards,
the school expects to accelerate learning so that the mastery of the standards is achieved at the
faster pace necessary for students to be ready for middle and high school honors and Advanced
Placement programs. In 2010, Alabama adopted the Common Core State Standards [16]along
with some selected Alabama state standards. The Alabama College and Career Ready Standards
detail what K–12 students in Alabama should know in English language arts and mathematics at
the conclusion of each school grade. With students mastering the standards at each grade level,
they are prepared to succeed in post-high school education and the workforce without
remediation. Therefore, according to Alabama’s Plan 2020[17], those students are considered
college and career ready.[18] Our mission at Knowledge U aligns with Alabama’s Plan 2020 to
ensure that all students are prepared for college, a career, and beyond.
High-Quality, Rigorous Curricula
All curriculum selections are based on quality and alignment to the Alabama College and Career
Ready Standards. Edreports.org was used as a guide to identify high-quality curriculum options
that assist our teachers in developing and implementing high-quality lessons. A brief summary of
all of the curriculum adoptions as well as our unique oral language program is attached.
Knowledge U has adopted the following high-quality, researched based curricula programs:
English Language Arts: ReadyGen by Pearson (The reading scope and sequence for K-5 is
provided as Attachment 2)
Phonics: Phonics First by Orton-Gillingham
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Math: Ready by Curriculum Associates
Science: Interactive Science by Pearson
Social Studies: IMPACT Social Studies: Our Place in the World by McGraw Hill
Attachments
Section 2: Curriculum and Instructional Design
Knowledge U Curriculum
2.1 Whetstone, Jeanisha, 11/28/19 1:14 AM DOCX / 207.116 KB
Adoptions
Attachment 2: ReadyGen
2.2 Whetstone, Jeanisha, 11/16/19 7:55 PM PDF / 1.313 MB
Reading Scope and Sequence
3. Student Performance Standards

Knowledge U bases its entire curriculum around the state academic content standards. No
additional academic content standards will be implemented. We ensure that our students are
receiving the knowledge, concepts, and skills at each grade level that the state has determined to
be essential. Not only are students expected to master all areas of the standards, the school
expects to accelerate learning so that the mastery of the standards is achieved at the faster pace
necessary for students to be ready for middle and high school honors and Advanced Placement
programs. In 2010, Alabama adopted the Common Core State Standards [23]along with some
selected Alabama state standards. The Alabama College and Career Ready Standards detail
what K–12 students in Alabama should know in English language arts and mathematics at the
conclusion of each school grade. With students mastering the standards at each grade level, they
are prepared to succeed in post-high school education and the workforce without remediation.
Reading proficiently by the end of third grade is a significant milestone in a student's educational
trajectory because it signifies a time when the focus is placed on reading to learn instead of
learning to read. With the creation of the Alabama Literacy Act (HB388), students in grade three
who do not demonstrate sufficient reading skills are retained unless they meet a good cause
exemption.[24]. Educators at Knowledge U utilize the Alabama Course of Study Standards to
guide instruction, and ensure mastery of each standard. Students who have difficulty mastering
standards are provided with intensive interventions until the standards are mastered.In
Attachment 4, a complete set of grade three standards are attached to describe the standards
that students must master in order to be promoted to fourth grade. To ensure a solid foundation
for college and career readiness, students must read a broad range of high-quality, increasingly
challenging literary and informational texts widely and deeply. Speaking and listening skills
continue to develop through collaboration,discussion, and reports. Writing is integrated within all
subjects to develop skills so that students are able to develop quality opinion, narrative, and
informative pieces. In math, students focus on four critical areas: 1)developing understanding of
multiplication and division withing 100; 2)developing an understanding of fractions; 3)developing
understanding of the structure of rectangular arrays and of area; and 4) describing and analyzing
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two dimensional shapes. The curriculum is intentionally and coherently structured to develop rich
content knowledge within and across grades. At Knowledge U, we prepare students at each grade
level to meet and exceed grade level standards in order to remain on track year after year.
The result of our students meeting and exceeding proficiency in all subjects yields increases
graduation rates, and more students are prepared to succeed in college, a career and beyond.
With an academically challenging, disciplined, and safe K-5 elementary school in the city of
Ensley, Knowledge U can assist BCS with narrowing the achievement gap in reading, math, and
all other subjects. Narrowing the achievement gap would not only benefit BCS, but the state of
Alabama. Our school model is specifically designed to position children in the city of Birmingham
on a path to become successful, contributing, and productive citizens.
Policies for Promotion
The Board of Directors/Head of School shall develop (1) proposed promotion standards and (2) a
process to be used in determining a student’s readiness to progress to the next level of study and
shall submit the standards and process to the Board of Directors for approval. The standards are
based, in part, upon proficiency in reading. The guidelines of the Alabama Literacy Act (HB388)
are used to determine promotion or retention of students. The standards and process must
provide multiple criteria for assessing a student’s readiness to progress to the next level of study,
such as standardized test scores, formative and diagnostic assessments, grades, a portfolio or
anthology of the student’s work and, when appropriate, accepted standards for assessing
developmental growth. A further breakdown of the guidelines for promotion are below:
Grades K through 2
a) To be promoted to the next grade level, students must score proficient (on grade level) in
reading and writing on the End-of-Year Progress Report or show significant progress
(documented by literacy assessments and work samples) toward meeting current grade level
skills.
b) Students also must score proficient on the quarterly math assessments or show significant
progress (documented by objective assessments and work samples) toward meeting current
grade level skills.
Grade 3
a) To be promoted to the next grade level, students must demonstrate proficiency in reading.
b) To be promoted to the next grade level, students should also demonstrate grade level
proficiency and make adequate academic growth for the year in mathematics.
c) Students who do not meet the promotion standards will be given remediation and retesting in
compliance with HB388, Alabama's Literacy Act.
d) In addition, students must pass language arts and mathematics and one other core subject
(science or social studies). Students must demonstrate proficiency or adequate progress toward
proficiency in writing as documented by work samples maintained in the student’s writing portfolio.
Grades 4 through 5
a) To be promoted to the next grade level, students in grades 4-5 should demonstrate grade level
proficiency and make adequate academic growth for the year in reading and mathematics.
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b) In addition, students must pass language arts and mathematics and one other core subject
(science or social studies). Students must demonstrate proficiency or adequate progress toward
proficiency in writing as documented by work samples maintained in the student’s writing portfolio.
Good Cause Exemptions
The following students qualify for a "good cause exemption" and are exempt from mandatory
retention, per HB388:
a)Students with disabilities whose Individual Education Plan (IEP) indicated that participation in
the statewide assessment program is ot appropriate, consistent with state law.
b)Students identified as Englsih language learners who have had less than two years of
instruction in English as a second language.
c) Students who participate in the statewide English language arts reading assessment and who
have an Individual Education Plan or a Section 504 plan that refelcts that the student has received
intensive reading reading intervention for more than two years and who still demonstrates a
deficiency in reading and was previously retained in kindergarten, first grade, second grade, or
third grade.
Attachments
Section 3: Student Performance Standards
3.1 Grade 3 Performance Standards Whetstone, Jeanisha, 11/21/19 1:05 AM PDF / 380.587 KB
3.2 Grade 3 Reading Standards Whetstone, Jeanisha, 11/17/19 9:11 PM PDF / 218.93 KB
4. High School Graduation Requirements (High Schools

Only)
At this time,Knowledge U will only serve K-5 students.
Attachments
Section 4: High School Graduation Requirements (High Schools Only)
– No Attachments –
5. School Calendar and Schedule

"Demanding that students learn more in the same amount of time is especially counterproductive
for students who are behind in grade level, have limited English proficiency, or have special
needs." ”[25]We provide an extended school year of 187 days, extended school day of 8 hours
and 10 minutes and multiple blocks of literacy and mathematics instruction daily. Student and
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teacher schedules reflect commitment to our mission in length, organization, and content. We
obsessively protect instructional time; therefore, our schedule minimizes transitions and
maximizes time in the core content areas of literacy, mathematics, science, and social sciences.
Our school day begins at 7:50 am and ends at 4:00 pm, with the exception of every Wednesday,
which operates from 7:50 am to 2:00 pm to provide teachers with on-going, targeted professional
development. The extended instructional day ensures that students benefit from 180 minutes of
literacy instruction and 60 minutes of math instruction daily. Monthly, students rotate between
50 minutes of daily science or social studies instruction. Daily, teachers benefit from our extended
day, as they receive 65 minutes of daily planning time every Monday, Tuesday, Thursday, and
Friday, during which they collaborate with grade level colleagues and the Director of Curriculum
and Instruction to develop, refine, and reflect upon their lesson and unit plans. The annual school
calendar is designed to implement and sustain an achievement-oriented culture and to support a
challenging, rigorous curriculum for our target population. The table below provides a visual
comparison of our extended day and year schedule. The 2021-2022 school calendar and sample
schedules are attached as Attachment 6 and Attachment 7.
Knowledge U Traditional Public Schools
Number of Student
187 days 180 days
Instructional Days
Hours in Each Day 8.10 hours 6.5 hours
Total Hours Each School

1,515 hours 1,170 hours
Year
The calendar has been designed so that it coordinates as much as possible with the Birmingham
City Schools’ calendars. The intention is to help parents coordinate their schedules with children
whom they have in other schools. The calendar includes a full week of Thanksgiving and Spring
Break and two weeks of Christmas Break.
Attachments
Section 5: School Calendar and Schedule
Attachment 7: Knowledge U
Schedule Drafts
Attachement 6: Knowledge U
2021-22 School Calendar Draft
6. School Culture
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Dr. Martin Luther King Jr. stated, “intelligence plus character-that is the goal of true
education. Prior to the beginning of school, we host a retreat where students and their families are
invited to come and interact with other students, teachers, and community mentors in order to
begin building relationships and establishing our school culture of achievement and excellence.
Students attend sessions on teamwork, proper uniform presentation, community relations, and
professional etiquette. The students and their families learn our school creed, our policies and
procedures, and our “Habits of Success”.
Transitioning students who enter school mid-year, along with their parent or guardian, are oriented
by the school counselor and administration regarding the culture and expectations of the school
immediately upon admission. Additionally, they are assigned a peer mentor who has excelled as a
leader to help them make the transition smoothly.
It is important for us to set the tone of a culture of achievement and excellence before school
begins in order to change, improve, or enhance the students’ perceptions of themselves and their
communities before optimal learning can take place. Research states that socio-emotional
competence is critical for both academic performance and life success .[27] Furthermore,
research states that children who have difficulty socially (e.g, getting along with peers) and/or
emotionally (e.g, controlling negative emotions) demonstrate poorer school adjustment and
performance. Ultimately, children’s early interpersonal behavior predicts academic performance
as well or better than intellectual factors .[28]
Knowledge U students are held to high standards, and are expected to perform at a high level
academically and behaviorally daily. We model our expectations in order for students to
understand how they must conduct themselves while in school. Students and their families know
our non-negotiables, expectations, and penalties for non-compliance. Samuel Casey Carter
author of No Excuses: Lesson from 21 High-Performing, High Poverty Schools stated, “when a
school clearly teaches by example that self-control, self-reliance, and self-esteem anchored in
achievement are the means to success, that school’s own success inspires confidence, order, and
discipline in its students”. We are unapologetically firm, but loving as we are building students of
distinction that will become men and women of distinction.
Our educators, administration, and staff participate in team building workshops prior to the start of
the school year and continuously throughout the year. We also participate in book studies where
we learn how to continuosly effectively impact our students.
A Typical Day from the Perspective of a Student
Peyton enters the building and is ushered through the hallway by a Knowledge Unlimited teacher
who is monitoring students to ensure speedy and safe transitions to the cafeteria.
Peyton enters the cafeteria, then gets in line to receive his breakfast. Peyton is greeted by the
cafeteria servers, Mrs. Pat and Ms. Terry.
Morning Meeting 8:00
At 8:00 am, each classroom will file out of the cafeteria and down the halls with silent voices.
Once Peyton has arrived in class, he must unpack his things. Students report to the mat for
“morning meeting” time. Peyton knows that he must sit up straight, his legs are crossed, his hands
are together and in his lap, and he his listening and looking at the speaker. Peyton’s teacher, Mrs.
Young, will greet the students. “Good morning, students.” The students will reply,” Good morning,
Mrs. Young”. Peyton remembered to observe the weather on his walk to school this morning
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because he enjoys providing the weather news to his class. Mrs. Young begins by asking students
today’s date. Peyton and his classmates have learned to speak in complete sentences when
answering a question that has been asked. Kelly replies, “Today is Tuesday, September 5, 2019.”
Next, Mrs. Young asks about the weather. Peyton is anxious and excited, but he calmly raises his
hand and waits to speak. Mrs. Young asks, “Peyton, can you tell us what today’s weather is?”
Peyton ensures that he is sitting up straight, he looks at his teacher and projects his voice loud
enough where everyone can hear his response. “Today’s weather is sunny and warm” he replies.
Mrs. Young is especially proud of Peyton because he is usually quite shy. Peyton is allowed to
come to the white board and graph the day’s weather. Mrs. Young continues “morning meeting”
by reviewing skills across the subject areas that students have been taught. The students count
aloud, identify shapes and colors, read and spell words, discuss vocabulary, recall details from
texts and share their ideas.
School-Wide Intervention 8:15
Students who are not meeting with Mrs. Young are completing journals and various math
problems from the board on math skills that have been previously taught. Kelsey, Nathan and
Jamari are being pulled by the coach, Mr. Adams, for intervention. These students are working on
mastering letters sounds each morning during schoolwide intervention time.
Once invention time is over, the students know to return to class, and get ready for phonics
instruction.
Reading Block Part I (Phonics Instruction) 8:45
Three-Part Drill
While on the mat, Mrs. Young begins the “three part drill” where students review letter sounds and
practice blending. These exercises are done chorally, then monitored when students return to
desks. Peyton enjoys the “drill” because he likes the concept of writing in the air when Mrs, Young
says a word for the class to spell. Mrs. Young dictates the word, “bat”. Peyton and his peers
respond in unison while writing in the air, “bat, b-a-t, bat”.
Introduction of New Concept
After the “drill”, students quickly and quietly return to desks to complete next phonics phase. Each
student takes out his/her bag of sand. The sand is used when students are practicing words that
they have already learned, and also to practice new sounds. After practicing some review sight
words, Mrs. Young states that this week’s sound is /h/. Peyton is extremely excited because he
knows that sound is the letter h. He had just recently learned this letter at home with his mother.
Peyton writes the letter h in the sand while saying its correct sound out loud. Peyton practices
saying the sound aloud, then writing the letter in the sand. He begins to think about things that
begin with the letter h and he is excited to learn how to spell them.
Reading Block Part II (Reading Comprehension) 9:30
Peyton moves to the right corner of the room with his second teacher, Mr. Legg. Mr. Legg is
working with students to compare and contrast objects, which is a foundational lesson aligned to
reading standard RI.K.9, which states that with prompting and support, students must be able to
identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures). Providing the foundation for students on what it means
to compare and contrast, by defining words, such as similarities and differences, and discussing
the characteristics that separate various objects builds prerequisite skills that will enable students
to apply this background knowledge to texts that they are reading. Today, Mr. Legg is leading
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students to compare and contrast living things that can fly with living things that can swim. For
their exit ticket, students must properly categorize nonliving things that can be found in the sky
with nonliving things that can be found in the sea. T
Snack and Restroom Break 10:05
At the conclusion of the second reading rotation, students transition to their seats to prepare for
snack and a restroom break. The teacher directs the class to divide into two lines for the restroom.
Students are taken in groups, by gender, to the restroom by Mrs. Young. Mr. Legg makes this
time fun through his teacher-created sight word game where students gain points for spelling sight
words correctly.
Reading Block Part III (Technology) 10:20
Upon hearing the transition music, Peyton moves to the third reading block where he
independently practices essential literacy skills on the computer through the program of Reading
Eggs. The program is tailored to meet students’ at their appropriate reading level, and Peyton
feels challenged and engaged as he practices identifying sounds in isolation, a core skill in the
development of strong phonemic awareness. Today, he is working on identifying the pictures of
items that begin with the letter ‘m’. He loves to hear the chime of the computer through his
headphones, signaling a correct response, as he builds strong literacy skills.
Lunch 11:05
Students are dismissed for lunch. Peyton lines up silently with his class, and his teacher walks him
to the restroom. Afterwards, the class walks into the lunchroom where each student is greeted by
the Head of School and directed to his or her lunch seat. Students spend ten minutes eating
without talking. Each table has red, yellow and green cups as visual cues to signal when they can
talk.
Read aloud 11:35
Students proceed directly to the carpet for a read aloud. Peyton loves to hear stories read aloud to
him, and his teacher reads every story with animated expression, which engages students and
models fluent, expressive reading. Peyton also enjoys learning college vocabulary words, and
every week, students learn tier two words from the story. This week, they are reading a story
called A Pocket for Corduroy.
Math 12:00
Students move through their math activity, counting to one hundred and beginning addition
activities. The teacher, Mr. Legg, models addition problems, explicitly detailing the steps
necessary to solve them, and then transitions students into guided practice, where, with a partner,
Peyton works on five additional problems.
Writing and Oral Language 1:00
Peyton and his peers prepare for writing by taking out their writing journals. Peyton begins writing
a complete sentence with the date. Peyton writes, “Today is Tuesday, September 21, 2021. Mrs.
Young has written a stem for students to complete in their writing journal. Today’s topic: What is
your favorite fruit? A stem is provided to support students in developing a complete sentence that
answers the question. The following stem is written on the board, “My favorite fruit is _____. I like
_____ because _____.”
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1:30 Social Studies
The class silently transitions into their Social Studies lesson. Students rotate between social
studies and science units every month, and currently are involved in a Social Studies unit. Peyton
and his class have learned geography and map concepts, as well as information about the city of
Birmingham and the state of Alabama.
2:20 Physical Education
After Social Studies, students head to the gymnasium for physical education which occurs during
their daily enrichment block. They walk to the gymnasium and with their fitness instructor, students
participate in a variety of activities that get them moving. Today students are practicing basketball
drills, including passing and dribbling the ball, which support their development of strong hand-eye
coordination.
3:10 Choice Time/Tutoring
Choice time provides students with the opportunity to interact collaboratively in centers-based
activities. Peyton has chosen dramatic play and goes to the kitchen center. He and two other
students work together to create a pizza for their movie and pizza slumber party. Dramatic play is
important in kindergarten because it helps students develop socially and emotionally, physically,
cognitvely, and to also develop language skills(holistic education).
Closing Circle and Dismissal 3:45
At the end of the enrichment block, Peyton’s classmates are brought back together for closing
circle. Closing circle is a cooperative way to end the day. The teachers provide highlights of
particular concepts learned from the day and how this learning connects with their lifework
assignments. Students have the opportunity to provide each other with shout-outs. Additionally,
students are chosen to discuss particular learning insights from the day, which they are excited to
tell their family members when they get home. Both teachers thank the class for a wonderful,
productive day. The class then lines up for dismissal.
Attachments
Section 6: School Culture
7. Supplemental Programming
Co-Curricular Activities
In our efforts to achieve our mission to prepare students for college and life through a holistic
educational experience, we provide students with opportunities to participate in music and art
activities throughout the year. Students learn about the significant history of music and art in
Birmingham and the state of Alabama and how to create their own masterpieces. Knowledge
Unlimited partners with the Greater Birmingham Arts Education Collaborative to provide students
with high quality education where the arts are infused within the core subjects.
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Students take field trips throughout the year to museums, science centers, and other facilities that
will expose our students to the outside world and allow them to engage the world as a platform for
learning. We desire for all students to embrace each and every opportunity to learn and grow.
By Year Three of operation, Knowledge Unlimited partners with cub scouts for our male and
female students. This program will assist in making sure the students have unlimited opportunities
to learn, grow and succeed in society. Our students will be able to continue to develop social skills
as well as build their character. Our students will also be able to benefit from developing the
following attributes:
Goal Orientation: Students will be able to establish and achieve measurable goals. Students
learn what it means to persevere and how to not only apply these exercises to school, but also to
life.
Leadership: This program provides countless opportunities for students to practice leadership
skills. As the students mature in rank, they are given more opportunities to lead.
Preparedness: Equipping students with life skills helps them to be prepared when challenges
arise.
Social and Emotional Health
Students’ social and emotional welfare is important for academic success. Schools are
responsible for teaching academics and also for promoting mental health of students. Through our
hands-on, highly-structured, and challenging approach to teaching and learning, we provide a
holistic educational experience with an emphasis on academics and social, emotional, and
psychological development to foster a love of learning as well as mental stability and wellness that
produces successful individuals who possess a balance of education and character. Research
evidence shows that social and emotional skills can improve academic learning and enhance
students’ motivation to cooperate and achieve. Knowledge U emphasizes teaching children the
skills for positive relationships, so social and emotional learning is a key strategy for schools in
their efforts to reduce bullying and improve caring, respect and responsibility at school. When
children are taught specific strategies for recognizing and responding to emotions, thinking
through challenging situations and communicating effectively, they are less likely to act out
frustrations at school and elsewhere. Knowledge Unlimited also recognizes that social and
emotional skills develop over time, and that they may develop differently for different children.
Parents and schools working together to help children develop social and emotional skills can
really make a positive difference for children’s mental health. Knowledge Unlimited teachers and
staff will:
Model behaviors expected of students at all times; be a positive role model

Always listen to students; students have a voice and is important
Establish meaningful relationships with students
Provide positive affirmations
In addition, our staff participates in book studies such as Ruby Payne’s A Framework for
Understanding Poverty to ensure each teacher and staff member is prepared to assist our
students as they develop socially and emotionally. Knowledge U also provides mentorship
opportunities to students in whole groups, small groups, and individually.
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Retrieved from https://libertasnova.wordpress.com/2019/06/18/holistic-education-the-future-of-modern-education/
Summer School
At this time, Knowledge Unlimited will not offer summer school. Eventually, we will provide
summer school in order to ensure that students continue to grow academically, physically,
socially, and emotionally.
Attachments
Section 7: Supplemental Programming
Notes
8. Special Populations and At-Risk Students
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Knowledge Unlimited Public Charter School is responsible for compliance with federal and state
laws regarding serving special populations and special education students, including the
Individuals with Disabilities ACT (IDEA), Section 504 of the Rehabilitation Act, and the Americans
with Disabilities (ADA). Knowledge U is committed to identifying and meeting the learning needs
of all students, including students with Individualized Education Programs (IEPs) or Section 504
plans; English Language Learners (ELL); students identified as intellectually gifted, and students
at risk of academic failure or dropping out. No students will be denied admission due to special
needs or disabilities.
Identification Process
Currently, Birmingham City Schools’ data indicates that 12% of children are receiving special
education services and about 4% are receiving EL services. The data study also indicates a high
number of economically disadvantaged students which Knowledge U recognizes as a factor to
consider when determining the potential for serving at-risk students. Knowledge U is committed to
providing the necessary resources for all special populations of students.
All students currently receiving Special Education (SPED) services, have Individualized Education
Plans (IEP), and all students receiving 504 services, have Section 504 plans. These plans are
developed and monitored by teachers with proper certifications including SPED certification. The
special education department determines appropriate placement of SPED students and 504
students. These meetings will allow time for students/teachers/administrators/parents to set
mutually agreed upon goals for individual student learning. The school also employs a
diagnostician, as needed, who works alongside teachers to determine if identified students qualify
for services. A strong Response to Instruction and Intervention (RtII) program is implemented for
struggling students. Students who are not experiencing success in the classroom have access to
three levels of support, each increasing in the level of intensity and frequency before requesting
SPED testing. Only after a student has progressed through Tiers 1-3, which is at least eight weeks
of intense intervention, will he/she be considered for special education testing. All other reasons
for lack of success are investigated, including but not limited to, attendance, lack of specific
interventions, frequency of interventions, hearing and/or vision difficulties, etc.
Scope and Sequence, Daily Schedule, Staffing Support Strategies and Resources
Knowledge U believes that all students deserve the opportunity to experience success in the
context of their peers, and that the best learning environment for the student is in the classroom.
Knowledge U has a teaching and learning environment that meets the needs of every child so that
he/she is provided the support needed to be successful within the least restrictive environment
(LRE). A scope and sequence is developed to provide teachers with a guide to ensure coverage
and pacing of state standards through lessons and hands-on learning experiences. Teachers
serve as learning facilitators and provide support for students based on their Individualized
Education Program plan (IEP). Assessment will be integrated into all aspects of the teaching and
learning process. Teachers will assess students on specific state standards based on specific IEP
goals and objectives. A wide variety of instruction and assessment methods will ensure that all
types of learners can experience success in the classroom. For the students who do not reach
mastery, targeted intervention sessions will be provided. Special education students will follow the
daily schedule, as much as possible, with the rest of the school; however, when appropriate, their
daily schedule will be adapted to accommodate special classes, programs or other services.
Once a student is tested and qualifies for special education services or 504 and a plan for
individual learning is developed, the special education teacher will address the student’s needs,
including but not limited to, classroom accommodations, tutoring, monitoring, inclusion support,
resource support and more. This is also for new students who enter into Knowledge Unlimited
who have already been tested and were receiving services at his/her previous school. The special
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education teacher will also work with all of the students’ regular education teachers to ensure the
students’ needs are met at all times and that each student is in the least restrictive environment as
often as possible. Numerous opportunities for remediation will be available through online
educational platforms, assistive technologies, Orton Gillingham methodology for dyslexia, etc.
The bilingual and/or English as a second language (ESL) program will be incorporated into daily
instruction by providing an emphasis on reading and writing instruction across all subject areas
and providing opportunities for listening and speaking skills through a multi-sensory approach.
Similar to the special education inclusion setting, we will provide a multi-sensory environment in
every classroom allowing students to remain in the same room with their peers as often as
possible. Students may be pulled out of the classroom by ESL teachers for additional support as
needed.
Knowledge U offers a Gifted and Talented (GT) program in which students are identified as gifted
and/or talented through a series of designated assessments and surveys. Teachers who have GT
certification are employed to not only help identify these students, but also to monitor progress on
grade level assessments and acceleration of study. These students have a multitude of
opportunities for accelerated instruction through protocols such as an individualized online
curriculum, as well as, independent study topics, outside enrichment programs, and specialized
field experiences.
In accordance with state requirements, Knowledge U arranges for evaluations for three to five
year olds and school-aged children with suspected learning disabilities through Alabama’s Early
Intervention System, Child Find. Upon enrollment we conduct intake activities including home
visits, during which we discuss whether or not the enrolling student has an existing IEP. Though
we do not anticipate receiving many children with a special education classification at such early
grades of their schooling, we do not want to misidentify any incoming students with an IEP.
Students who could possibly be misidentified for special education services are students that
attended private schools, students who are highly mobile, students who have been suspended or
expelled from school, home-schooled students, and those who are advancing from grade to grade
with borderline failing grades in multiple subjects. At Knowledge U, we avoid misidentification of
students who may need services by ensuring that teachers receive proper, on-going training on
how to identify possible signs of learning disabilities through analyzing students’ performance on
weekly assessments, daily assignments and behaviors that may be impeding his/her learning.
Assessment data and the aforementioned are discussed at weekly faculty and grade level
meetings to monitor progress or continued decline in students’ performance. The teacher’s update
of students’ progression or lack thereof determines the actions of the team.
Knowledge U employs, trains, and retains educators of the highest caliber, therefore we ensure
that each student receives a quality, equitable education from high quality educators. All members
of the Special Education Department provide exemplary services to the students requiring special
education needs within our targeted community. The Special Education Department works
collaboratively with the Problem Solving Team (PST) to identify teaching strategies, best
practices, and interventions to meet the needs of all students. Knowledge U’s Special Education
Department strives to offer services in the least restrictive environment - to the maximum extent
appropriate, providing an education in the same manner as it is provided to every other child,
alongside peers in a general education environment. General education teachers and special
education teachers collaborate to ensure that students receiving special education services
master the goals specified in his/her IEP and continue making progress in the general education
classroom as well.
Students receiving special education services will receive accommodations and modifications to
ensure academic success. Accommodations and modifications are made on assignments,
quizzes, tests, and during instruction as needed. We want to provide support as needed, however
Page 29
we believe that all students are capable of attaining success, so students are challenged.
Students are given assignments on his/her functional level, however we will ensure that each
student is introduced to the skill or concept that is being taught in the general education
classroom. We want to empower all of our students to ask for help, but we want to empower
students to be self-guided learners as well. Below are some accommodations and modifications
that will be utilized to ensure student success:
Small group instruction

Visual aids (classroom charts, movies)
Manipulatives
Larger texts
Texts read aloud
Small group testing
Extended time on assignments
Shortened assignments
Peer helpers
Students with IEP plans are continuously monitored to ensure that that they are successful.
During weekly data meetings, teachers, both special education and general education, analyze
data and determine whether students are continuously making progress. If continuous progress is
not being made by a student(s), the teacher may call a reevaluation meeting to discuss the lack
and determine with the IEP Team, a new set of measurable goals and objectives that are better
tailored to the needs of the student. The intervention programs within our reading and math
programs and other resources are used to remediate students’ deficits.
Section 504 requires schools to provide students with disabilities appropriate educational services
designed to meet the individual needs of such students to the same extent as the needs of
students without disabilities are met. Section 504 prohibits discrimination on the basis of disability.
Knowledge Unlimited adheres to all obligations under IDEA (Individuals with Disabilities Education
Act) and Section 504. We immediately evaluate and identify any students protected under Section
504. This includes any student determined to: (1) have a physical or mental impairment that
substantially limits one or more major life activities, (2) have a record of such impairment, or (3) be
regarded as having such impairment. Our Special Education Department will ensure that students‘
legal rights are met and that their special needs are effectively served.
Meeting the Needs of English Language Learners (ELLs)
Knowledge Unlimited complies with all applicable federal laws related to the education of
language minority students as stated under Title IV of the Civil Rights Act of 1964 and the Equal
Education Opportunities Act of 1974. We are also in compliance with the Alabama Department of
Education’s EL Policies and Procedures Manual. English Language Learner (ELL) students are
provided with equal access to and full participation in school activities. ELL students study the
same content and are held to the same standards as other students. While all classes are taught
in English, the level of English used for instruction, verbal and written, is modified as needed to
facilitate ELL students’ acquisition of English. For students identified as English Language
Learners (ELL), we use Structured English language immersion to accelerate academic progress.
Weeliminate or limit the separation of English Language Learners from the mainstream
classroom, acknowledging the immersion method of language acquisition as the most expedited
effective manner to educate ELL students. If a student’s English language proficiency is so
severely limited as to render the student incapable of following the activities in a regular
classroom, the school will provide instruction in English to speakers of other languages for a
certain period of time every school day by highly- qualified, fully bilingual teachers. Because the
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objective is for the student to fully transition to English classes, the ELL student is expected to
participate in part of the regular classroom schedule, where all students have the opportunity to
hear and use English.
We will use Home Language Surveys to screen all new enrollees for potential limited English
proficiency within the first thirty days of the school year. Students who enroll after the beginning of
the school year will receive the survey within the first ten days after+ enrollment. If the home
language is other than English or the student’s language is other than English, appropriate
Knowledge Unlimited staff or a hired interpreter will conduct an informal review in the student’s
native language and English. If the student speaks a language other than English and/or speaks
little or no English, we will administer the WIDA ACCESS Placement Test (W-APT) as a screener
and placement. The ACCESS (Assessing Comprehension and Communication in English
State-to-State for English Language Learners), is designed to satisfy the Elementary and
Secondary Education Act, No Child Left Behind, requirements for Title III. Results from these
assessments are used to provide identification of and avoid misidentification of ELL students,
inform instruction, and ensure all students can access academic content and master performance
and content standards. Teachers are responsible for observing each student throughout the class
day with an eye toward detecting limited English proficiency. All teachers will receive professional
development training in techniques for detecting whether a student has English language
deficiencies and in communicating with students designated as ELL students. Any student
suspected of having limited English proficiency is tested to determine what level of services, if
any, is necessary.
Below is the Home Language Survey that will be given to all enrollees at Knowledge Unlimited:
1. Does your child speak a language other than English?

2. What is the first language your child learned to speak?
3. What language does your child speak most often?
4. What language is most often spoken in your home?
If all responses on the Home Language Survey indicate that English is the only language used by
the student and by individuals in the home, the student is considered an English-only speaker.
Procedures established by Knowledge U for placement in the general student population will be
followed. If any response on the Home Language Survey indicates the use of a language other
than English by the student or an individual in the home or other person during the registration
process, then additional assessment may need to be conducted to determine the student’s
English-language proficiency level. School office personnel will be responsible for notifying the
Title III contact when a Home Language Survey indicates a language other than English. The
presence of a language other than English does not automatically signify that the student is not a
competent and proficient speaker of English, but if the Home Language Survey indicates that the
primary language in the home is not English, then the Title III contact person or designee will be
contacted and an initial assessment of the student’s English language proficiency level will be
conducted.
https://www2.ed.gov/about/offices/list/ocr/ell/glossary.html
To ensure academic success and equitable access to the core academic program for ELL
students, Knowledge U utilizes a sheltered instruction model[1],which calls for instruction to be
implemented in English, but teachers use strategies to help meet students’ linguistic needs, such
as the explicit teaching of vocabulary and the use of visual representations. Although we want to
keep students in the mainstream classroom as often as possible, a pull out program will be
available as needed. Students are allowed to receive additional support in their native language, if
necessary. Our supplemental reading program, Phonics First, is designed to provide a systematic,
explicit instructional sequence that minimizes confusion for children who are not familiar with the
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structure of the English language and provides a multisensory approach to maximize the
instructional impact and minimize confusion. Our educators will receive ongoing professional
development in order to ensure proper training on how to effectively instruct, monitor, and assess
ELL students. The following principles drive our instructional methods at Knowledge U:
1. ELLs require comprehensible input as they move through different stages of language
acquisition and acquire English proficiency. Therefore, teachers will scaffold their instruction; use
multiple methods for conveying information, particularly nonlinguistic methods; and promote
student interaction that is structured and supported.
2. Academic language—the more formal, complex English needed to learn advanced academic
content—is distinct from conversational language. Teachers will provide explicit instruction in
academic language, as well as multifaceted and intensive vocabulary instruction.
3. ELLs need instruction that will allow them to meet state content standards. Teachers will
become comfortable implementing the school’s ELL program model to convey course content to
ELLs. They will also incorporate primary language supports to help students understand the
content, when appropriate.
4. ELLs have background knowledge and home cultures that differ from the U.S. mainstream.
Teachers will use culturally compatible instruction to build a bridge between home and school.
They will make the norms and expectations of the classroom clear and explicit.
5. Assessments measure English language proficiency as well as content knowledge. Teachers

will use testing accommodations when appropriate.
Identifying and Meeting the Learning Needs of All Students
Given our target population, we expect that students will arrive below grade level, particularly with
extreme literacy gaps. Our school design, specifically our academic program is designed to target
these academic gaps quickly and strategically through rigorous curriculum and high quality
instruction, which provide differentiated, intensive support to all students. We also have an
intervention approach, which specifically targeted students that need additional supports in
addition to what we provide through classroom instruction. These students will be identified
through universal screeners such as the MAP Growth computer-based assessment and the
Strategic Teaching and Learning Program (STEP). Students who score below benchmark levels in
reading and math will be provided small group intervention with evidence-based reading
intervention programs. We will implement an intervention approach based on the Response to
Instruction and Intervention (RTII) Framework which serves as additional, targeted support for
students performing below grade level.
The following model describes the strategies that our teachers will implement in the classroom
when conducting intervention. These same strategies will be discussed with the Problem Solving
Team (PST) during RTII meetings. Proper documentation from student portfolios, assessment
data and teacher observations will be used to determine each step of closing the achievement
gaps that are impeding students’ academic success.
Research indicates that Intellectually Gifted students require challenge and support to further
develop their interests and capacities, and that these should be provided in a systematical and
targeted manner. Entering students who score above-grade level proficiencies on the MAP
Growth and STEP assessment are placed on a list of students considered Intellectually Gifted.
Identified students will receive an Advanced Learning Plan developed by the grade level team and
highly-qualified gifted specialist. The plan will focus on challenging the student in his/her core
subjects. All teachers will include advanced assignments and work creatively to identify strategies
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to differentiate lesson plans for more advanced students. Each lesson plan includes a section on
acceleration strategies in daily enrichment activities. Enrichment activities may change regularly
and allow for a variety of experiences - music, theater, dance, art, sports, etc. Students are also
allowed to visit classrooms that are a grade level above his/her current grade level for instruction,
as necessary.
In order to ensure continued growth of gifted students, the MAP Growth assessment, STEP
assessment, weekly quizzes, and tests are analyzed at data meetings to monitor progress. Gifted
students receive the services needed to continue to excel from a highly-qualified gifted specialist
who will be hired to service these students alongside the classroom teacher.
Attachments
Section 8: Special Populations and At-Risk Students
9. Unique/Innovative Program Offering

The mission of Knowledge Unlimited Public Charter School is to prepare students for college, a
career, and life through a holistic educational experience. Holistic education is a "philosophy of
education based on the premise that each person finds identity, meaning, and purpose in life
through connections to the community, to the natural world, and to spiritual values such as
compassion and peace"[31]. For several years now, the achievement gap has attributed to African
American students and students in underserved areas from being academically successful. In
2017, The Nation's Report Card data revealed that eighth grade black students had an average
reading score that was 27 points lower that white students. Furthermore, the data revealed that
this data was not significantly different from the 1998 data where black students' average reading
score was 28 points lower than white students.
In 2018 in the city of Birmingham, when compared with other local schools that border the city of
Birmingham, Birmingham City Schools (BCS) students fell significantly short of meeting
proficiency goals. When compared with a local, non-poverty school district that borders the city of
Birmingham, Mountain Brook City, we concluded that BCS students have not only struggled to
meet district and state goals, but are unable to compete with their local peers.
Local School System Proficiency Comparison
Reading Math
Economically Disadvantaged (BCS) 18.7% 27.6%
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Non-Poverty (Mountain Brook) 83.9% 93.2%
From this data, we have determined that there is a need to address the learning gaps of the most
underserved students in Birmingham City Schools. In Birmingham City Schools (BCS), 68.5% of
the student population is considered economically disadvantaged[32]Of that percentage of
economically disadvantaged students, 94% of those students are African American. Compared to
their non-poverty peers in Mountain Brook City, the students of BCS are at a 65 point
achievement gap in reading, and a 66 point achievement gap in math.
David J. Johns stated, "like all children, African American children are born with the ability to learn,
but require experiences to bring their potential to fruition". The missing ingredient to the success of
students within underserved areas is exposure. The students within underserved areas are not
provided with the many opportunities as the students in high performing schools. At Knowledge U,
students have the opportunity to engage the outside world as a platform for learning. Students are
exposed to unlimited opportunities to learn, grow, and succeed, hence the name of the school
Knowledge Unlimited is appropriate in establishing who we are. Knowledge U partners with Flite
Test STEM to provide our students in Ensley with STEM based projects for aviation and
aeronautical career pathways. This opportunity opens the door for students to no longer be limited
by their circumstances, it provides them an opportunity to discover their purpose, interests, and
desires, and provides the confidence needed to succeed in a world where the educational
requirements for successful and fulfilling careers continues to rise.
Attachments
Section 9: Unique/Innovative Program Offering
9.1 Letters of Support Whetstone, Jeanisha, 12/1/19 4:01 AM PDF / 270.847 KB
9.2 EAA Letter of Support Whetstone, Jeanisha, 11/28/19 1:44 AM PDF / 24.659 KB
9.3 ALBAA Letter of Support Whetstone, Jeanisha, 11/28/19 1:38 AM DOCX / 382.362 KB
Flite Test STEM Letter of

9.4 Whetstone, Jeanisha, 11/21/19 5:25 AM PDF / 351.254 KB
Support
10. Student Recruitment and Enrollment

Knowledge Unlimited Public Charter School is committed to building a culturally inclusive student
population at all age/grade levels. Recruitment and marketing plans are intentional and varied to
reach a wide range of families looking for an exemplary choice in a charter school. The community
can learn about Knowledge U in a wide variety of communications. These include: public press
releases to local tv, door to door neighborhood visits, small business visits, community cookout
family events, radio, newspapers, social media, public notices in branch libraries in neighborhoods
in Birmingham, flyers distributed in locations that children and their parents frequent such as Boys
and Girls Clubs, YMCA, jump parks, dance and karate studios, etc.
Our purpose for placing a quality charter school in our targeted community is due to the fact that
this area is currently lacking access to a quality school. The students within this community are
deserving of a fair and equitable opportunity to be able compete with peers within surrounding
communities, the state and nation. All parents currently do not have the ability to choose a quality
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school for their children. Knowledge U ensures that students regardless of race, gender, religion
and socioeconomic status have the opportunity to an equitable education.
Recruiting and publicity will begin upon announcement that the charter status has been awarded
in January 2020.
Registration for Fall 2021 will open on October 15, 2020 and end on December 15, 2020.
Attachments
Section 10: Student Recruitment and Enrollment
Enrollment Policy
11. Student Discipline Policy and Plan

To ensure we achieve our mission, Knowledge U is unwaveringly committed to providing a safe
and orderly environment where students maximize each and every learning opportunity offered
within the school, and as a result are able to academically excel. Students and families have the
right to attend and choose a safe and orderly school. With a clearly defined, firm, and consistent
discipline policy, Knowledge Unlimited is able to realize the rigorous accountability measures for
student achievement and parent satisfaction for which we exist. We believe in teaching students
that good choices warrant positive consequences and that bad choices warrant negative
consequences – just like in the real world. We hold students accountable for the decisions that
they choose to make. Our approach to fostering excellent school-wide behavior is rooted in our
core values, iTREE, Integrity, Teamwork, Respect, Excellence, and Empowerment and the
actions of the following:
Teachers Are Trained on How to Execute Our Disciplinary Approach
We Institute a Culture of Achievement and Excellence
We Set Clearly Defined Rules with Consistently Applied Consequences
We Build Strong, Transformative Relationships with Students
Behavior Plan and Offenses
All offenses committed by students are categorized as Level 1, Level 2, or Level 3 offenses. Each
leveled offense has an appropriate consequence and process for notifying parents of offenses.
Level 1 offenses are considered minor offenses, and are handled in class by the teacher. All
teachers have classroom expectations, behaviors, and processes on how discipline is handled.
Examples of Level 1 offenses include dress code violation, non-compliance, and horseplaying.
Once a student commits a Level 1 offense, the teacher may choose to have a conference with
student, have student complete an academic assignment, or contact parent. Once a student
accumulates three Level 1 offenses, the teacher schedules a parent conference where student,
teacher, and parent are present to discuss solutions to student's bheavioral concerns. Level 2
offenses are more severe than Level 1 offenses. Level 2 offenses may include, but are not limited
to fighting, major disrespect toward staff member, or major classroom disruptions or tantrums. If a
student commits a Level 2 offense, they are immediately referred to the office with proper
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documentation of the offense. At this point a parent conference is required as soon as possible. If
a conference has already taken place, student will serve an out os school suspension, or in school
suspension. At this point, behavioral supports are also put into place to ensure the behaviors do
not continue. Level 3 offenses such as possession of drugs, weapons, or threats call for an
immediate office referral. A parent conference is required, and out of school suspension or
expulsion follows. Knowledge U creates and maintains an orderly, safe, and academically
challenging learning environment that provides all students with unlimited opportunities to learn,
grow, and succeed. The attached Discipline Policy outlines the expectations at Knowledge U.
Attachments
Section 11: Student Discipline Policy and Plan
School-Wide Discipline Policy
Discipline Referral Flowchart
12. Family and Community Involvement

Carrying out our mission requires a strong partnership between our school and the families whose
children we serve. Research has shown that parental engagement raises student academic
performance, graduation rates, decreases chronic absenteeism, and promotes self-confidence in
students. [33]There are many challenges to successfully involving families in their children‘s
academic lives. Families may have competing demands on their time and attention. Some may
not have positive feelings about schools or teachers based on their own school experiences.
Some avoid involvement in their children‘s schoolwork because their own academic skill deficits
make them feel unable to help. Moreover, many school-parent relationships suffer because the
first time that the parent hears from the school is when there is a problem to discuss. We provide
a clear plan to support meaningful involvement of parents and community members in the life of
the school and specifically in its governance. Despite potential challenges, active family
involvement in school and learning is essential to accomplishing our mission of preparing students
to succeed while at Knowledge U, in college, and beyond. We build relationships with our parents
by conducting comprehensive information sessions during the application process, conducting
summer visits for all enrolled students before the beginning of the school year, providing
documents that inform families of the school‘s commitments to them, and clarifying the school‘s
expectations of students and families. Additionally, we send home daily (K-2) and weekly (3-5)
behavioral and reading logs to parents which they review, sign, and return to the school. We also
provide periodic evening or weekend workshops known as Knowledge Nights, that are designed
to help families hone the skills they need to be effective teachers for their children; these nights
coincide with report card conferences to reduce the potential burden of multiple events on families
where parents work evenings or multiple jobs. Attached are our School and Family Partnership
guidelines that govern our interactions with our families and community members.
Townhall Meetings, House Visits, Social Media, and Community Events
Beginning in June 2018, Knowledge U hosted townhall meetings in local Birmingham coffee shops
and libraries to discuss concerns within education. Concerned parents and youth leaders attended
the meetings to discuss concerns and inquire about how they could help their children succeed.
Through our meetings, we compiled a list of things that parents and youth leaders desired to see
Page 36
in an ideal school for their children. We also acquired one of our Board members, Martez Nalls,
while hosting the meetings. Martez Nalls is a dedicated parent of two young children, whom he
and his wife are homeschooling because of the limited school options near their home in the
McDonald Chapel community. This community is less than ten minutes away from our proposed
community in Ensley. He and his wife agree with our key principles and core beliefs, and decided
to join our team in order to ensure that their children have the opportunity to attend an
academically challenging, high-quality school.
House Visits
Knowledge U has conducted house visits within the 35208 community of Ensley to survey how
community members feel about education. Members of the community desire a school within the
community because they do not currently have one to call their own. Our proposed community
have two abandoned schools, Councill Elementary and Moore School. Members of the community
who attended these schools have fond memories of these schools that were once operating,
however now the schools are vacant, vandalized, and deteriorating. Many of the families within
the community desire a school within the community in order to be close to students in case of
emergency, and to simply be able to walk students to and from school each day. The students
currently attend schools where the walking distances are twenty-five minutes to an hour and a half
away from their homes. Families who have limited means of transportation are significantly
affected by not having a community school. If families are without transportation, students are
unable to attend school due to having to walk long distances. This in turn leads to students
missing instruction and high percentages of absenteeism within the school.
Social Media and Community Events
Knowledge U is connected to parents in the city of Birmingham through social media. Parents are
able to follow us Facebook and Instagram for tips, strategies, and videos to gain insight on how to
confidently contribute to the academic success of their children. We were also able to participate
in this year's iPush Foodie Festival on September 1,2019 in Ensley. The iPush Foodie Festival is
an annual festival that "celebrates the cultural unity (and entrepreneurship) in
Birmingham,Alabama while bringing positive like minded people together to party with a
purpose". At this event, we were able to speak with members of the Ensley community and
surrounding Birmingham area about their views on education. Attendees also completed
education surveys where they stated that the Ensley community is in need of a school. The
attached link provides access to our Facebook account[34]
Walk to School Thursdays
Walk to School Thursday is a unique program designed to bring the school and community
together. Once a month, Knowledge U teachers,staff, students, parents, and community members
meet at designated hubs within the 35218 and 35208 areas in Ensley, and walk to school
together. Once on the Knowledge U campus, breakfast is served to students, parents, and
community members and the latest important dates and information is provided. Parents are
informed of the great things that are happening on campus and ways in which they can get
involved if they are not already.
The purpose of this program is only one of the many avenues we employ to develop a true
community school and promote health and wellness amongst the community. Our mission is
to prepare students for college, a career, and life through a holistic educational experience. A
holistic educational experience involves students finding their identity, meaning, and purpose in
life through connections to the community, to the natural world, and to spiritual values such as
compassion and peace. [35] A growing body of research confirms the benefits of building a sense
of community in school. Students in schools with a strong sense of community are more likely to
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be academically motivated, act ethically and altruistically, develop social and emotional
competencies, and avoid a number of problem behaviors, including drug use and violence[36]
Additonally, implementing walk to school days provides mental and emotional support to students
that is crucial to each student's ability to take advantage of the learning opportunities while in
school. Children who walk to school have been found to have higher academic performance in
terms of attention/alertness, verbal, numeric, and reasoning abilities; higher degree of
pleasantness and lower levels of stress during the school day; and higher levels of happiness,
excitement, and relaxation on the journey to school. [37]While at Knowledge U, we are intentional
in ensuring that we set students on a path to become successful, contributing members of society,
and we firmly believe that bringing the school and community together for the success of our
students is the key.
Attachments
Section 12: Family and Community Involvement
School and Family Partnerships

Guidelines
13. Partnership or Contractual Relationships

Knowledge U has collaborated with and will continue to speak with several organizations to
determine what community resources are available to students and parents. We ensure that our
students have unlimited opportunities to learn, grow, and succeed. Upon approval, Knowledge U
will continue these conversations and develop additional partnerships with community
organizations, businesses, and other educational institutions. To date, Knowledge U has formed a
formal partnership with Greater Birmingham Arts Education Collaborative,Aspire Movement, and
Flite Test STEM.
Flite Test STEM[38]
The FT STEM curriculum is an online comprehensive education program for grades K-12.The
curriculum is hands-on (multisensory), flexible, and customizable. Students develop STEM skills
through a variety scratch build aircraft activities. Early exposure to the opportunities provided in
this program open the doors to successful career paths for our students in fields they enjoy. The
following testimonial from a student of the Flite Test STEM program describes his experience of
how early exposure to this program has helped him as a high school student determine early on
his career path:
"The FT STEM program started, at least for me, at a very early age in my education. It was an
experience of a lifetime, a gateway to the sky, and a fun hobby for anyone who wants to tackle
something outside the ordinary. Continuing outside of middle school, the effects it has on my
education and my future is immense. The program drives me to continue pursuing aerospace
engineering in my future, and while the ways I can stay involved into FT STEM have reduced, I
feel the call to the sky tugging on me daily over the summer. In addition, the Loveland FT STEM
program has introduced me to people who also feel this tug to the sky and the relationships with
these people, both older and younger than me, will never be lost."
-Ashton
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Lyon; Loveland High School
Greater Birmingham Arts Education Collaborative [39]
In our efforts to achieve our mission to prepare students for college and life through a holistic
educational experience, we provide students with opportunities to participate in music and art
activities throughout the year. Students learn about the significant history of music and art in
Birmingham and the state of Alabama and how to create their own masterpieces. Knowledge
Unlimited partners with the Greater Birmingham Arts Education Collaborative to provide students
with high quality education where the arts are infused within the core subjects. Over these
multi-week programs, Greater Birmingham Arts Education Collaborative provides arts integration
resources that aim to increase college and career-readiness through development of academic
and artistic skills. This program will be fully funded through grants from the Greater Birmingham
Arts Collaborative.
Aspire Movement [40]
Aspire intentionally engages in mutually-transforming relationships with urban youth, working with
them to bring hope and healing to the community. The male and female mentors will begin
building relationships with our third grade students, and in grade four, will implement an 8-week
curriculum, with 40 topics on character development. Knowledge U and Aspire will work togeher
to align the curriculum with Knowledge U's "Habits of Success". The curriculum outline developed
by Executive Director of The Aspire Movement, Jason Williams, is attached. Upon approval,
Knowledge U and The Aspire Movement will collaborate to develop a unique program for the
foruth grade students at Knowledge U.
Attachments
Section 13: Partnership or Contractual Relationships
Attachment 10: Letter of

Support
Attachment 10: Letter of
Support
Attachment 10: Letters of
Support
Attachment 10: Aspire
13.4 Character Development Whetstone, Jeanisha, 11/30/19 6:07 PM DOCX / 19.482 KB
Curriculum Outline
Attachment 10: Greater
13.5 Birmingham Arts Education Whetstone, Jeanisha, 11/30/19 8:27 AM PDF / 128.917 KB
Collaborative Letter of Support
Attachment 10: Flite Test STEM
Letter of Support/Partnership
14. Educational Service Providers (ESP) and Other

Partnerships
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At this time, Knowledge U will not partner with any Educational Service Providers.
Attachments
Section 14: Educational Service Providers (ESP) and Other Partnerships
ESP and Other Contractual

Relationships
15. Educational Program Capacity

The members of Knowledge Unlimited Public Charter School's Governing Board are listed below:
Jeanisha L. Whetstone (Ex Officio)
Knowledge Unlimited Founder, Jeanisha Whetstone, is a passionate elementary school teacher

and scholar who has been serving children of the Jefferson County school system for seven (7)
years. She has served in Title 1 schools that are situated in underserved communities. Not only
has she taught in underserved schools, she has lived in the very type of community she intends to
help. She is aware of the injustices that the students and parents face each and every day, and is
a witness to the lack of access to quality resources, opportunities to learn from the outside world,
and in many cases support. Mrs. Whetstone currently leads her grade level at Midfield
Elementary. Each day she collaborates with the teachers on her team, the administrators, and
parents to ensure that the students receive the best education possible. She also provides
supports for other teachers in order to create lasting improvements to the school's educational
process. Mrs. Whetstone will serve as the academic leader and Head of School at Knowledge
Unlimited. Jeanisha is a Birmingham native who graduated Magna Cum Laude from the University
of Alabama at Birmingham in 2012, earning her B.S. in Early Childhood and Elementary
Education along with several of other honors and awards. Mrs. Whetstone has also served as a
reading interventionist in the classroom and is passionate about enriching the minds of young
children to ensure that they become successful, contributing members of society. Mrs.
Whetstone's resume' is provided as Attachment 13.
Mrs. Debra Mitchell
Debra Mitchell is a retired high school teacher and Principal who served Birmingham City Schools
from 1971-2011. She earned her B.S. in English at Paul Quinn College, holds a Master’s in
English Education from Alabama State University and a Master’s in Educational Leadership from
University of Alabama in Birmingham.
Dr. Tonya Anthony
Tonya Anthony is a former teacher who has served in several leadership positions from 1990 until
current. She began her career as a mathematics teacher in Broward County Schools. She worked
as a math, science, and reading teacher for 12 years in Birmingham City Schools. After working
with the Alabama State Department of Education for 5 years as an Education Specialist, she
begin working at AMSTI-UAB where she held the title as Professional Development Specialist.
She supervised all grades 6-8 math and science teachers in the Birmingham City School
District and Jefferson County School District. She worked closely with teachers to model best
practices in mathematics and provide support as needed to ensure effective implementation of
math and science standards. Ms. Anthony earned her B.S. in Mathematics from Talladega
Page 40
College, a Master's in School Counseling and Guidance from the University of West Alabama,
and her Doctorate in Educational Leadership and Administration from the University of Alabama at
Birmingham.
Dr. Joseph C. Burns
Dr. Burns is Associate Professor Emeritus in the Department of Curriculum and Instruction at the
University of Alabama at Birmingham, a department for which he served as Chair from 1994-2002.
He is a lifelong and multiple award-winning educator who holds an Ed.D. in Science Education
from the University of Georgia. Dr. Burns taught Ms. Whetstone as well as many other teachers in
the Birmingham metro area in UAB’s School of Education.
Hattie Kirk
Hattie Kirk is a retired middle and high school teacher and counselor who served in Birmingham
metro area schools from 1989-2013. She earned her B.S. in Special Education at Indiana
University and holds a M.Ed. in Guidance and Counseling from Tuskegee University.
Dr. Bruce Bright
Bruce Bright is the Founder and CEO (Chief Energy Office) of On Target Leading, where he
motivates others with his speeches, seminars, and trainings using the experiences and lessons he
has learned in business and life. After a stellar 28-year career in the U.S. Marine Corps as a
Marine F/A-18 Fighter Pilot, Bruce joined the civilian workforce as Director of Business
Development for The Sanders Trust Fund, a real estate investment trust in Birmingham, AL. His
personal decorations include the Defense Meritorious Service Medal, the Meritorious Service
Medal; the Air Medal with 1 strike/flight award, the Joint Commendation Medal, five Navy
Commendation Medals (one with the Combat Distinguishing Device) and the Aerial Achievement
Medal.
Martez Nalls
Martez Nalls works as a Project Engineer with the Alabama Department of Transportation
(ALDOT). He is also an accomplished videographer and co-owner of Bold as a Lion Studios. Mr.
Nalls will serve as a representative parent board member and will lend his creativity for marketing
to the school’s student recruitment efforts, social media, and community outreach events. Mr.
Nalls earned his B.S. degree in Civil Engineering from the University of Alabama at Birmingham in
2011.
Capacity
Exemplary leadership that is able to execute on every detail is a critical component of a high
performing school. Knowledge U will be founded, governed, and operated by an extraordinary
team of Birmingham's educational, civic, and business leaders. With a combined 129 years of
serving in the field of Education, the Founding Board is more than capable of governing and
managing the school in alignment with the mission and vision and establishing policies that protect
the school’s academic and financial success. The proposed school leader brings experience of
working in Title 1 schools situated in underserved communities. She has an extensive background
in scientifically based educational best practices and a plethora of knowledge and experience with
strategies that have been proven to improve student learning.She will continue to engage in
on-going professional development and cutting edge research to stay abreast of trends and
current developments in education. This will enable Knowledge U to develop relationships and
collaborate with other high performing, gap-closing schools across the country. The proposed
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leader has had training in managing problematic behavior which has lead to her becoming a
Teacher Leader. As a Teacher Leader, she has modeled, coached, and helped to develop
proactive skills and strategies that focus on prevention and respect with her fellow colleagues,
parents, and students that have created lasting improvements to the school's educational
environment and culture. To further strengthen its founding leadership team, upon approval
Knowledge U seeks to hire a Director of Operations to work alongside the proposed school leader
to ensure that our level of success is balanced academically and organizationally. The
qualifications that we seek in this individual as well as a Director of Curriculum are attached in
Attachment 14. Holding a shared belief that all students are entitled to high quality public
education, every member of the Founding Board will ensure Knowledge U delivers on its mission
of building a strong academic foundation to set every K-5 student on the path to a career or
college.
Attachments
Section 15: Educational Program Capacity
Attachment 13:Professional
Biography
Attachment 14: Positions and
Qualifications
Attachment 13: Head of School
Resume'
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OPERATIONS PLAN AND CAPACITY

18. Legal Status and Governing Documents
The Board of Directors of Knowledge Unlimited Public Charter School (Knowledge U) will provide
governance of a number of functions such as: legal responsibilities, general oversight, planning,
policy-making, and financial management. Board members shall complete their responsibilities
associated with operating in an efficient and ethical manner in compliance with local and all other
applicable state and federal laws and regulations.
Knowledge Unlimited has filed the 501(c)(3) application with the IRS as a tax-exempt organization
for the sole purpose of organizing and operating as an Alabama Charter School (Attachment 15).
Knowledge Unlimited is a non--profit corporation (Knowledge Unlimited Foundation) formed and
organized under the applicable laws of the State of Alabama. Knowledge Unlimited shall file as an
educational organization under Section 501 (c)(3) of the Internal Revenue Code. All
documentation pertaining to tax-exempt states and Articles of Incorporation are attached.
The roles and responsibilities of the Board of Directors shall set the following: policy, budgets,
procedures, future goals, and community programs. The Board shall not perform in the day to day
school operations. School day to day operations shall be performed by the Head of School/
Principal. In the first year of operation Board members shall meet once every two months. The
second year Board members shall meet every six months to review and monitor student
performance, Head of School/ Principal performance, financial statements, facility, and ensure all
Alabama laws and terms of the Charter Contract are being fulfilled. The Board shall comply with
Alabama public records and open meeting law.
The Statement of Assurances is provided as Attachment 16.
Attachments
Section 18: Legal Status and Governing Documents
18.1 Attachment 15: Bylaws Whetstone, Jeanisha, 12/1/19 1:22 AM PDF / 3.103 MB
Attachment 16: Statement of

18.2 Whetstone, Jeanisha, 11/30/19 8:46 AM PDF / 2.496 MB
Assurances
Attachment 15: 501c3 Tracking
Number
Attachment 15: Articles of
18.4 Whetstone, Jeanisha, 11/30/19 7:50 AM PNG / 3.2 MB
Incorporation
Incorporation
Incorporation
Attachment 15:Articles of
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18.7 Incorporation Whetstone, Jeanisha, 11/30/19 7:47 AM PNG / 2.624 MB
19. Organization Structure and Relationships

The Organizational Chart, Attachment 17, shows the initial structure of Knowledge Unlimited
Public Charter School and the anticipated positions to be filled as grades are added and
enrollment increases.
Instructional staff and the Director of Operations report to the Head of School. Non- instructional
staff report to the Director of Operations. This allows the Head of School to manage the
day-to-day instructional leadership, while still being involved with oversight of all employees of
Knowledge U. One Board of Director serves on the advisory board to ensure direct
communication between the advisory board, Board of Directors, and Head of School.
Attachments
Section 19: Organization Structure and Relationships
Attachment 17: Organization

Chart
20. Governing Board

The governance philosophy of Knowledge Unlimited Public Charter School is consistent with governance best
practices for nonprofit organizations in general as well as public charter schools, more specifically. The sound
and sustainable governance of the school will be predicated upon a balance of leadership powers, inclusion of a
diverse group of key stakeholders, fiduciary responsibility, academic excellence, and transparency. Board
members will represent a wide range of stakeholder groups, professional backgrounds, experience and
supportive skill sets. In addition to educators and parents, members with expertise in law, finance, fundraising,
organizational management, community engagement, health and human services, marketing, and information
technology will be recruited. The board will also seek to remain diverse in terms of race, ethnicity, gender, age,
and socioeconomic status. All decisions made by the school’s board and administration will be made with the
school’s mission, its charter contract responsibilities, and students’ best interests in mind.
The attached bylaws and Conflict of Interest Policy, discuss terms that may be served by Directors as well as
policies and procedures for membership requirements, holding elections, organizing meetings, etc.
On an annual basis, the board and Head of School will work together to set appropriate goals for the
academic program and operational and financial success of the school. A set of reports including
management dashboards, financial statements, and other tools will be developed for the Head of School
to keep the board informed of progress toward these goals in a timely manner. Board members will
assist the Head of School in translating academic goals and other results for the school’s other
stakeholders (its authorizing body, parents, students, other community members, and funders). It will
ultimately be the responsibility of the Head of School to develop and implement the academic programs
and general operations of the school. The Board will be accountable for understanding the academic
assessments and student outcomes as well as the operational and financial results of the school.
Officers of the board will include Chair, Vice Chair, Treasurer and Secretary and will be elected annually
in August. Officers will serve three (3) year terms and may serve up to two (2) consecutive terms.
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Board Officers and Responsibilities
Board Officer Responsibilities
Presides over and develops agendas, in partnership with Head of

School, for all board meetings; ex officio member of all committees;
oversees development and implementation of board policies and
President
procedures; works with committee chairs to ensure committee
agendas are established and resources available; Chair of Executive
Committee
Presides over board meetings in President’s absence; other duties as

Vice President assigned by President; succeeds President in the event that the
office is vacated without due election process
Provides direction for the oversight of the school’s financial

recordkeeping and development and board review of its financial
Treasurer policies; ensures presentation of timely and informative financial
reports to the board; leads board interaction for financial compliance
and regulatory matters; Chair of Finance Committee
Provides direction on keeping legal documents including board

meeting minutes; presents meeting minutes to board for approval;
Secretary serves as protocol oversight including requirements of posting
meeting minutes, adherence to open meeting laws, and other
procedural elements are followed legally and ethically
Hires Head of School, establishes and periodically reviews

Personnel compensation and evaluates performance; approves personnel
policies
Ensures long range commitment of resources; establishes

Resource Development
fundraising and development plans; approves major grant proposals
Board governance will address major policy decisions, set the overall direction of the school, and hold
the school’s senior leadership accountable for the continued successful operation and financial
condition of the school and for the academic performance of its student body. It will formally evaluate
the Head of School’s performance annually.
The school’s Head of School in turn will be responsible for managing the day-to-day operations of the
school, supporting the board’s policy and oversight function by providing accurate and timely
information and resources to the board, and assisting the board in planning for the school’s future
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through a strategic planning process to identify and measure the school’s major objectives and
performance over time.
The original board members of the school are profiled below. Complete resumes for each board member
are also included within Attachment 19 of this application.
Jeanisha L. Whetstone (Head of School)
Knowledge Unlimited Founder, Jeanisha Whetstone, is a passionate elementary school teacher and scholar
who has been serving children of the Jefferson County school system for seven (7) years. She has served in
Title 1 schools that are situated in underserved communities. Not only has she taught in underserved schools,
she has lived in the very type of community she intends to help. She is aware of the injustices that the students
and parents face each and every day, and is a witness to the lack of access to quality resources, opportunities
to learn from the outside world, and in many cases support. Mrs. Whetstone currently leads her grade level at
Midfield Elementary. Each day she collaborates with the teachers on her team, the administrators, and parents
to ensure that the students receive the best education possible. She also provides supports for other teachers in
order to create lasting improvements to the school's educational process. Mrs. Whetstone will serve as the
academic leader and Head of School at Knowledge Unlimited. Jeanisha is a Birmingham native who graduated
Magna Cum Laude from the University of Alabama at Birmingham in 2012, earning her B.S. in Early Childhood
and Elementary Education along with several of other honors and awards. Mrs. Whetstone has also served as a
reading interventionist in the classroom and is passionate about enriching the minds of young children to ensure
that they become successful, contributing members of society.
Dr. Joseph C. Burns
Dr. Burns is Associate Professor Emeritus in the Department of Curriculum and Instruction at the University of
Alabama at Birmingham, a department for which he served as Chair from 1994-2002. He is a lifelong and
multiple award-winning educator who holds an Ed.D. in Science Education from the University of Georgia. Dr.
Burns taught Ms. Whetstone as well as many other teachers in the Birmingham metro area in UAB’s School of
Education.
Dr. Tonya Anthony
Tonya Anthony is a former teacher who has served in several leadership positions from 1990 until current. She
began her career as a mathematics teacher in Broward County Schools. She worked as a math, science, and
reading teacher for 12 years in Birmingham City Schools. After working with the Alabama State Department of
Education for 5 years as an Education Specialist, she begin working at AMSTI-UAB where she held the title as
Professional Development Specialist. She supervised all grades 6-8 math and science teachers in the
Birmingham City School District and Jefferson County School District. She worked closely with teachers to
model best practices in mathematics and provide support as needed to ensure effective implementation of math
and science standards. Ms. Anthony earned her B.S. in Mathematics from Talladega College, a Master's in
School Couseling and Guidance from the University of West Alabama, and her Doctorate in Educational
Leadership and Administration from the University of Alabama at Birmingham.
Dr. Bruce Bright
Bruce Bright is the Founder and CEO (Chief Energy Office) of On Target Leading, where he motivates others
with his speeches, seminars, and trainings using the experiences and lessons he has learned in business and
life. After a stellar 28-year career in the U.S. Marine Corps as a Marine F/A-18 Fighter Pilot, Bruce joined the
civilian workforce as Director of Business Development for The Sanders Trust Fund, a real estate investment
trust in Birmingham, AL. His personal decorations include the Defense Meritorious Service Medal, the
Meritorious Service Medal; the Air Medal with 1 strike/flight award, the Joint Commendation Medal, five Navy
Commendation Medals (one with the Combat Distinguishing Device) and the Aerial Achievement Medal.
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Mrs. Hattie Kirk
Hattie Kirk is a retired middle and high school teacher and counselor who served in Jefferson County Schools
from 1989-2013. She earned her B.S. in Special Education at Indiana University and holds a M.Ed. in Guidance
and Counseling from Tuskegee University.
Mr. Martez Nalls
Martez Nalls works as a Project Engineer with the Alabama Department of Transportation. He is also an
accomplished videographer and co-owner of Bold as a Lion Studios. Mr. Nalls will serve as a representative
parent board member and will lend his creativity for marketing to the school’s student recruitment efforts, social
media, and community outreach events. Mr. Nalls earned his B.S. degree in Civil Engineering from the
University of Alabama at Birmingham in 2011.
Mrs. Debra Mitchell
Debra Mitchell is a retired high school teacher and Principal who served Birmingham City Schools from
1971-2011. She earned her B.S. in English at Paul Quinn College, holds a Master’s in English Education from
Alabama State University and a Master’s in Educational Leadership from University of Alabama in Birmingham.
Founding Board members have been identified and appointed by the school’s founder. The current Board of
Directors consists of 7 Directors. It is anticipated the Board will expand to a maximum number of 10 Directors to
reflect enrollment increases within the first five years of existence.At the time of transition from Founding Board
to Governing Board, the Founding Board will serve as a temporary Governance Committee to duly nominate
and elect all Governing Board members as further explained below.
The overwhelming priority in recruiting new Directors is locating the best, most talented Director to fit the needs
of the Board of Directors with attention given to diversity in perspective and impact. The identification,
recruitment, nominations, orientation, training, and evaluation of board members will be the ultimate
responsibility of the Governance Committee. Attention will be given to educational background, work
experiences, areas of expertise, community involvement, and parental participation. All new Directors will
receive orientation/training no later than their second Board of Directors meeting. Topics covered during
orientation will include, at a minimum, Alabama Ethics Laws, Conflicts of Interest, Alabama Open Meetings Act,
and familiarity with Knowledge Unlimited's model and its curriculum. Current Directors will receive ongoing
training and development on topics covered during orientation, as well as topics dealing with strategic planning,
school administration, finance, facilities, etc. It is anticipated this continued training and professional
development would occur in the summer months and will be conducted by external sources. Participation in
such training will be mandatory. That having been said, any board member, school leader, parent or other
interested party may present the committee with a potential board member candidate at any time and the
committee will take such potential candidate under advisement. The committee will, on an annual basis, produce
nominations for new board members and/or renewal of board member terms, as well as officer positions, for
consideration and election by the board.
Board meetings will be held monthly during planning years for the school and not less frequently than every two
months once the school is in operation. These meetings will serve as the venue for the school’s leadership to
provide periodic progress reports of the school to the board and for overall school governing decisions to be
made by the board.
A committee structure will be used for smaller groups of board members to work in partnership with the school’s
leadership to review and compose recommendations for board approval on specific matters. These committees
will include: Executive Committee, Governance Committee, Finance Committee, and, from time to time, Ad Hoc
Committee(s). The Executive Committee will be composed of, and only of, all elected officers on the board.
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Each board member will be required to serve on at least one committee during their term. All committees will be
chaired by a designated board member, but may include parents, community members, or others with interest in
the committee’s work in addition to other board members.
Knowledge U's governing board will provide evidence of compliance and adherence to the Alabama State
Ethics Law. Knowledge U shall abide by all State Ethics Laws and Public Record Regulations as outline in the
Code of Alabama and as enforced by the Alabama State Ethics Commission. Knowledge U shall provide items
required by law by the completion of State forms onsite for public inspection. All members of the governing
board will receive professional development training regarding what is expected of them as public officials
according to the Alabama State Ethics Law. Knowledge U shall hold monthly public meetings and advertise
those meetings. Students, parents, media, and the public shall be notified by email, mail, text, or school website.
The school website shall contain dates, times, agendas, locations, and minutes of the meeting. The Board will
comply with all aspects of the Open Meeting Act and will not hold special meetings of the Board.
Attachments
Section 20: Governing Board
20.1 Board Member Form: Mitchell Whetstone, Jeanisha, 12/1/19 4:09 AM DOCX / 22.513 KB
Unknow File Type /

20.2 Board Member Form:Burns Whetstone, Jeanisha, 12/1/19 3:50 AM
826.396 KB
20.3 Board Member Form: Nalls Whetstone, Jeanisha, 12/1/19 3:34 AM DOCX / 74.608 KB
20.4 Board Member Form: Kirk Whetstone, Jeanisha, 12/1/19 3:34 AM PDF / 370.383 KB
20.5 Board Member Form: Bright Whetstone, Jeanisha, 12/1/19 3:33 AM PDF / 445.097 KB
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20.6 Board Member Form: Anthony Whetstone, Jeanisha, 12/1/19 3:33 AM DOCX / 20.59 KB
Board Member Form:

Whetstone
20.8 Attachment 18: Bylaws Whetstone, Jeanisha, 12/1/19 1:24 AM PDF / 3.103 MB
Attachment 20: Conflict of

Interest Policy
Division of Governance Duties
and Responsibilities
21. Advisory Bodies

Knowledge U understands the importance of shared power leadership. The school advisory board
is a way to encourage strong parent participation involvement within every student’s education at
Knowledge U. The advisory board is the voice of the parents and community. The advisory board
has eight members. It consists of students, parents, faculty, administration, and one community
member to work together to provide advice regarding school mission, safety, student
achievement, and the future of the school.
In addition, the advisory board will serve the school community through its community outreach
programs, parent education, festivals, school fundraisers, school gatherings, and oversight of
multiple school-based committees. The advisory board will review and approve Knowledge U’s
Family Handbook. The school advisory board will meet quarterly and be chaired by a parent
representative.
Attachments
Section 21: Advisory Bodies
22. Grievance/Complaint Process

Accountability for the school’s success rests on strategic decisions made by the Board, and on the
execution of academic and operational programs by the school leader and the school’s staff.
Parent representation on the Advisory Board will be a primary means of assuring that our student
families have influence and a path of recourse on matters of importance or concern. Parent
representatives will be selected from at-large nominations from the students, parents, and
stakeholders for the Board. In the event a parent and/or student has an objection to a Board
policy, administrative procedure, or practice at the school, a written communication will be
required defining the concern, along with a description of the circumstances surrounding the
concern, and the impacts of the identified policy, procedure, or practice. Twenty minutes of each
monthly board meeting will also be reserved for public comment to allow an opportunity for
grievances to be discussed publicly. Concerns about a Board policy will be directed to the Board
President; concerns about administrative procedures or practices will be directed to the Board
President, executive director, and the school leader. Consideration of the concern by the Board
President, executive director, and/or school leader will involve, but not be limited to, careful review
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and investigation of the complaint; discussion among members of the leadership team;
communication with the originator of the grievance to seek more information or clarity, as needed;
and a decision rendered to the complainant, which will be communicated in writing. The grievance
may or may not result in a change of policy, procedure, or practice by the Board. The grievance
process will be communicated to parents through the Advisory Board Committee, Parent Teacher
Organization, the Parent/Student Handbook and the school’s website. The Board President will
develop a mechanism for tracking grievances to ensure a decision is rendered to the complainant
in a timely fashion.
Attachments
Section 22: Grievance/Complaint Process
23. Staff Structure

Staffing Plan
The Knowledge Unlimited Public Charter School board understands and is committed to the appropriate
distinction between school governance and the day-to-day management of the school’s operations. Board
governance will address major policy decisions, set the overall direction of the school, and hold the school’s
senior leadership accountable for the continued successful operation and financial condition of the school and
for the academic performance of its student body. It will formally evaluate the Head of School's performance
annually.
The Head of School will be responsible for managing the day-to-day operations of the school,
supporting the board’s policy and oversight function by providing accurate and timely information and
resources to the board, and assisting the board in planning for the school’s future through a strategic
planning process to identify and measure the school’s major objectives and performance over time.
Knowledge U has a strong support structure that gives teachers more than enough coaching and
support to be effective. In addition to the Head of School/ Executive Director, Director of Curriculum,
Director of Student Support and grade level lead teachers, each classroom will have lead and co-
teachers to support a 15:1 student to teacher ratio (30 students total) and a student-staff ratio of
approximately 11:1.
A complete Staffing Chart is provided in Attachment 21 to show employees for Year 1 through Year 5.
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Attachments
Section 23: Staff Structure
23.1 Attachment 21: Staffing Chart Whetstone, Jeanisha, 11/30/19 5:55 AM DOCX / 14.257 KB
24. Staffing Plans, Hiring, Management, and Evaluation

Staffing Plans
The nature of our employment is “at-will”. This means that at the sole discretion of either the Employer or
employee, the relationship may be terminated with or without cause and with or without notice. The school will
draft and execute an at--will agreement with employees. Continued employment under at--will agreement is
within the sole discretion of the school/Employer, and the Employer may terminate the employment of the
Employee at any time, for any reason or for no reason, so long as the reason is not an illegal one. The
Employee shall have no expectation of continued employment, either during or after the term of the at--will
agreement, and no expectation of a property interest in his or her employment with the Employer under the
Agreement. The Employee shall have the right to resign his or her employment at any time.
Proposed Salary Schedule
Position Salary Benefits

Head of School/ Principal $85,000-$125,000 Full
Director of Operations $70,000-$85,000 Full
Director of Curriculum $50,000-$75,000 Full
Director of Student Support $50,000-$65,000 Full
Director of Development $40,000-$65,000 Full
Teacher(General,SPED,ESL,
$45,000-$60,000 Full
Librarian,etc.)
Co-Teacher $45,000-$65,000 Full
Office Manager $25,000-$35,000 Full
Counselor/Social Worker $38,000-$50,000 Full
Nurse $45,000-$50,000 Full
Cafeteria Manager $25,000-$30,000 Full
Custodian $25,000-$30,000 Full
There are many factors that influence the rate of pay for Knowledge U. For example, years of experience,
educational level, etc. Some of the items considered are the nature and scope of the job, and what other
employers pay their employees for comparable jobs. Full benefits are provided to all full-time
employees. Compensation shall include, but not limited to base pay, wages, bonuses, stipends, and benefits.
Knowledge Unlimited Board of Directors shall have clearly defined policies, processes, and procedures that will
allow the school leaders the ability to hire and retain effective employees. Knowledge Unlimited Board of
Directors will monitor all employees’ salaries and benefits levels annually to ensure all employees are receiving
competitive pay and salaries and benefits reflect their work.
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Recruiting
Knowledge U understands the importance of a talented, driven, and high capacity teaching staff, and we employ
proactive and effective recruitment practices to ensure we reach the best and brightest teachers. Knowledge
Unlimited will conduct a nationwide search to find the best candidates that fit Knowledge Unlimited's model. This
search will be conducted by using the following: Facebook, Twitter, LinkedIn, Indeed, other social media
networks, local newspapers, radio, and local T.V. stations. We believe networking with local and out of state
universities will also help recruit highly qualified teachers. We will strategically target universities, such as
University of Alabama in Birmingham(UAB), Montevallo University, Miles College, Spelman College, Morehouse
College. These institutes have proven to effectively develop teachers to produce significant achievement results
for students, as well as individuals across the nation with proven track records of success. The school timeline
for recruiting will November 2020- March 2021. All hiring shall be selected in February 2021 – April 2021. We
will primarily recruit from institutions regarded as having achieved statistically significant positive rating for
driving student academic outcomes. We will recruit and hire staff who possess the qualifications to work
successfully with the target student population, deliver the education program effectively, and support and
sustain the school’s college-going culture. To ensure selection of the highest quality staff, we will implement the
following selection process:
• Posting of job openings (career and education websites, newspapers, Schools of Education, referrals, and
email)
• Request of a resume, cover letter, and short essay responses
• Brief screening interview (in-person or by phone)
• Sample teaching lesson followed by debrief with Head of School (for instructional positions)
• Extensive in-person interview with members of the school’s current staff
• Verification of credential and previous employment, State and Federal background checks, and
professional and personal reference checks
• The Head of School will make offers of employment to the strongest candidate
Knowledge Unlimited Hiring Procedures:
1. Recruit candidates from November 2020- March 2021; 2. follow the interview process as stated above; 3.
select most qualified applicant(s) and make offer of employment; and 4. enter into employment contract and
provide orientation to new employee.
Knowledge Unlimited will implement a progressive discipline policy while attempting to educate the employee
simultaneously. Our policy has been incorporated into the employee policy manual. Our Employee Policy is in
the process of final review by the Board, therefore it is not provided as Attachment 22. However, in regards to
employee disciplinary action, our policy mentions the following discipline procedures:
1. Verbal Warning: A verbal warning will be used in situations involving minor infractions or early signs of poor
work performance. Multiple verbal warnings may be used in situations where the conduct is of a minor nature.
For major issues/infractions, verbal warnings may not be appropriate.
2. Written Warning: A written warning will be used in situations involving repeated minor infractions following the
use of verbal warnings, or for more serious infractions. For major issues/infractions, written warnings may not be
appropriate.
3. Performance Failure / Final Warning: This procedure may be used in situations of repeated minor infractions
or for more serious and major infractions. This step will incorporate the Head of School or Director of Operations
in determining a course of action to improve the employee’s work performance by a date certain. If proper
improvement has not been made by a certain date, termination may be recommended. Final warning may not
be appropriate for major issues/infractions.
4. Suspension may be used for repeated minor infractions or for more serious and major infractions.
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Suspensions may be in length of up to 14 days.
5. Termination may be used in situations of repeated minor infractions or for more serious and major infractions.
The Head of School will make the decision on termination of the employee after consulting with the employee,
supervisors, and other interested parties. An employee terminated will have the right to appeal to Knowledge
Unlimited Board of Directors to have the termination overturned.
Leadership Evaluation:
The Head of School is an instructional leader and is present in classrooms, observing teachers, and the
curriculum-in-action. We believe that providing feedback to teachers, analyzing trends across classrooms and
any curricular gaps, and coordinating professional development for teachers will address the instructional or
curricular gaps observed. Knowledge U has also prioritized a Director of Curriculum, hired in Y1. This position
will provide the school a role dedicated to observing teachers and providing support and guidance throughout
the school year.
Knowledge U Board of Directors will annually review the effectiveness of the Head of School. This review will
evaluate the Head of School’s performance as a measure of his/her efficiency at moving the school towards the
academic and operational goals set by the Board. The Knowledge U Board has adopted a leadership evaluation
tool to help monitor the performance of the Head of School.
The proposed Head of School, Mrs. Whetstone, will apply for fellowships and participate in networks for school
leaders that support her continued development as an effective school leader during Y0.
Teacher Evaluation
Knowledge Unlimited intends to handle unsatisfactory instructional leaders based heavily upon results of student
performance. Continuation as an instructional leader is tied inextricably to academic performance and not to
tenure, advancement of professional degrees, or other considerations. Each instructional leader is hired
exclusively because of his/her demonstrated capacity to participate in meaningful, measurable ways to the
ongoing academic success of the school and every student. We are deeply committed to acting decisively when
a staff member demonstrates unsatisfactory performance and to celebrating the success of the team. When the
staff member demonstrates unsatisfactory performance, the Head of School provides immediate, direct, and
written feedback, informing the staff member about his/her underperformance and setting up an immediate
meeting to discuss next steps. The result of the meeting is a highly specific action plan whose targets are
measured and time-oriented and aligned to any aspect of underperformance. Should the staff member fail to
meet the outlined goals, the Head of School explores other options including, but not limited to, the creation of a
further action plan, and/or dismissal.
Unsatisfactory Performance:
Knowledge Unlimited Public Charter School students deserve a high-quality education to prepare them to be
successful in college and careers. To achieve this goal requires a collective effort and commitment of all
educators, including the Head of School, teachers, operations staff members, families, and community
members.
Knowledge U will act in the best interests of the students and understands that, unfortunately, there will be
occasions where there is unsatisfactory instructional leadership/administration or educator performance. In such
situations where there is unsatisfactory performance, a performance improvement plan will be created. Head of
School/Instructional leader is responsible for implementing a corrective plan. The plan will be based on the
needs of the data. Plans could include school-wide plans, grade level corrective plans, and subject area and/or
individual teacher corrective plans. Each plan will be prescriptive based on the needs.
Examples:
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· Termination
· Teacher-Mentor
· On-going professional development
Knowledge Unlimited Public Charter School understands there will be changes and turnover with educators and
administrators. To address this concern, Knowledge U will build strong leaders and administrators from within its
educator ranks. Knowledge U ensures decision making is shared throughout the educator ranks with the use of
a School Leadership Team. Additionally, Knowledge U will focus on hiring from within and creating additional
leadership roles, when possible, to promote deserving and promising educators. Promising educators will be
given opportunities to observe, participate and lead activities to prepare them for an administrative position.
Knowledge U will also constantly work with its educators in professional development and career building
exercises to address the educator’s goals and needs to provide the educator self-fulfillment and growth.
Attachments
Section 24: Staffing Plans, Hiring, Management, and Evaluation
Attachment 23:Leadership
24.1 Whetstone, Jeanisha, 12/1/19 1:26 AM DOCX / 1.037 MB
Evaluation Tool
Attachment 24: Teacher
24.2 Whetstone, Jeanisha, 11/30/19 10:32 PM DOCX / 2.259 MB
Evaluation Tool
25. Professional Development

Professional Development Leader:
Mrs. Whetstone, Knowledge U’s Head of School, is an instructional leader and is present in classrooms,
observing teachers and the curriculum-in-action, providing feedback to teachers, analyzing trends across
classrooms and any curricular gaps, and coordinating professional development for teachers that address the
instructional or curricular gaps observed. Knowledge U shall hire a Director of Curriculum in Y1. This person will
observe teachers and provide feedback and resources, as well as support our data analyses processes around
student achievement.
In order to maintain consistency to our culture and develop a common language for instruction amongst all
instructional staff members, each professional development session coordinates with our approach to education,
specifically the instructional practices that we support teachers to effectively execute in their classrooms.
Throughout the school year, we view videos of Knowledge U teachers in real-time. Utilizing video gives us the
opportunity to highlight the teaching standard in our school building and to facilitate a learning community
amongst our teachers enabling them to learn and grow their skillset from the support and expertise of their
colleagues.
Quality teacher development is vital to attracting and retaining talented individuals and the lever to raising
student achievement levels. Knowledge U understands that the children of the Birmingham area deserve the
highest quality educators, and it is our responsibility to support our teachers to execute remarkable student
results. We understand the importance of classroom instruction and acknowledge that when it improves, student
achievement increases.
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Professional Development Opportunities
The Head of School and/or Director of Curriculum conduct regular

classroom observations. Teachers receive feedback through written
follow-ups and debrief conversations around strengths and areas for
growth within observed lessons. Achievement data from the lesson’s
objective is discussed, and both teacher and students’ actions are
Classroom Observation correlated to the data to determine trends. Next steps are derived from
and Feedback Debriefs these debrief conversations and follow-up observations are conducted to
ensure a frequent observation-feedback loop. Observations range from 5
minutes to 30 minutes. The Head of School and/or Director of Curriculum
identify teachers demonstrating strong instructional practices in specific
areas and provide coverage for teachers to observe these practices in
action.
During Data Days, teachers gather with the Head of School and/or
Director of Curriculum to analyze data and determine instructional
adjustments. Teachers conduct item analyses, where they correlate each
question to a standards-based objective, assess student mastery per the
objectives, and determine specific misunderstandings that may exist with
groups of students or individual students to guide re-teaching plans.
Noting how students faired with specific objectives provide the platform for
the action plans teachers create. Teachers break the mastery of
objectives into groups, which correlate with the following circumstances:
Data Analysis and Action
(1) objectives mastered by 80% of students and require additional
Planning Meetings
challenge, which may involve increasing the rigor through word and logic
problems or advancing vertically to the next grade level’s objective within
that same strand; (2) objectives mastered by 20% of students receive
small group and 1 on 1 intervention in order to achieve mastery. The
proficiency of a teacher’s lesson is based on student mastery of the
objective, and action plans are based on which objectives need to be
retaught, reviewed, or retaught in a way that addresses
misunderstandings per the mistakes from groups of students. Action plans
are determined based upon each individual student’s data needs.
Curriculum development is prioritized heavily throughout the summer and

consists of standards alignment and the development of a scope and
Curriculum Development sequence, which prioritizes the order by which objectives should be
and Review taught throughout the year. Adjustments are made to these on an ongoing
basis throughout the year based on achievement data and student
progress to ensure we are meeting the needs of every student.
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The Head of School and/or Director of Curriculum conduct a thorough

review of lesson plan drafts and provide feedback to teachers before the
Lesson Review and
submission of the final version. During Professional Learning Community
Analysis
meetings, teachers gather to discuss upcoming lesson plans and changes
to be made based on current student achievement trends
PLCs provide the opportunity for teachers to problem-solve and develop

an action plan around ways to enhance instruction. The format may vary
per the specific outcome needing to be achieved, but may involve
teachers (a) gathering within and across grade levels to discuss, plan,
Professional Learning and analyze lessons, (b) creating exemplars for writing instruction per
Community (PLCs) student ability group, (c) collaboratively grading writing samples and other
qualitative assignments, and (d) reviewing the progress of instructional
action plans.
Teacher lessons are video recorded at least every 90 days, and

Classroom Observation
instructional leaders and teachers gather to watch the video. Areas of
Video Debriefs
strength and growth are discussed during the debriefing.
The instructional leadership team regularly conducts a whole-school

analysis of instruction by observing every classroom. Following a
Instructional Rounds discussion, notes are calibrated, trends are determined, and instructional
gaps are prioritized in a subsequent professional development session
with teachers.
There are structured opportunities available to teachers ready to take on

more leadership responsibilities. These opportunities include mentoring a
Leadership Opportunities
teacher, curriculum development, or planning a school-wide event, such
as our math and literacy night.
We continue to improve and refine our practices by observing the

practices of the highest performing schools in and out state. We take
regular trips to high performing schools to study best practices.
Excellent Classroom and
Additionally, during Y0, the Head of School continues to refine
School Visits
her leadership by conducting extended residencies in highly performing
charter schools to prepare Knowledge Unlimited with strong academic
and operational integrity.
These sessions, or workshops - led by instructional leadership team

Professional Development members, lead teachers, or consultants - provide information to teachers
Sessions about specific areas of focus. Sessions mainly focus on enhancing either
teachers’ classroom management strategies or instructional techniques.
The Head of School conducts weekly check-ins with each staff member
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to: 1) discuss how each staff member is feeling and approaching the work
Individual Check -Ins associated with their role; 2) outline and discuss professional growth
goals and the progress made to date; 3) address specific questions and
concerns; and 4) provide support, advice, or insight with any challenges.
Schedule
July (Prior to Day 1) and August (1st month of School)
Instructional Practices
· Bloom’s Mastery Learning and Backwards Planning
· Teacher Development Rubric
Curricular Planning and Development
· Literacy Instruction: Balanced Instructional Approach
· Math Instruction
· Science: Flite Test STEM Overview
· Social Studies: Unit Planning
· Oral Language Program
· Character Development
Assessments
· MAP Growth and STEP Training
School Culture Development Series – Introduction
· Habits of Success-character habits, specific actions
· Classroom Culture
· Behavioral Taxonomies
School Routines and Structures
· Walkthrough and discussion of school-wide routines
· Consistency
School Culture Development Series – Intro (follow up)
· Culture of achievement
· Trauma-sensitivity
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Days/hours for professional development
In Y1, teachers engage in 15 summer PD days, on School Culture, Assessment and Data, and Curriculum and
Instruction. In many ways, this summer combines both a basic orientation to the school with a basic training on
the skillsets a Knowledge U needs.
Attachments
Section 25: Professional Development
26. Performance Management

"If a school is truly committed to ensuring that every student mastered the intended outcome of
the core curriculum, it would be vigilant in its effort to assess each student's learning on a timely,
ongoing basis"(DuFour 2004). In order to determine the effectiveness of our program, we must
assess, collect and analyze student data, and adjust instruction to the needs of our students on a
consistent basis. We work to become a data-driven culture in order to meet and outperform state
and national norms. Our staff will participate in professional development sessions where we dive
into the book, Driven by Data by Paul Bambrick-Santoyo to developa data- driven culture. Our
staff will learn about the eight pitfalls that prevent effective assessment, analysis, and data action
and the creation of a truly data-driven culture. One specific "pitfall" described in the book is
infrequent assessments. Some schools give assessments only once every three to four months.
This is not frequent enough to provide the data needed to improve instruction. Through this book
study, we expect to gain insight on how to ensure that our students are constantly making
progress towards proficiency.
Additionally, the following measures help us to ensure that we develop and maintain a
high-performing educational institution:
Internal Measures:
Recruit & Develop Strong Leaders and Teachers
Knowledge U staff participates in professional development that focuses on the mission of the
school and is, ongoing, embedded, and consistent with the national and state development
standards. The school success is measured by the completion of professional development by
staff members.
Knowledge U recruits and retains highly qualified and effective teachers for the school. The
school success is measured by the number of teachers whose students meet annual academic
growth projections, and who are committed to the school over the duration of the charter.
Knowledge U ensures student success with consistent and sustained teacher attendance. The
school success is measured by the percentage of teachers whose absences are limited to medical
and/or planned professional and personal absences.
Community Engagement:
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Knowledge U partners with families to create active parents or guardians who are effective
advocates in the success of their children’s learning. The school success is measured by the
family participation (teacher conference, PTA, school activities, etc).
Knowledge U community partnerships are active participants in all school programs and services.
The school success is measured by the number of community partnerships that provide academic
support and other non-academic support to students and their families.
External Measures:
Accreditation
Knowledge Unlimited's mission is to prepare every student for college, a career, and life through a
holistic educational experience. To accomplish this mission Knowledge U will apply for AdvancED
accreditation. AdvancED is a rigorous research-based evaluation that provides an external
accountability system. AdvancED Performance Accreditation examines the policies, programs,
practices, learning conditions and cultural context of the organization. The process of AdvancED
accreditation and resulting reports will provide a pathway for continuous improvement.
Assessments
Knowledge U assessments are used for setting student achievement goals. Goals are set for
students based on the initial screener assessment. The initial STEP reading assessment occurs
prior to the beginning of school in June or July so that it represents an appropriate baseline, while
the MAP Growth(Math, English Language Arts, and Science) diagnostic is administered in August.
Knowledge U acknowledges that goal setting must represent students hitting absolute
benchmarks and making progress on current achievement. Benchmark goals allow teachers and
students to make and measure progress to a common standard that can also drive instruction. If a
student arrives in kindergarten behind academically, without knowing their letters and numbers
and reading orientation, for example, and with limited English-speaking ability, Knowledge U
believes that a benchmark must remain constant.
If a student fails to meet benchmark, the need for progress goals ensures that, along the way to
the end goal, significant progress is being achieved. Progress is tracked on the way to meet that
standard to ensure that, if a student is significantly far behind, equally significant progress is being
made along the way. For example, if a student joined Knowledge U in grade 1 at a STEP 1, we
would need the student to make at least three levels of progress to stay on track to reaching
STEP 12 by third grade. If progress is not being achieved, we tailor intervention help for the
student. Similarly, we provide the STEP for ELL students, even if English is not their native
language. Research suggests The aim of [assessment] accommodations is to remove sources of
difficulty for ELLs without negatively impacting the intent of measurement, while still maintaining
the test construct and without giving ELLs an advantage over other students.
While potential interventions include modifying the assessment, providing the assessment in a
child ‘s native language, including additional manipulatives, allowing children to point as opposed
to providing an oral response, and using an audio recording for directions, we choose STEP
knowing that these interventions are available, but confident that the assessment was intentionally
developed to effectively assess ELL students who are emerging as readers of the English
language.
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Attachments
Section 26: Performance Management
27. Facilities
Knowledge Unlimited Public Charter School (“Knowledge U”) is currently in discussions with the
Macedonia Missionary Baptist Church(1329 Avenue G, Birmingham, AL 35218) and Count
Williams Investments,LLC to lease the historic Moore School (1401 Avenue G Birmingham, AL
35218) as our temporary home for Year 1 of operation and up to Year 3. The school believes
partnering with Macedonia Missionary Baptist Church is a great opportunity, as it provides (1) a
location central to serving the needs of our target community and the prioritized needs of the
students within Ensley, (2) ample space to allow for the needs of the school in its first years of
operation, (3) the opportunity to involve the community in order to create a true community school
(4)the opportunity for more mentorship opportunities in connection with members of Macedonia
Missionary Baptist Church for Knowledge U students.
Upon approval, Knowledge U, Macedonia Missionary Baptist Church, and Count Reality
Investments, LLC will further discuss leasing options.
Attachments
Section 27: Facilities
27.1 Moore School Whetstone, Jeanisha, 12/1/19 5:53 AM PDF / 339.27 KB
28. Start-Up and Ongoing Operations

TRANSPORTATION PLAN
To connect with our families throughout the Ensley community, several parents have raised the need for free
transportation to and from school for their children. Given this need, Knowledge U intends to provide free
transportation to students who live outside of two miles of the school location. We have made the necessary
financial provisions to ensure that families who enroll their children in Knowledge U will be afforded this
opportunity. Without having an exact location for our school building, we are not able to produce specific
estimates around routes, costs, and bus times. For year one, we have budgeted to spend up to $100,000 for
transportation. We assume that 50% of our families may need transportation; however, in Y1 we have position
ourselves to be able to supply transportation to approximately 80% of students. We plan to modify our
adjustments in Y2 and beyond based on the specific circumstances of Knowledge U families. The current
estimated financial model is based from School Transportation Systems (STS).
Knowledge U will partner with an established school transportation company such as School Transportation
Solutions (STS) to provide bussing services to the school. We have done our due diligence with STS and have
examined their experiences of other schools, training, and up-to-date safe vehicles. STS drivers are all drug
tested, receive thorough background checks, and are not only trained, but continuously re-trained. We will
submit the necessary information to Birmingham City School District for inspection and approval prior to
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implementation. We have made provisions for transportation during every weekday between our family’s homes
and the school location per the appropriate distance to ensure transportation needs are addressed. Bus
transportation will not be needed for after school activities nor will Knowledge U have Saturday school. Families
have the option to drive or walk their children to school each day. We have begun conversations with different
community partners, including the A.G. Gaston Boys and Girls Club, to provide students with after school
enrichment opportunities, and we will continue those discussions pending approval to best meet the needs of
our families. Special transportation will be provided when necessary for students with disabilities. As per state
and federal laws and regulations, all personnel directly involved in providing transportation of students with
disabilities will have training regarding the needs of students with disabilities. If Knowledge U determines the
need to purchase or lease vehicles, all vehicles will be covered by auto liability insurance of the following
minimum amounts:
• $1,000,000 per person
• $5,000,000 each accident
• $50,000 property damage
• $5,000 medical/death payment
Authorized service personnel will inspect our vehicles monthly, and our vehicles undergo annual inspection by
the ALDOT.
School Safety Plan
School safety is a top priority for Knowledge Unlimited Public Charter School. In accordance with Alabama law
[AL Code § 16-144 (2013)], Knowledge U adopts a comprehensive school safety and security plan that includes
health, safety and security, risk management policies and procedures, necessary security personnel, and the
associated technology and equipment needed to implement this plan effectively. Background checks, health
policies and procedures, emergency preparedness plans, and facility safety and security procedures are
necessary safety and security measures Knowledge U implements.
Knowledge Unlimited is located inside of Jefferson County and within the City of Birmingham. Knowledge U has
contacted the Jefferson County Sherriff’s Department and Birmingham Police Department to develop a
proposed School Safety Plan. The police department strives to create a safe and secure learning environment to
the students and citizens of Jefferson County by proactive enforcement of the city laws and regulations and in
doing so promotes Knowledge U’s mission to provide students with opportunities to pursue a quality education
in a safe environment.
Goals of the Safety Plan:
• Provide Knowledge Unlimited Public Charter School with a safe and secure school campus environment that
allows the school to perform its mission.
• Promote and enhance community partnerships and policing activities.
• Promote the use of proven technology for policing and safety.
• Understand and promote an environment in which all personnel are committed to a professional code of ethics,
accountability, and personal responsibility. Knowledge U School’s Safety Plan will determine hazards to student
and staff safety and propose solutions that promote the prevention of dangerous problems and circumstances.
The plan will specifically include:
• A protocol for addressing serious threats to the safety of school property, students, employees, or
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administrators including, but not limited to, a specific code red school safety plan.
• A protocol for responding to emergency events that compromise the safety of school property, students, and
employees, including such action as notification of appropriate law enforcement and emergency response
personnel for assistance, and informing parents of affected students.
Knowledge U and the Birmingham Police Department or Jefferson County Sherriff’s Department performs an
assessment of our facilities to ensure that the building and property meet appropriate safety codes.
Knowledge U’s safety plan also includes:
• A copy of the developed safety plan to law enforcement and safety officials; and,
• Access to the school to law enforcement and fire department personnel that enables them to be prepared for
responding to threats and emergency events that may affect the school
Below are specific security measures addressed in the Knowledge U Safety Plan:
Police Officers and Security Personnel
Sworn personnel with full arrest powers
Provide full police and safety services
Investigate crimes
Provide educational presentations
Assist faculty staff and students
Secure and perform building checks
• Security personnel
Non-sworn personnel with no arrest powers
Patrol inside and outside of campus
Enforcement of the parking rules and regulations
Help phones aka Code Blue Phones
Provides safety and security to those who work, learn, and visit our campus
• Notification System
State-of-the-art emergency notification system
Timely Notifications
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Alerts via email, text message, land-line, cell phone and voicemail
Policies:
Background Checks: Employees and contractors at Knowledge U will be required to complete a fingerprint and
criminal background check.
Health: Knowledge U follows all laws required for health testing, immunization, and students with specific
medical conditions. All employees will be CPR/First Aid trained.
Emergency Alertness: Knowledge U will develop and comply with an Emergency Alertness Plan designed
specifically to the needs of the school site and in conjunction with law enforcement and the Fire Marshal. This
plan includes but is not be limited to the following emergency situations: fire, tornado, weapon on campus, and
active shooter. The plan also includes emergency contact numbers, procedures for various types of
emergencies, roles and responsibilities, emergency response teams, and evacuation maps. All of Knowledge
U’s faculty and staff are trained on this site-based safety plan.
Facility Safety: Knowledge U’s school site is fully compliant with the International Building Code. Sprinkler
systems, fire extinguishers, and fire alarms are checked annually by the Birmingham Fire Department.
Knowledge U conducts fire and storm drills at least twice per year.
Security: The building will have an alarm system, and the school leaders will have keys to the building and
ensure it is locked and armed each night. All Knowledge U staff will help ensure the building is safe for students.
Insurance Coverage
Attachment 29 details the insurance coverage Knowledge U will secure upon approval.
Knowing and understanding school safety is Knowledge Unlimited's top priority. Knowledge Unlimited shall
adopt a comprehensive safe schools plan that includes health, safety and security, risk management policies
and procedures, necessary security personnel, and the associated technology and equipment needed to
implement this plan effectively. Other necessary safety and security measures include background checks,
health policies and procedures, emergency preparedness plans, and facility safety and security procedures.
Upon approval Knowledge Unlimited will be located inside Jefferson County. Knowledge Unlimited will hire the
Jefferson County Sherriff’s Department, or a full-time professionally trained and armed security guard at the
location of the school. The police officer or security guard will help us execute a safe and secure learning
environment to all our students, teachers, and staff. This environment will allow our students the opportunity to
pursue a quality education while feeling safe.
Attachments
Section 28: Start-Up and Ongoing Operations
Attachment 30: Food Service

Plan
Attachment 28:Financial
28.2 Whetstone, Jeanisha, 12/1/19 2:27 AM XLSX / 231.833 KB
Workbook
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Attachment 29: Proof of

Insurance Coverage
28.4 Attachment 27 Start-Up Plan Whetstone, Jeanisha, 12/1/19 1:31 AM PDF / 82.885 KB
29. Operations Capacity

Description of the applicant team’s individual and collective qualifications for implementing the
Operations Plan successfully:
Our Founding Board Members include a diverse array of Birmingham's civic leadership. Their skills
include school leadership, curriculum, instruction, assessment, operations, education policy, human
resources, engineering, business development, and aviation.
Capacity
Exemplary leadership that is able to execute on every detail is a critical component of a high performing school.
Knowledge U will be founded, governed, and operated by an extraordinary team of Birmingham's educational,
civic, and business leaders. With a combined 129 years of serving in the field of Education, the Founding Board
is more than capable of governing and managing the school in alignment with the mission and vision and
establishing policies that protect the school’s academic and financial success. The proposed school leader
brings experience of working in Title 1 schools situated in underserved communities. She has an extensive
background in scientifically based educational best practices and a plethora of knowledge and experience with
strategies that have been proven to improve student learning.She will continue to engage in on-going
professional development and cutting edge research to stay abreast of trends and current developments in
education. This will enable Knowledge U to develop relationships and collaborate with other high performing,
gap-closing schools across the country. The proposed leader has had training in managing problematic behavior
which has lead to her becoming a Teacher Leader. As a Teacher Leader, she has modeled, coached, and
helped to develop proactive skills and strategies that focus on prevention and respect with her fellow colleagues
and students that have created lasting improvements to the school's educational environment and culture. To
further strengthen its leadership team, Knowledge U seeks to hire a Director of Operations to work alongside the
proposed school leader to ensure that our level of success is balanced academically and
organizationally. Holding a shared belief that all students are entitled to high quality public education, every
member of the Founding Board will ensure Knowledge U delivers on its mission of building a strong academic
foundation to set every K-5 student on the path to a career or college.
Description of the organization’s capacity and experience in facilities acquisition and management,
including managing build-out and/ or renovations.
Mr. Martez Nalls works as a Project Engineer with the Alabama Department of Transportation (ALDOT). Mr.
Nalls oversees numerous contractors on single and multiple projects. As a project engineer, he works on
specific projects that have schedules, timelines, and budgets that need to be met. As a project engineer there
are many things that he must do, such as:
Planning and Defining the Project:
build a comprehensive work plan to ensure every step is done correctly

schedule who's going to do the work and when
assess all risks involved, avoid or manage them ahead of time
Executing and Managing:
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ensure all work meets code

manage and keep the budget at the forefront throughout the project
ensure project is on schedule
motivate team members
assess obstacles and remove items that slows productivity
coordinate work done by different groups
be adaptable to change
manage all teams involved and maintain a constant level of commitment
Delivering and Closing:
manage the project on budget

manage and deliver expectations to stakeholders
communicate project status to stakeholders and resolve unexpected difficulties
update management on project
Financial Advisor
The Knowledge Unlimited Board does not currently have a member that specializes in finance,
however we do have a Financial Advisor that has been an essential part of the formation of our
Financial Plan and Capacity. Mission 1st Advisors founder, Steve Siple, brings nearly 30 years of
commercial and investment banking experience with a public finance concentration. He has
also served as a volunteer Board Chairman for multiple local and national nonprofit boards
throughout most of his professional career. Having led teams at both Regions Bank and BBVA
since 2006, Steve left the banking industry in 2018 and formed Mission 1st in early
2019. His firm is a mission-driven advisory practice committed to enabling smaller
nonprofits to leverage their resources for greater social impact through financial and
organizational strategy consulting.
Attachments
Section 29: Operations Capacity
30. Unique/Innovative Operational Aspects

The mission of Knowledge Unlimited Public Charter School is to prepare students for college, a
career, and life through a holistic educational experience. Holistic education is a "philosophy of
education based on the premise that each person finds identity, meaning, and purpose in life
through connections to the community, to the natural world, and to spiritual values such as
compassion and peace" [1] In 2018 in the city of Birmingham, when compared with other local
schools that border the city of Birmingham, Birmingham City Schools (BCS) students fell
significantly short of meeting proficiency goals. When compared with a local, non-poverty school
district that borders the city of Birmingham, Mountain Brook City, we concluded that BCS students
have not only struggled to meet district and state goals, but are unable to compete with their local
peers. David J. Johns stated, "like all children, African American children are born with the ability
to learn, but require experiences to bring their potential to fruition"[1].The missing ingredient to the
success of students within underserved areas is exposure. The students within underserved areas
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are not provided with the many opportunities as the students in high performing schools.
Reseachers have found that the persistent imposing of the educational achievement gap is
economically equivalent to a permanent recession in the United States1]. Not only are the children
and their families hurting, the achievement gap is hurting the country as a whole.
Knowledge U exists in order to provide all students with unlimited opportunities to engage the
outside world as a platform for learning. Knowledge U partners with Flite Test STEM to provide
students in Ensley with STEM based curriculum and projects in aviation and aeronautical career
pathways. This opportunity opens the door for students to no longer be limited by their
circumstances, and provides them an opportunity to discover their purpose, interests, and desires,
and provides the confidence needed to succeed in a world where the educational requirements for
successful and fulfilling careers continues to rise. The students are able to learn the basic
concepts in math and science in order to be able to excel in higher education courses such as
Calculus and Physics. Early exposure to programs such as Flite Test STEM offers the opportunity
for students in Ensley to possess the skills needed to be college and career ready, and also find a
passion, pursue it, and live a successful, purposeful, and productive life.
The following testimonial is from an actual student that participated in Flite Test STEM in
elementary school, who now desires to pursue aerospace engineering as a career because of the
experience and exposure he received:
"The FT STEM program started, at least for me, at a very early age in my education. It was an
experience of a lifetime, a gateway to the sky, and a fun hobby for anyone who wants to tackle
something outside the ordinary. Continuing outside of middle school, the effects it has on my
education and my future is immense. The program drives me to continue pursuing aerospace
engineering in my future, and while the ways I can stay involved into FT STEM have reduced, I
feel the call to the sky tugging on me daily over the summer. In addition, the Loveland FT STEM
program has introduced me to people who also feel this tug to the sky and the relationships with
these people, both older and younger than me, will never be lost."
-Ashton
Lyon; Loveland High School
Attachments
Section 30: Unique/Innovative Operational Aspects
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FINANCIAL PLAN AND CAPACITY

31. Financial Plan
Financial Plan
1. Describe the systems, policies and processes the school will use for financial planning, accounting,
purchasing, and payroll, including a description of how it will establish and maintain strong internal
controls and ensure compliance with all financial reporting requirements.
The Head of School and Finance Director shall create annual budgets along with all supporting financial
information and forecasts, with the support and guidance of the Knowledge U Board of Directors Finance
Committee. Once developed and approved by the Board of Director Finance Committee, it shall be submitted to
and approved by the Knowledge U Board of Directors at a regularly scheduled annual meeting of the
corporation. The Board of Directors shall adopt an annual budget and maintain an operating budget as required
by their fiduciary responsibilities. In addition to the annual budget, the Head of School shall present a yearly
model for context and planning.
The Board of Directors and finance committee shall have the responsibility to monitor and review the financial
condition, statements, and supporting information monthly, reporting to the board at regularly scheduled
meetings of the board of directors. Financial and internal controls of the school will be developed and adopted
by the Board of Directors, while the Head of School and Finance Director will be responsible for the
implementation.
A thorough financial management process shall be developed and implemented. This process will cover all
aspects of the organization, including but not limited to processes for purchasing, bank account authorizations
and oversight, contract review and approval, accounts receivable and payables, payroll processing selection of
bank institutions, retention of records, cash receipts, oversight payroll, and all other financial management
elements.
Mission 1st Advisors, a mission-driven advisory practice committed to enabling smaller nonprofits to leverage
their resources for greater social impact through financial and organizational strategy consulting, will provide
guidance, training and technical support to the Head of School, Finance Officer and Board of Directors in the
areas of budgeting, budget analysis and forecasting, financial management, financial systems development and
accounting and reporting procedures. This training will continue until the leadership and staff of Knowledge U
have successfully implemented a complete finance and accounting system, approved by the Board of Directors.
Transparency is top priority for Knowledge U, so it is important that the school produce a timely and effective
financial management system. All financials will be open to the public.
Audit and Accounting:
Employment and retention of services from an independent, certified public accountant or auditor for an annual
external audit of the corporation shall be approved by the Board of Directors. The Head of School, in
coordination with the Board of Directors and Finance Director, will complete and review the annual audit and
financial review in a timely manner to meet all requirements and regulations of the Alabama State Board of
Education, Alabama Charter School Commission, and IRS 501c3 rules. Within a designated period as set by the
corporation’s Board of Directors, appropriate systems for accounting, financial management, reporting, technical
support, and other related procedures and processes will be developed and implemented.
Purchasing:
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Purchase orders and contracts within the approved budget will be required for all expenditures and will be
reviewed and pre-approved by the Head of School and/or Finance Director and presented to the Treasurer of
the Board for final review and approval. A complete monthly report of these expenditures shall be made
available to the finance committee and Board of Directors as directed. Purchase orders and contracts will be
duplicated, with one going to the vendor and the other remaining on file in the offices of the school. Purchases
that exceed the order limits set by the Board of Directors will be required to receive board approval. Checks will
be signed by two individuals designated and approved by the Board of Directors. The Board of Directors will be
responsible for compliance with all applicable state and federal competitive bid laws.
Payroll:
The Finance Officer will prepare timely monthly payroll reports that will include all salaries and wages,
withholding summaries and any other required payroll information. The Finance Director will issue monthly
checks and process federal, state, and local payroll taxes as approved from the Head of School or Director of
Operations. The Finance Director will prepare the state and federal quarterly and annual tax forms, review the
forms with the Head of School, and submit forms to the required and appropriate agencies in a timely manner.
Financial Reporting:
In coordination with the Head of School, Finance Director, and Treasurer, all regular financial reports shall be
provided to the Board of Directors, including budget comparisons, balance sheets, ongoing financial forecasts,
statement of income expenditures, and other pertinent information. The Finance Committee and Board of
Directors may review the reports monthly or as needed. The review of financial reports should be related to the
annual goals and strategic objectives as approved by the Board of Directors. All school financial statements are
available to the public through the school’s website.
2. Describe the roles and responsibilities of the school’s administration and governing board for school
finances and distinguish between each.
Knowledge U’s Board of Directors will take responsibility of the financial oversight of the school and will hold
management accountable for sound financial management and adherence to set policies. The Board will select
a Treasurer with professional experience in finance or accounting and will convene a standing Finance
Committee. The Treasurer and the Finance Committee will ensure that the Board monitors the school’s finances
closely and on a monthly basis. The Finance Committee will work with the Head of School to develop the annual
budget and present it to the Board for review and approval during the last month of the fiscal year. The Finance
Committee will also ensure that quarterly financial reports with analyses of actual spending versus budgeted
amounts are submitted to the Board, and will work with the Head of School to ensure that an annual audit is
completed. The following described responsibilies is not intended to be a comprehensive list. Upon approval of
the charter, a complete plan will be developed.
Financial responsibilities of the Board include:
-Establish and approve financial policies –
-Approve annual budget
-Review monthly financial performance
-Appoint auditor
-Accept/approve audit/direct action needed
Page 68
-Review and approve annual budget
-Approve all contracts, agreements, etc.
-Establishes budget and internal controls
-Finance committee/treasurer reviews monthly financial statements, balance sheet, income and expenditures
per budget
-Board approves all compensation
-Treasurer reviews monthly expenditures, account receivables and payables, and all transactions.
-Approves grants
-Develops long-range resource development strategies.
While the Board is responsible for financial oversight, the Head of School is responsible for the
day-today financial management of the school. Responsibilities of the Head of School include:
-Monitor budgets and expenditures daily
-Implement board approved controls
-Identify grants and apply as approved
-Ensure transparency and openness of finances
-Authorize purchasing
-Oversee financial management
-Financial goals and budget development
3. Describe the school’s plans and procedures for conducting an annual audit of the financial and
administrative operations of the school.
Knowledge Unlimited Public Charter School Board of Directors will implement effective, transparent and strict
financial policies and administrative operational guidelines for the school in compliance with the adopted
mission, objectives and strategies of Knowledge U and in compliance with standard and required operating
procedures of an IRS 501(c)3 nonprofit corporation and any state and federal agency requirements.
An annual audit report will be performed by the independent auditor in accordance with Governmental Auditing
Standards at the end of each fiscal year and furnished to the Board. The auditing firm shall be selected by
request for proposal (RFP) process and only those firms experienced in audits of charter schools will be
considered. The audit will be of assistance to the Board in carrying out its responsibility to assure that its
financial resources are properly managed and to insure implementation and management of approved policies
and procedures, effective use of all resources, and stewardship at the highest level to support the mission of
Knowledge U. Its top priority is to ensure that all funds are budgeted, expended, accounted for and maintained
appropriately.
The Head of School or Director of Operation will have the responsibilities for all day-to-day operations and
financial management of Knowledge U. Financial duties and responsibilities, however, must and will be
separated to meet appropriate fiscal management guidelines; and will be separated so that no one employee
Page 69
has sole control over cash receipts, disbursements, payroll, bank deposits, bank reconciliations or other matter
requiring appropriate division of responsibilities.
4. Describe how the school will ensure financial transparency to the authorizer and the public, including
its plans for public adoption of its budget and public dissemination of its annual audit and an annual
financial report.
Knowledge U believes that transparency is the key to building trust, community support, parental involvement,
and community engagement. Each element is key to rebuilding a healthy Ensley community school. Therefore,
Knowledge U will hold an annual budget meeting publicly. We will also post electronic copies of its annual
budget, budget amendments, annual audit, and Board meeting minutes online for public transparency. The
School will prepare an annual financial report for the Alabama Public Charter School Commission.
5. Describe any services to be contracted, such as business services, payroll, and auditing services,
including the anticipated costs and criteria for selecting such services.
The Head of School will contract a high-quality financial service provider to ensure proper financial
management, coordination of payroll services and benefits packages, cash-flow management, and accounts
payable, and monitoring of the budget and development of initial budgets and cash flow systems.
ACCOUNTS PAYABLE FINANCIAL GOVERNMENT

BUDGETING
AND RECEIVABLE STATEMENTS FINANCIAL REPORTS
• Monthly Year-To
Date Financial
• Preliminary and Final
Statements
Budget
• Revenue Verification • Cash Flow
• Annual and Multi-Year Budgets • Audited Financial
Projections – Monthly
w/ Cash Flow Reports
• Revenue Collection
• Financial Statement
• Budget Revisions
• Accounts Payable Analysis – Monthly
Processing
• Updated Monthly Budget
• Customized
Forecasts
Financial Analysis •
Support Resolving
Financial Issue
FINANCIAL
PAYROLL PROCESSING
ACCOUNTING AUDIT SUPPORT STATEMENTS
AND REPORTING
CONTINUED
• Monthly • Salaried and Hourly

Year-To-Date
Financial Statements • Federal and State
Agency Reporting
• Annual and Multi-Year Budgets
• Revenue Verification • Cash Flow
Page 70
w/ Cash Flow Projections – Monthly • Payroll Tax Reporting

• Revenue Collection and Tax Deposits
• Budget Revisions • Financial Statement
• Accounts Payable Analysis – Monthly • W-2 and 1099
• Updated Monthly Budget Processing Processing
Forecast • Customized
Financial Analysis • • IRS, SDI, WC Support •
Support Resolving Retirement Plan
Financial Issue Support/Reporting
FINANCIAL SCHOOL AND STUDENT

COMPLIANCE AND
BOARD SUPPORT MANAGEMENT PERFORMANCE
ACCOUNTABILITY
COMPANY SOLUTIONS
• Strategic Budget
• Annual and Multi-Year Budgets • Meeting Attendance Development
• Formative assessment
w/ Cash Flow
creation, grading,
• Present Financials • Facilities Needs
reporting
• Budget Revisions Assessments,
• Present Analysis of Planning, Cost
• Standards-aligned item
• Updated Monthly Budget School’s Financial Modeling
bank of test questions
Forecast Condition
• Financial Support
6. Describe the school’s plans for liability insurance to indemnify the school, its board,
staff and teachers against tort claims.
Charter School shall obtain and maintain insurance on the Officers and Trustees, general liability,
worker's compensation, real and personal property, fidelity bonds, and automobile liability in the
following amounts:
· Officers and Directors/ Errors and omissions: $1,000,000 per claim;
· General liability: one million dollars ($1,000,000) per occurrence;
· Fidelity bonds: no less than two hundred fifty thousand dollars ($250,000);
· Automobile liability: one million dollars ($1,000,000) per occurrence.
Food Service
See Attachment 30 for Food Service Plan.
Budget
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See Attachment 31 and 32 for The Financial Workbook and Budget Narrative
a. Per-Student State Revenue. Use the figures below in developing your budget assumptions. Funding for
Knowledge U will be generated from 3 primary sources: 45% state, 40% Local and 15% federal. It is
projected that this combination of funding will result in approximately $12,165 per student in per student
funding. This figure will vary depending on the number of students enrolled with disabilities (funded
through the Individual with Disabilities Education Act [IDEA]). Knowledge U will apply for and is
expected to receive several grants to supplement the funding model. These grants include both state and
federal applicable grants.
b. Anticipated Funding Sources. Indicate the amount and sources of funds, property, or other resources
expected to be available through local and national banks, lending institutions, corporations, foundations,
grants, etc. Upon approval receiving national and local funds are anticipated given.
c. Discuss the school’s contingency plan to meet financial needs if anticipated revenues are not
received or are lower than estimated. Partnering with financial management company will help the Board
establish a contingency plan and help receive national funding.
d. Year one cash flow contingent in the event that revenue projections are not met in advance of
opening. The Budget Attachment reflects the start-up budget that is supplemented with grants and
foundation. That, along with per pupil funding from State, Local and Federal sources, ensures a positive
cash flow for Knowledge U.
Attachments
Section 31: Financial Plan
Attachment 31: Budget

Narrative
Attachment 30: Food Service
Plan
32. Financial Management Capacity

Describe the applicant team’s individual and collective qualifications for implementing the Financial Plan
successfully, including capacity in areas such as the following:
a. Financial management;
b. Fundraising and development; and
c. Accounting and internal controls.
As stewards of the public trust, Knowledge U will maintain sound fiscal responsibility. As a publically supported
entity, Knowledge U is responsible for ensuring the public’s confidence and integrity of school’s activities.
Therefore, we have outlined school processes and procedures that ensure accountability at every level of
financial management.
Page 72
a. Financial Management
Mrs. Debra Mitchell has experience managing finances at the school level, as she worked as a
Principal at G.W Carver High School until 2011.
Dr. Bruce Bright is a Certified Commercial Investment Member (CCIM) and is recognized as an
expert in the disciplines of commericial and investment Real Estate.
b. Fundraising and development
As the founder and director of an afterschool enrichment program, Ms. Anthony has experience in
fundraising and development that she will bring to Knowledge U. She has also written and been
awarded grants for materials for the afterschool enrichment program.
Dr. Bruce Bright is the Founder and Chief Energy Officer (CEO) of On Target Leading, a nonprofit
organization, and has experience in development.
c. Accounting and Internal Controls
Mr. Steve Siple, who is a Financial Advisor for Knowledge Unlimited has nearly 30 years of
commercial and investment banking experience with a public finance concentration. He has
served as a volunteer Board Chairman for multiple local and national nonprofit boards throughout
most of his professional career. He also is the Founder of a nonprofit organization, Mission 1st
Advisors, where he enables smaller nonprofits to leverage their resources for greater social
impact through financial and organizational strategy consulting.
Attachments
Section 32: Financial Management Capacity
Page 73
EXISTING OPERATORS
33. Existing Operators
Attachments
Section 33: Existing Operators
Page 74

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Application Notes for Knowledge Unlimited Public Charter School

Birmingham City Schools Charter School

New Charter Application #000510

Knowledge Unlimited Public Charter School

E. Start-up Team Members

EDUCATIONAL PROGRAM DESIGN AND CAPACITY

2. Curriculum and Instructional Design

3. Student Performance Standards

4. High School Graduation Requirements (High Schools Only)

5. School Calendar and Schedule

8. Special Populations and At-Risk Students

9. Unique/Innovative Program Offering

10. Student Recruitment and Enrollment

11. Student Discipline Policy and Plan

12. Family and Community Involvement

13. Partnership or Contractual Relationships

14. Educational Service Providers (ESP) and Other Partnerships

15. Educational Program Capacity

OPERATIONS PLAN AND CAPACITY

18. Legal Status and Governing Documents

19. Organization Structure and Relationships

20. Governing Board

21. Advisory Bodies

22. Grievance/Complaint Process

23. Staff Structure

24. Staffing Plans, Hiring, Management, and Evaluation

25. Professional Development

26. Performance Management

28. Start-Up and Ongoing Operations

29. Operations Capacity

30. Unique/Innovative Operational Aspects

FINANCIAL PLAN AND CAPACITY

31. Financial Plan

32. Financial Management Capacity

33. Existing Operators

Anthony, Tonya Board Member M:

E. Start-up Team Members

Knowledge Unlimited Public Charter School (Knowledge U) provides an academically challenging,

The Educational Need and Anticipated Student Population

Birmingham City Schools 2018-2019 Report Card Data[2]

Bush K-8 24.45% 13.78% 6.94% 66-D NA

Minor Elementary 23.63% 22.78% 18.03% 69-D NA

Wylam K-8 25.2% 20.73% 18.31% 73-C NA

Annual Grade 3 Reading and Math Proficiency Rates

2023-2024 2024-2025 2025-2026 2026-2027

Knowledge U 65% 70% 75% 80%

The Needs of the Community and Community Engagement

Schools Distance (walking)

Bush Hills Academy 32-39 minutes

Bush K-8 22-25 minutes

Minor Elementary 17-21 minutes

Wylam K-8 54 minutes

*Jackson Olin High School 12 minutes

Leadership and Governance

Knowledge Unlimited’s Board of Directors is comprised of educators, engineers, former

Attachment 1: Founding Board

EDUCATIONAL PROGRAM DESIGN AND

Knowledge Unlimited Public Charter School provides an academically challenging, disciplined,

We accomplish our mission by providing our students academically with 1) a balanced