· web viewthe selection of the proposed facility for the baden academy charter school was made...

Baden Academy CS

Charter School Plan

07/01/2019 - 06/30/2022

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Charter School Profile

Demographics

1016 State StreetBaden, PA 15005(855)590-2227

Federal Accountability Designation: noneSchoolwide Status: YesCEO: Lauren BensinkDate of Local Chartering School Board/PDE Approval: 4/19/2017Length of Charter: 5 yearsOpening Date: 9/4/2012Grade Level: K-6 (chartered K-8)Hours of Operation: 8:00 a.m. to 3:30 p.m.Percentage of Certified Staff: 100.00 %Total Instructional Staff: 36Student/Teacher Ratio: 21:1Student Waiting List: 53Attendance Rate/Percentage: 95.90 %Enrollment: 574Per Pupil Subsidy: 11,690.12Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 43.00 %Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 109

Student ProfileGroup Student Count

American Indian/Alaskan Native 0.00Asian/Pacific Islander 4.00Black (Non-Hispanic) 102.00Hispanic 3.00White (Non-Hispanic) 407.00Multicultural 58.00

Instructional Days and HoursNumber Of K (AM) K (PM) K (FT) Elementary Middle Secondary

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Instructional Days 0.00 0.00 193.00 193.00 0.00 0.00Instructional Hours 0.00 0.00 1013.25 1013.25 0.00 0.00

Planning ProcessWe have divided it into comittees for each section. Meeting bi-monthly.

Mission StatementThe mission of the Baden Academy Charter School is to inspire personal excellence by cultivating the inherent gifts and talents present in all children by providing a curriculum which integrates the arts and sciences in a highly interactive, hands-on environment resulting in outstanding academic and personal achievement. We will emulate the classical rigor that will create a small, scholarly society of renaissance thinkers who value our humanity and our environment.

Vision StatementBaden Academy Charter School is dedicated to providing all students with the skills and experiences necessary for them to develop and begin realizing their personal goals and objectives, as well as to become active and contributing members of their communities. The school's emphasis on creative inquiry, critical thinking, and interdisciplinary collaboration will equip students with skills that will be crucial to successfully navigating our complex, challenging, and ever-changing world. Students will be provided a strong foundation to help to encourage sound ethical and moral decisions through a character-education program, while a comprehensive and highly personalized wellness initiative will help to shape healthy lifestyles from an early age. Baden Academy's engagement of core academic subjects in an arts-rich environment is designed to ignite each child's innate curiosity, and to instill a desire for learning that is life-long in its breadth and scope.

Shared Values

o Our overriding priority is the education of all our children.

o Learning is most effective in a safe, caring, non-violent, drug free environment.

o The creative and performing arts are unique in their ability to provide a personalized education process that engages each and every student's – and teacher's – unique abilities, aptitudes, and aspirations.

o Education is the shared partnership of the student, staff, family and community.

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o Baden Academy Charter School is dedicated to providing all students with the skills and experiences necessary for them to develop and begin realizing their personal goals and objectives, as well as to become active and contributing members of their communities.

o Every child has an inherent ability to learn and a unique potential that should be maximized.

o A variety of instructional techniques benefit the diverse learning styles of all students.

o Students benefit from an awareness and understanding of the multicultural global community.

o Every individual is responsible and accountable for respecting the dignity and worth of self and others.

o Education involves the development of the whole person.

o Technology is an essential tool in the educational environment.

o The participation of those who are affected by decisions is crucial to the decision making process.

o An effective educator is one who is fully equipped with current educational training, resources and methodologies.

o Implementation and evaluation of our strategic objectives is the foundation of our success.

o Politics and patronage have no role in the decision making process determining our children’s education.

Educational Community

The leadership of Baden Academy Charter School is carrying on the commitment of the school’s founding coalition to creating and sustaining a strong sense of community both in and around the Baden Academy Charter School. Several members of the current Board of Trustees are either life-long or long-time residents of the communities that make up the chartering school district, and others have strong ties to the Baden/Ambridge area. The development of the vision for the Baden Academy Charter School was undertaken with a keen awareness of, and respect for, local values. For example, the Planning Committee held two “pre-enrollment seminars,” each of which drew more than 100 interested parents and community members. At these seminars, questions, concerns, and ideas of the parents of prospective students were solicited and engaged.

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The response and feedback received at these sessions was overwhelmingly positive and served to validate the overall mission and vision of the Baden Academy Charter School. At the same time, the sessions offered meaningful learning opportunities for the Planning Committee, and helped to further focus the leadership’s vision for the charter school and to refine plans for executing its mission fully and thoughtfully. The selection of the proposed facility for the Baden Academy Charter School was made in part because of its long history of being a deeply cherished landmark in the Baden community, one that has served as a focal point for the area’s commitment to education for more than a century. In fact, like many schools, the building has served in a broader role as a kind of “community center” for Baden and the surrounding area, a place where people gather for a variety of programs, events, meetings, and discussions, all of which serve to strengthen the bonds of good society. The Baden Academy Charter School will be committed to carrying on this tradition.

Arts intergration, done through the creative and performing arts – particularly when meaningfully and consistently expressed within the context of an educational enterprise – are a powerful means for bringing people together to communicate, share, discuss, and debate critical ideas, to celebrate important milestones, and to mark and commemorate solemn occasions, and foster a lively sense of fellowship and goodwill. With its emphasis on the role of the arts in education, and its explicit commitment to raising each and every student’s awareness of the importance of developing strong interpersonal skills, Baden Academy Charter School has already established itself as a highly- valued institution in the Baden community and throughout the surrounding area.

Demographic Information:

Baden Academy Charter School is located in the Borough of Baden, a community located along the banks of the Ohio River in Beaver County. The region is historically associated with the steel industry, but in recent decades has been transitioning to a post-industrial economy.

As of the census of 2010, there were 4,135 people, 2,079 households, and 1,200 families residing in the borough. The population was 1,913.8 people per square mile (738.0/km2). There were 1,986 housing units at an average density of 868.4/sq mi (334.8/km2). The racial makeup of the borough was 98.58% White, 0.73% African American 0.05% Native American, 0.14% Asian, 0.09% from other races, and 0.41% from two or more races. Hispanic or Latino of any race were 0.57% of the population. There were 1,900 households out of which 22.4% had children under the age of 18 living with them, 49.4% were married couples living together, 10.5% had a female householder with no husband present, and 36.8% were non-families. 33.2% of all households were made up of individuals and 18.2% had someone living alone who was 65 years of age or older. The average household size was 2.20 and the average family size was 2.78.

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In the borough the population was spread out with 17.4% under the age of 18, 6.9% from 18 to 24, 25.2% from 25 to 44, 22.7% from 45 to 64, and 27.8% who were 65 years of age or older. The median age was 46 years. For every 100 females there were 83.8 males. For every 100 females age 18 and over, there were 78.8 males. The median income for a household in the borough was $32,924, and the median income for a family was $40,924. Males had a median income of $31,025 versus $23,813 for females. The per capita income for the borough was $17,112. About 5.1% of families and 7.9% of the population were below the poverty line, including 12.5% of those under age 18 and 9.2% of those age 65 or over.

Beaver County:

Baden Academy Charter School is located in Beaver County, which is located in western Pennsylvania. Beaver County was created on March 12,1800, from parts of Allegheny and Washington Counties. Its county seat is in the Borough of Beaver. Beaver County is part of the Pittsburgh Metropolitan Area. As of the census of 2000, there were 181,412 people, 72,576 households, and 50,512 families residing in the county. The population density was 418 people per square mile (161/km2). There were 77,765 housing units at an average density of 179 per square mile (69/km2). The racial makeup of the county was 92.55% White, 5.96% Black or African American, 0.10% Native American, 0.25% Asian, 0.01% Pacific Islander, 0.20% from other races, and 0.92% from two or more races. 0.72% of the population were Hispanic or Latino of any race. 23.0% were of German 17.4% Italian, 9.9% Irish, 6.5% English, 6.4% Polish, and 5.8% American ancestry according to Census 2000. There were 72,576 households out of which 28.60% had children under the age of 18 living with them, 54.50% were married couples living together, 11.40% had a female householder with no husband present, and 30.40% were non-families. 26.90% of all households were made up of individuals and 13.10% had someone living alone who was 65 years of age or older. The average household size was 2.44 and the average family size was 2.96. In the county, the population was spread out with 22.60% under the age of 18, 7.40% from 18 to 24, 27.30% from 25 to 44, 24.20% from 45 to 64, and 18.40% who were 65 years of age or older. The median age was 41 years. For every 100 females there were 91.90 males. For every 100 females age 18 and over, there were 88.20 males.

Board of TrusteesName Office Address Phone Email

Stephen Catanzarite

President 4985 Dutch Ridge Rd, Beaver, PA 15009

(855) 590-2227

[email protected]

Marta Karwoski

Vice President

507 Lion Avenue, Beaver, PA 15009

(855) 590-2227

[email protected]

Connie Mabin

Member 560 Moonridge Drive,

724-869-4269

[email protected]

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Freedom, PA 15042

Alison Mirasola

Member 214 Hampshire Drive, Cranberry Twp, PA 16066

724-869-4269

[email protected]

Andrew Oberg

Member 809 Windover Drive, Oakdale, PA 15071

724-869-4269

[email protected]

Dr. Pamela Rossi-Keen

Secretary 1319 Davidson St, Aliquippa, PA 15001

(855) 590-2227

[email protected]

John Silbert Member 201 West Beaver Street, Zelienople, PA 16063

(855) 590-2227

[email protected]

Michael Swartzmiller

Treasurer P.O. Box 181, New Cumberland, WV 26047

(855) 590-2227

[email protected]

Board of Trustees Professional DevelopmentAugust 23, 2018 Summer Special Education Training and Legal Update. Board Member Marta Karwoski received the training.

The board of trustees attending a training in the fall of 2013 for TregoEd. This training helped the board learn ways to come to a solution to difficult problems.

Governance and Management

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The Baden Academy Charter School is led by a Chief Executive Officer and overseen by a Board of Trustees. The Chief Executive Officer is appointed by majority vote of the Board of Trustees. The Board of Trustees is comprised of no less than three nor more than nine members. The Board has and exercises the corporate powers prescribed by the laws of the Commonwealth of Pennsylvania, and more particularly described in the Charter School Law. The essential function of the Board is policy-making, the assurance of sound management and active participation in the provisions of necessary funds. The Board has the ultimate responsibility to determine general, academic, financial, personnel and related policies deemed necessary for the administration, development, and ongoing operation of the Charter School in accordance with its stated purposes and goals. More specifically, the Board’s authority shall be, without limitation, to: 1. Approve policies and procedures regarding employment, including, but not limited to, appointment, promotion, contracts, leaves of absence, fringe benefits, qualifications of professional and nonprofessional staff, professional development and dismissal of employees;2. Adopt the curriculum or courses of study and textbooks;3. Authorize the acquisition, management and disposition of all property and physical facilities, having due respect for the corporate purpose, including the construction renovation and upkeep of the physical plant. As prescribed by the Charter School Law, the Board and contractors shall be restricted and subject to certain statutory requirements governing construction projects as set forth in Section 1715-A (10) of the Public School Code of 1949, as amended 24 P.S. 17-1715-A;4. Approve institutional documents and policy statements at the Board’s discretion to assure compliance with the Articles of Incorporation, Bylaws, Charter, and Board Policy;5. Sue and be sued, complain and defend and participate as a party or otherwise, but only to the same extent and upon the same condition that political subdivisions and local agencies can be sued;6. Make contracts and leases for the procurement of services, equipment, and supplies, including contracts with and making appropriations to an intermediate unit, school district, or Area Vocational Technical School for the charter'sproportionate share of the cost of services provided or to be provided by the foregoing entities;7. Create or increase any indebtedness, including incurring temporary debts in anticipation of the receipt of funds;8. Solicit and accept any gifts or grants for Charter School purposes; 9. Establish the annual academic calendar; 10. Adopt and approve the annual budget and to make revisions therein; 11. Establish enrollment policies and procedures;12. Adopt and approve policies and procedures to assess student achievement;13. Approve or ratify all contracts as determined by the policy on contracting;14. Be final arbiter of all disciplinary matters;15. Authorize any annual audit by an independent certified public accountant;16. Fix the salary or other compensation of the Chief Executive Officer, Principals, teachers, and other employees of the Charter School;17. Approve all personnel actions;

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18. Designate depositories of Charter School funds;19. Set the Charter School calendar, which must include at least 900 hours and 180 days for elementary student instruction and at least 990 hours and 180 days for secondary student instruction;20. Have and exercise all of the powers and means appropriate to effect the purpose or purposes for which the Charter School is chartered; and21. To have and exercise all other powers enumerated in the Nonprofit Corporation Law or otherwise vested by law in the corporation and not consistent with the Charter School Law. In 2012, the members of the Board of Trustees of Baden Academy Charter School and its authorizer (the Board of Directors of Ambridge Area School District), formed a partnership committee for the purpose of discussing ways to work together for the benefit of all students. Baden Academy welcomed Ambridge faculty and administration to professional development sessions on arts integrated teaching and learning.

Student EnrollmentMust be 5 years old by charting distircts requirements

Proof of residency required

Lottery for excessive students that follow charter school law

Immunizations according PDE requirements

Parent Communication

Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process.

Files uploaded:

admissions-and-lottery-policy-(030513)_001.pdf 2018_2019 lottery application instructions.pdf

Registration Policy

Registration Policy

PDF file uploaded.

Intent to Enroll Form

Intent to Enroll Form (English and all other languages)

PDF file uploaded.

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Student Enrollment History

Enrollment History—Part ISchool Year Number of

Students at the

Beginning of the School

Year

Number of Students at the End of the School

Year

Number of Students Expelled

Reasons Students

Withdrew During the

Year

Number of Students Retained

2012 222 234 0 Moving 12013 334 336 0 Moving 42014 464 454 0 Moving, back

to district2

2015 528 509 0 Moving, back to district

2

2016 541 535 0 Moving, Back to district

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2017 572 552 0 Moving, Back to district

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Enrollment History—Part 2—Enrollment by Grade by School YearSchool Year

K 1 2 3 4 5 6 7 8 9 10 11 12

2012 88 44 44 442013 110 100 44 44 442014 119 109 107 44 46 442015 88 107 102 100 44 44 442016 88 87 101 90 87 47 412017 89 87 87 88 88 86 42

Stakeholder InvolvementName Role

Amanda Brown Community RepresentativeCatherine Ake ParentNicholas Bajis Middle School Teacher - Regular EducationLauren Bensink AdministratorTaylor Breaden Middle School Teacher - Regular EducationEllen Cavanaugh Ed Specialist - Instructional TechnologyPatricia Cheek Parent

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Caitlin Davidson Elementary School Teacher - Special EducationApril Gallagher High School Teacher - Regular EducationCraig Jeffers Building PrincipalAshley Kosis-Gutierrez Elementary School Teacher - Special EducationSamantha Lesak Elementary School Teacher - Regular EducationKassandra Lorey High School Teacher - Regular EducationDebra Martin Ed Specialist - School CounselorDanielle Pollock Elementary School Teacher - Regular EducationMichelle Poskin AdministratorDr. Pamela Rossi-Keen ParentJames Sangermano Business RepresentativeAllison Sobolosky Elementary School Teacher - Special EducationMeghan Stimmel Elementary School Teacher - Regular EducationJoseph Thompson Business RepresentativeHilary Witowich Elementary School Teacher - Regular EducationNancy Yanyanin Community Representative

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing DevelopingCareer Education and Work Developing DevelopingCivics and Government Developing DevelopingPA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing DevelopingEconomics Developing DevelopingEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Developing DevelopingGeography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Developing DevelopingAmerican School Counselor Association for Students Developing DevelopingEarly Childhood Education: Infant-Toddler Second Grade⟶ Developing Developing

English Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

Baden Academy is currently reviewing and rewriting our current curriculum into an online system that will give us the ability to run a stardards alignment audit at any time. This process will be complete at the end of the 2020-2021 school year.

Elementary Education-Intermediate Level


Arts and Humanities Developing DevelopingCareer Education and Work Developing DevelopingCivics and Government Developing Developing

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PA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing DevelopingEconomics Developing DevelopingEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Developing DevelopingGeography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Developing DevelopingAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing Developing


Baden Academy is currently reviewing and rewriting our current curriculum into an online system that will give us the ability to run a stardards alignment audit at any time. This process will be complete at the end of the 2020-2021 school year.

Middle Level


Arts and Humanities Developing DevelopingCareer Education and Work Developing DevelopingCivics and Government Developing DevelopingPA Core Standards: English Language Arts Developing DevelopingPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing DevelopingEconomics Developing DevelopingEnvironment and Ecology Developing DevelopingFamily and Consumer Sciences Developing DevelopingGeography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Developing DevelopingAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Developing DevelopingInterpersonal Skills Developing Developing

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School Climate Developing DevelopingWorld Language Developing Developing


Baden Academy only serves 6th grade. We are currently reviewing and rewriting our current curriculum into an online system that will give us the ability to run a stardards alignment audit at any time. This process will be complete at the end of the 2020-2021 school year.

High School Level


Arts and Humanities Not answered Not answeredCareer Education and Work Not answered Not answeredCivics and Government Not answered Not answeredPA Core Standards: English Language Arts Not answered Not answeredPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not answered Not answered

PA Core Standards: Mathematics Not answered Not answeredEconomics Not answered Not answeredEnvironment and Ecology Not answered Not answeredFamily and Consumer Sciences Not answered Not answeredGeography Not answered Not answeredHealth, Safety and Physical Education Not answered Not answeredHistory Not answered Not answeredScience and Technology and Engineering Education Not answered Not answeredAlternate Academic Content Standards for Math Not answered Not answeredAlternate Academic Content Standards for Reading Not answered Not answeredAmerican School Counselor Association for Students Not answered Not answeredEnglish Language Proficiency Not answered Not answeredInterpersonal Skills Not answered Not answeredSchool Climate Not answered Not answeredWorld Language Not answered Not answered


We do not currently have high school students.

Adaptations


Checked answers

Arts and Humanities

Unchecked answers

None.

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Checked answers

Arts and Humanities

Unchecked answers

None.

Middle Level

Checked answers

None.

Unchecked answers

None.

High School Level

Checked answers

None.

Unchecked answers

None.

Explanation for any standards checked:

The vision of Baden Academy Charter school is to become a fully arts integrated K-8 school. As we continue writing/developing our school curriculum to be fully arts integrated, we are incorporating arts enhancement in our teaching as part of the present practice in all academic subjects. All core curriculum is aligned to the PA core, including the developing Arts curriculum which are also aligned with the PA Arts Standards.

Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Developing

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Developing

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Developing

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Developing

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Processes used to ensure Accomplishment:

To ensure accomplishments of each characteristic, teachers follow pacing guides that have been developed along side of the PA Core Standards. This helps ensure that all objectives and standards are being met. To ensure mastery, teachers will give benchmarks to students throughout the school year as a way to differentiate daily instruction. Finally, teachers will give teacher made assessments at the end of each unit to show individual mastery of the content area.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

This narrative is empty.




Developing

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Developing


Developing

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Developing


To ensure accomplishments of each characteristic, teachers follow pacing guides that have been developed along side of the PA Core Standards. This helps ensure that all objectives and standards are being met. To ensure mastery, teachers will give benchmarks to students throughout the school year as a way to differentiate daily instruction. Finally, teachers will give teacher made assessments at the end of each unit to show individual mastery of the content area.



Middle Level



Not answered

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Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Not answered


Not answered

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Not answered





High School Level



Not answered

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Not answered


Not answered

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Not answered





Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

During the school day at Baden Academy Charter School, the students are exposed to a curriculum that is differentiated by teachers. These differentiations are listed on the lesson plans

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that are turned in weekly by the teachers. This allows Baden Academy faculty and staff to make the appropriate accommodations and modifications for their students daily. Some of the programs that are used for accommodations and modifications are Read Naturally, Fundations, and the Wilson Language program. Daily students have intervention and enrichment groups where they work in a small group setting and at the level they are working on. Students who require significant accommodations and modifications due a disability are evaluated and work under an Individualized Education Plan as per Chapter 14 and IDEA regulations.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching

Unchecked Answers Instructional Coaching

Regular Lesson Plan Review

Checked Answers Administrators Building Supervisors Department Supervisors Instructional Coaches

Unchecked Answers Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

Administration will conduct 2 formal observations each year. There will also be a series unannounced walk throughs each school year. For each type of evaluation, teachers are given guidelines and meet with administrators for follow up discussions. During this discussion they are given an opportunity to reflect on their teaching and adminstration can offer guidance and support for the classroom. Lesson plans are also turned in weekly and reviewed by administration. Feedback is given as needed. Professional employees who received a "Satisfactory" summative rating in the previous two years should be eligible to particiapte in Differentiated Supervision. Professional employees newly hired should be eligible to participate in Differentiated Supervision only after they have successfully completed their first yeat in the Formal Observation Model. A "Cycle of Supervision" is created based on the number of teachers requiring Formal Observations: Temporary professional employees, professional employees new to a district, employees assigned to their required year of Formal Observation, employees assigned to a performance improvement plan. The teacher should select a differentiated supervision mode in collaboration with the supervising administrator. All differentiated

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supervision modes should be aligned to the Danielson Framework for Teaching. Along with the model, the teacher and administrator should work together to create an Action Plan: Mid-year review progress, End-of-year self-reflection report. Although formal observation will not occur while a teacher is in a "differentiated supervision yeaer", informal observation by a supervisor will still occur.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

To address the area of instructional coaching, administration would implement a mentoring program that would allow veteran teachers to offer feedback and support for newer teachers. This type of instructional coaching will help strengthen the strategies being used in the classroom.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

Flexible instructional time or other schedule-related practices are used to meet student needs.


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.


district classrooms

If necessary, provide further explanation. (Required explanation if column selected was




Structured grouping practices are used to meet student needs. Implemented in 50% or more of

district

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classrooms

Flexible instructional time or other schedule-related practices are used to meet student needs.


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.


district classrooms


We only have students in grades K-6

Middle Level


Structured grouping practices are used to meet student needs. Not ApplicableFlexible instructional time or other schedule-related practices are used to meet student needs. Not Applicable

Differentiated instruction is used to meet student needs. Not ApplicableA variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Not Applicable


We do not have middle school students.

High School Level


Structured grouping practices are used to meet student needs. Not ApplicableFlexible instructional time or other schedule-related practices are used to meet student needs. Not Applicable

Differentiated instruction is used to meet student needs. Not ApplicableA variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Not Applicable


we do not have high school students.

Recruitment

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Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

Every day at Baden Academy Charter School, all students are exposed to lessons that are engaging and differentiated both creatively and thoughtfully by their teachers. These differentiated plans are turned in weekly and reviewed by both administration and special education teacher leaders to ensure all students’ needs are being met and all standards are addressed. Using this planning protocol with fidelity has led to a better understanding among staff members of the importance of inclusion, accommodations and modifications for ALL students. Some of the programs that are used for accommodations and modifications are Fundations, The Wilson Reading System, Read Naturally, Reading A-Z, and various student-led projects. Students participate in daily intervention and enrichment cohorts where they work in small group settings at the cognitive ability levels in which they presently reside. Students who require significant accommodations and modifications due to a disability are evaluated and work under an Individualized Education Plan with knowledgeable, caring and dedicated special education staff members as per Chapter 14 and IDEA regulations. And because Baden Academy is presently an arts enhanced and soon to be arts integrated school, art, music and theater are used as invaluable conduits for students to express their deeper understandings of content when differentiating lessons for all students.

Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total CoursesEnglishMathematicsSocial StudiesSciencePhysical EducationHealthMusic, Art, Family & Consumer Sciences, Career and Technical EducationElectivesMinimum % Grade Required for Credit (Numerical Answer)

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Local Assessments

Standards WA TD NAT DA PSW Other

Arts and HumanitiesCareer Education and WorkCivics and GovernmentPA Core Standards: English Language ArtsPA Core Standards: Literacy in History/Social Studies, Science and Technical SubjectsPA Core Standards: MathematicsEconomicsEnvironment and EcologyFamily and Consumer SciencesGeographyHealth, Safety and Physical EducationHistoryScience and Technology and Engineering EducationAlternate Academic Content Standards for MathAlternate Academic Content Standards for ReadingWorld Language

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

Locally approved and administered assessments, which shall be independently and objectively validated once every 6 years. Local assessments may be designed to include a variety of assessment strategies listed in ? 4.52(c) and may include the use of one or more Keystone Exams. Except for replacement of individual test items that have a similar level of difficulty, a new validation is required for any material changes to the assessment. Validated local assessments must meet the following standards:

I. Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).

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II. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in ? 16.32 (relating to GIEP).

IV. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.

V. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVTS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity.

Unchecked answers

Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.

Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

Not Applicable. Our LEA does not offer High School courses.

Methods and Measures

Summative Assessments

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Summative Assessments EEP EEI ML HS

PSSA's given in grades 3,4,5 a& 6 in ELA, Math, and Science X X

PASA given to students who meet the criteria in grades 3,4,5,&6 in ELA, Math and Science X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

K-2 Benchmarks given 3 times a year X

Formative Assessments

Formative Assessments EEP EEI ML HS

Reading Inventories given every 4 weeks X XDIBELS Next given 3 times a year X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Woodcock Johnson given as needed X X 3-6 CDT's will be given 3 times a year X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X XIntermediate Unit ReviewLEA Administration Review X XBuilding Supervisor ReviewDepartment Supervisor Review X XProfessional Learning Community Review X XInstructional Coach ReviewTeacher Peer Review

Provide brief explanation of your process for reviewing assessments.

As assessment data is collected, the administrator responsible for the review of data creates power point presentation and breakdowns of all the data collected to present to the staff. The information is shared with the School Board, Adminstration, and staff. Once all the data is reviewed, if a plan of action is needed, then the team affected by the scores will develop a plan. Once a month a Curriculum and Assessment Committee meets to review data and determine if there is a need for any interventions.

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Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.


Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

The curriculum coordinator collects data that and analyzes it on a test by test basis. Generally, the data is broken down by grade level and by classroom. This shows us areas of need in individual classrooms. Data is also used from previous years and compared to the current year data. This gives adminstration an overview as to what students my need more intervention and allows for us to see student growth. The data is also used to help determine class placement and internvention/enrichment group placement.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

At Baden Academy we have a 30 minute period everyday that is used for intervention and enrichment groups. During this time students in each grade level are broken in to smaller groups based on their area of need. Data from assessments is used to determine where students will be placed and what intervention/enrichment program they will work on. Students are progress monitored and moved around as needed throughout the school year. Teachers also meet on a regular basis with administration to discuss student's success in the groups.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can

X X

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collaboratively create and/or identify instructional strategies likely to increase mastery.Instructional practices modified or adapted to increase student mastery. X X

Provide brief explanation of the process for incorporating selected strategies.

When students are assessed and the material is not mastered teachers will continue to spiral the material until mastery is achieved. Students are also retaught certain skill during the intervention/enrichment groups to assure mastery.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning GuidesDirecting Public to the PDE & other Test-related Websites X X

Individual Meetings X XLetters to Parents/Guardians X XLocal Media Reports X XWebsite X XMeetings with Community, Families and School Board X X

Mass Phone Calls/Emails/Letters X XNewsletters X XPress Releases X XSchool CalendarStudent Handbook

Provide brief explanation of the process for incorporating selected strategies.

In order to make the public aware of our summative assessment results, Baden Academy distributes the information in a variety of ways. Teachers will discuss the results at individual conference meetings with parents. A letter will also go home to parents/guardians. The information is presented at school board meeting and parent workshops.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

Adminstration is working on ways to incorporate the release of summative assessment results so that they are included on calendars, planning guides, and present in the student handbook.

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Safe and Supportive Schools

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X

School-wide Positive Behavioral Programs X XConflict Resolution or Dispute Management X XPeer Helper Programs X XSafety and Violence Prevention Curricula X XStudent Codes of Conduct X XComprehensive School Safety and Violence Prevention Plans X X

Purchase of Security-related Technology X XStudent, Staff and Visitor Identification Systems X XPlacement of School Resource Officers X XStudent Assistance Program Teams and Training X XCounseling Services Available for all Students X XInternet Web-based System for the Management of Student Discipline X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:


Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X XAttendance Monitoring X XBehavior Management Programs X XBullying Prevention X XCareer Awareness X XCareer Development/Planning X XCoaching/Mentoring X XCompliance with Health Requirements –i.e., Immunization X X

Emergency and Disaster Preparedness X XGuidance Curriculum X XHealth and Wellness Curriculum X XHealth Screenings X XIndividual Student Planning X XNutrition X XOrientation/Transition X X

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RTII/MTSS X XWellness/Health Appraisal X X

Explanation of developmental services:


Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

Throughout the year, the public is notified about gifted services and programs by:

Updates to the Baden Academy Website and Gifted Website

Pamphlets that are made available at the front office

Information is passed out at Open House and Information sessions

The Gifted Coordinator attends at least one Parent Teacher Partnership (PTP) meeting per year.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

Although a student’s measured intellectual ability constitutes a central evaluation component towards gifted eligibility determinations, the Pennsylvania Department of Education (as indicated in Chapter 16 laws and regulations) indicates that a student’s IQ score may not be the sole criteria for identifying a student as being in need of gifted education. In addition to the 130 IQ score, the following criteria for mentally gifted should be utilized in school based decision-making to make determinations of eligibility/ineligibility for the Gifted Program. The student may have a teacher recommendation and two of the following: 1. The student scores in the above average/upper extreme area on the KBIT assessment. 2. The student scores in the 97 percentile or above on school wide assessments: Benchmarks, CDA 3. The student must receive an Advanced score on the PSSA assessment. 4. An observed or measured rate of acquisition/retention of new academic content or skills that indicates the student is far in advance of his/her same age peers. 5. Consideration of other factors that may mask gifted ability in the decision-making process. This includes recognition of factors such as English as a second language, learning disability, physical impairment, emotional disability, or social or cultural deprivation.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

A multi-step process determines whether a student is eligible for the gifted support services. 1. A parent may refer the student to the Gifted Coordinator or the teacher in a written statement.

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2. The teacher may refer the student to the Gifted Coordinator. 3. If the student meets the criteria, further evaluation will take place, including in depth testing by the school psychologist, review of the student’s academic performance, and input from the student’s parents and teachers. 4. The team considers several factors in determining eligibility. The team also considers other factors which may conceal giftedness, such as; limited English proficiency, learning disabilities, physical of emotional impairments, and/ or racial/cultural aspects. 5. If the child meets eligibility criteria, the Gifted Coordinator develops a Gifted Individualized Education Program (GIEP) to outline the services the child will receive to meet his/her special needs.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.Programs: gifted resource time, Research Fellows, educational outings, competitions, informational literature, enrichment in the arts. Academic acceleration is offered to gifted students on a as needed basis. Students are given an online assessment through Belin-Blank Institute.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X XAdministration of Medication X XAssessment of Academic Skills/Aptitude for Learning X X

Assessment/Progress Monitoring X XCasework X XCrisis Response/Management/Intervention X XIndividual Counseling X XIntervention for Actual or Potential Health Problems X XPlacement into Appropriate Programs X XSmall Group Counseling-Coping with life situations X XSmall Group Counseling-Educational planning X XSmall Group Counseling-Personal and Social Development X X

Special Education Evaluation X XStudent Assistance Program X X

Explanation of diagnostic, intervention and referral services:

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

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Case and Care Management X XCommunity Liaison X XCommunity Services Coordination (Internal or External) X X

Coordinate Plans X XCoordination with Families (Learning or Behavioral) X XHome/Family Communication X XManaging Chronic Health Problems X XManaging IEP and 504 Plans X XReferral to Community Agencies X XStaff Development X XStrengthening Relationships Between School Personnel, Parents and Communities X X

System Support X XTruancy Coordination X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X XDirecting Public to the PDE & Test-related Websites X XIndividual Meetings X XLetters to Parents/Guardians X XLocal Media ReportsWebsite X XMeetings with Community, Families and Board of Directors X X

Mass Phone Calls/Emails/Letters X XNewsletters X XPress ReleasesSchool Calendar X XStudent Handbook X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X XIndividual Screening Results X XLetters to Parents/Guardians X XWebsite X X

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Meetings with Community, Families and Board of Directors X X

Newsletters X XSchool Calendar X XStudent Handbook X X

Health and Safety

Health and Safety Answer

Are all students required to be fully immunized in accordance with the requirements of the Commonwealth of Pennsylvania and the requirements of local jurisdictions in order to be admitted to the Charter School?

Yes

Is a certified school nurse on the Charter School staff? YesAre physical health records and dental records kept according to requirements of the State of Pennsylvania? Yes

Does the Charter School comply with all regulations concerning the dispensation of medicines? Yes

May Charter School students possess any prescription or non-prescription medication? Yes

Are students/parents required to turn over all prescription and non-prescription medication to a Charter School nurse with descriptions regarding dissemination provided according to a required Charter School format, and are the medications provided in the original containers with accurate content and dosage information on the labels?

Yes

Is the Charter School in compliance with all pertinent code and license requirements related to Fire Prevention and Fire Drill procedures? Yes

Are Fire Drill procedures posted in each classroom and are Fire Drills held at least once a month? Yes

Does the Charter School participate in the Federal Free and Reduced Lunch Program? Yes

Are all students eligible to participate in Federal Breakfast and Lunch programs? Yes

Are all claims and reports associated with Federal Breakfast and Lunch programs submitted as required? Yes

Description of the responsibilities of the Charter School nurse(s)

Baden Academy Charter School provides school health services in compliance with Article XIV of the Public School Code. No student may enter the Baden Academy Charter School as a new student without complete records unless otherwise dictated by state law. Students who are enrolled and require updates receive reminders of the need for immunization updates and will not be allowed to attend until those requirements are met.

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A Certified School Nurse (provided via contract with the Ambridge Area School District) is available to complete health forms and set policies and procedures for the School Health Services, complete yearly student health records, and complete PDE and PA Health Department Reporting. In addition, a Registered Nurse (again, provided via contract with the Ambridge Area School District) is on hand during all school hours to handle both routine and emergency healthcare situations.

Food Service Program

Describe unique features of the Charter School meal program

Baden Academy Charter School has become a National School Lunch Program Sponsor for the 2018-19 school year. During this initial year as a sponsor, we have entered into a 3086 agreement with Beaver Area School District who provides Baden with ready-to-eat or heat meals. Baden Academy Charter School plans to hire their own Food Service Management Company for the 2019-20 School year and going forward.Some general guidelines for the selection of the food service provider include Baden Academy Charter School’s commitment to providing each and every student a variety of high quality, nutritious, cost-effective meals daily; a requirement that breakfast and lunch be offered to all students in accord with the School’s Health and Wellness program, which will meet guidelines for reimbursable school meals and goals for nutritional education, physical activity and other school-based activities.Baden Academy Charter School is committed to ensuring that every student, regardless of family income level, will have equal opportunity to enjoy a healthy nutritious breakfast and lunch daily. Working with and through its food service company, the Baden Academy Charter School offers breakfasts and lunches that meet all state and federal requirements, and offers free or reduced price breakfasts and lunches to eligible students. Federal guidelines are followed for determining which students will receive free and reduced priced lunches and breakfasts, and the charter school makes every effort to insure that parents are notified. Government-donated commodities from surplus agricultural stocks will be utilized as available and appropriate. The School may also choose to participate in the federally-subsidized milk, snack and summer programs, where applicable No distinction will be made between students participating in the free and reduced-price meal program and those paying full price for meal.

Safety and Security

Describe the essential Charter School policies, procedures, and practices that are implemented to provide security and safety for Charter School students, staff, and visitors:

In accordance with our charter, we hold our school to the highest of safety standards. As per the recommendation of our Safety Committee, we have put in place numerous policies to keep our students and staff safe in every aspect. We have hired a full-time school resource officer. These policies include but are not limited to: restriction on outside foods, requirement of all volunteers to provide current criminal clearances, requirement of students to follow a dress code and behavior code, etc. We follow strict procedures for emergencies, severe weather, and visitors entering the building, and procedures are

33

practiced on a regular basis. Recently we have implemented the Raptor visitor check-in system, and 16 security cameras both inside and outside the school and property.

Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for StudentsWellness Policy

The school wellness policy

PDF file uploaded.

Health Reimbursement Policy

The school policy regarding Health Reimbursement

DOCX file uploaded.

Current School Insurance Coverage Policies and ProgramsCurrent Insurance Accord

The school’s current Insurance Accord

PDF file uploaded.

Certificate of Liability

The school’s Certificate of Liability

PDF file uploaded.

Insurance Coverage Details

Description of the details of the school’s insurance coverage and/or copies of pertinent insurance policies

No files have been uploaded.

Transportation

Describe the charter school’s transportation program. Include in the discussion whether the charter school, the school district, or a private company operates the transportation program. Also, include a description of transportation accommodations for special education students and suggestions for improvement to the program: Describe the requirements students must meet in order to be eligible for free transportation.

Most Baden Academy Charter School students are entitled to transportation services provided by their school district of residence. Baden Academy Charter School provides all necessary information and notification for coordinating such transportation of students in a timely and professional manner. Pursuant to Section 1726-A of the charter school law, a school district is

34

required to provide transportation to a charter school located up to ten (10) miles from the school district boundary. The parents or guardians of any student applying/enrolling from a school district that is not responsible for transporting students to the Baden Academy Charter School will be notified that they may be responsible for the transportation of their children to the School.

Transportation is provided to Baden Academy Charter School students in accordance with 24 PS 13-1361, PS 13-1362, and 24 PS 17-1726-A and any other applicable statutes or regulations that apply. Transportation of special education students will be outlined in a student’s Individualized Education Plan (IEP).

Free Transportation Eligibility Requirements

The requirements students must meet in order to be eligible for free transportation (optional if described in the narrative)

No file has been uploaded.

Student Conduct

Charter School’s Code of Student Conduct Answer

Are the expectations of students, parents, school staff members, and the Board of Trustees delineated by the Code of Student Conduct? Yes

Are the rules of conduct explained in student friendly-language? YesAre the consequences of violations of rules of conduct explained in student-friendly language? Yes

Does the Code of Student Conduct apply on school grounds during the school day as well as immediately before and after school hours? Yes

Does the Code of Student Conduct apply on school grounds at any other time when a school group is using the school? Yes

Does the Code of Student Conduct apply off school grounds and the immediate perimeter of the school building, including any school activity, function, or event?

Yes

Does the Code of Student Conduct apply during travel to and from school, including actions on any school bus, van, or any other public conveyance?

Yes

Does the Code of Student Conduct apply off school grounds where the misconduct may reasonably be expected to undermine the proper disciplinary authority of the school, the safety of students or staff, or cause disruption within the school?

Yes

Does the Code of Student Conduct require that students who are found in possession of illegal drugs, firearms, or other dangerous weapons, or those who commit acts of misconduct, which disrupt the school’s educational process, be suspended immediately and face possible expulsion?

Yes

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Does the Code of Student Conduct specify that If a student becomes aware that a fellow student is in possession of illegal substances, firearms, weapons or any items that could endanger his/her safety or the safety of others, that student has a duty to inform an adult such as a parent, teacher, counselor, director or staff member?

Yes

Do all disciplinary actions for misconduct include a conference between the teacher and/or administrator, student, and parents followed by written notification to the parent or guardian?

Yes

If necessary, provide further explanation.

Code of Student Conduct

The school’s Code of Student Conduct

DOCX file uploaded.

Frequency of CommunicationElementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Never

High School Level

Never

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

Classroom teachers work closely with the student services team, Title I coordinator, and Reading specialist to ensure that all students needs and academic progress is being monitored. Each week the student services team meets to discuss students needs and brainstorm ideas for support in the classroom. At this time data is made available to determine the best interventions available. We also have a school wide program called Intervention and Enrichment groups. Each day students in every grade level are seperated into groups according to needs. During this time they meet with a designated teacher to work on intervention/enrichment in a specific area. These groups are monitored and students can move

36

in and out of groups depending on their needs. Teachers also meet weekly in grade level meeting to discuss student progress.

Community and Parent Engagement

Describe the Board of Trustees’ efforts in promoting opportunities for community and parent engagement in school activities.

The Baden Academy Charter School fosters a vital commitment to parent involvement in several ways:

• Communication will be open, comprehensive, and ongoing. Each teacher will be expected to take a hands-on and personalized approach to keeping parents updated on daily activities, assignments, and progress in the classroom – such as through the use of student planners which require daily sign-off by a parent. Parents will also be expected to participate in regularly-scheduled conferences with their child’s teachers, and each teacher will maintain weekly “office hours” that will allow for more impromptu and personalized parent-teacher interaction. Capitalizing on the benefits afforded by new and emerging digital technologies, the school will provide parents with a variety of means for connecting with teachers and the administration, unlimited by time and space. For example, a professionally-designed and maintained Website will provide parents the capability to check student progress daily, follow up-to-the-minute news from the school, and access and review schedules, events calendars, and a variety of essential documents. Social networking sites and capabilities (e.g. Facebook, Schoology) will be appropriately deployed and implemented as adjuncts to the school’s overall communication strategy. Additionally, the Board of Baden Academy Charter School recognizes that some of the most meaningful and productive communication between parents and school personnel happens under informal and impromptu circumstances; the faculty and staff of the school will be encouraged to always been conscious of this fact and to welcome such interactions, such as may occur at school performances, programs, exhibits, and events, or in everyday community interactions.

• Parents will be encouraged to volunteer in appropriate ways and at appropriate times during the school day. For example, parents who have particular artistic talents are encouraged to share these with students when such sharing can be conveniently scheduled. Other types of volunteer activities, such as teacher aides, assistance with creating sets or costumes for student performances, or serving as ushers at student events will be encouraged, as such “project-based” interactions have a tendency to develop commonalities and an esprit d’ corps among diverse groups of people. All volunteers will, of course, be required to obtain all necessary clearances as mandated by state law and the policies of the Baden Academy Charter School. Please see the enclosed Board policy regarding clearances for volunteers.

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• Providing parents with opportunities for personal development will be a priority. The faculty and staff of the Baden Academy Charter School will develop and host a free series of annual workshops designed to equip parents with strategies for helping prepare and motivate their children to learn, how to deal with particular challenges in the learning process, and ideas for how to connect what’s being taught in the classroom with what is being taught in the home.

• Parents will be encouraged to adopt a classroom and provide assistance as requested by the classroom teacher. This is in keeping with the Baden Academy Charter School’s commitment to encouraging interdisciplinary (and “inter-experiential”) collaboration throughout all aspects of the school’s operations. Similarly, because the Planning Committee of the Baden Academy Charter School places a high value on “intergenerational” experiences, the faculty and staff will encourage families to include grandparents in this effort. Parents and grandparents may also serve as chaperones for field trips. Again, participants in these activities and initiatives will be required to obtain the proper clearances ahead of time.

• Parents will be encouraged to participate in a variety of social events sponsored by the School. These may include – but are not limited to -- picnics and potluck

dinners, group recreational activities, and community-based volunteer projects. Parents will be invited to school events such as science and math fairs as well as special activities wherein art in various forms is displayed or performed.

• Parents will be critical partners in implementing the musical instrument requirement of the school. This will include monitoring practice, sustaining interest and self-discipline, attending ensemble performances, and complying with mandatory practice chart provisions. This procedure will facilitate additional community building and networking among parents.

• Parents will be represented via Board membership. The Board of Trustees of the Baden Academy Charter School will be required to implement a policy under which at least one member of the Board at any given time will be the parent or guardian of a current student of the School.

Additionally, the Baden Academy Charter School has several procedures in place through which parents can bring complaints regarding the operation of the school to the attention of the administration in a more ongoing and informal way. These include (but are not necessarily limited to) the following:

Key Communicators is a group of parents who meet in monthly meetings with the principal. The meetings will be held in the evening. The Key Communicators will be elected by other parents from a list of volunteers who indicate an interest in being involved in the group. The members of

38

the group will send a report of topics and problems discussed to each home, and/or post these via the School’s Website or through other available social networking capabilities (e.g. Facebook, Schoology).

Ask The Principal will provide an opportunity for parents to submit questions and receive answers from the principal. Monthly deadlines for questions will be published. Once the questions are answered within the month, the principal will share the questions and the answers with each family and post them to the School’s Website, Facebook, or via Schoology.

Coffee with the Principal and CEO will be held monthly.This will be an informal meeting lasting approximately 90 minutes and will be scheduled at varying times to allow for participation by as wide a group of parents as possible. The group will number no more than 5 giving the principal and the parents an opportunity to fully discuss the issues or problems. The Coffees will be held in the school or in homes of parents.

Additional means for soliciting and addressing parent complaints will be developed by the faculty, staff, and administration of the school, in consultation with parents and other stakeholder groups, as may be appropriate and prudent in response to specific circumstances and with the benefit of practical experience in operating the School.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care2. After school programs

3. Youth workforce development programs

4. Tutoring

The YMCA of Beaver County provides an extended day program before and after school on the premises of Baden Academy Charter School. Baden Academy Charter School also offers various arts programs that take place both during and outside of school hours, and offers intramural sports activities. Tutoring sessions have also been organized for those students that need them.

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

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1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

Baden Academy screens all incoming kindergarten students prior to the first day of school. During these screenings, students with potential delays are identified. The identified students are given a more extensive screening tool to determine educational needs. In addition to the kindergarten screenings, transition meetings and pre-school observations are completed for any student who enters Baden Academy currently receiving early intervetion services. After these meetings, indivudual plans are put in place for students in need to ensure a smooth transition from preschool, home, or an easly childhood care setting.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Developing

A robust supply of high quality aligned instructional materials and resources available Developing

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing

Provide explanation for processes used to ensure Accomplishment.

When resources are being purchased for our school, to ensure that we meet all students needs and meet educatinal expectations, we decide as a team which resources are best for Baden Academy. Each grade level team is asked to do research on the materials/resources and provide feedback. Once that feedback is given and resources are chosen, we purchase what is needed so that resources are available for all teachers and students. We also keep in mind when going through this process how we will use each resource to help differentiate instruction and meet the needs of all students. Teachers have also been trained in differentiated instruction so they are able to adapt materials to meet needs of all students.

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Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:





Developing

A robust supply of high quality aligned instructional materials and resources available Developing

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing


When resources are being purchased for our school, to ensure that we meet all students needs and meet educatinal expectations, we decide as a team which resources are best for Baden Academy. Each grade level team is asked to do research on the materials/resources and provide feedback. Once that feedback is given and resources are chosen, we purchase what is needed so that resources are available for all teachers and students. We also keep in mind when going through this process how we will use each resource to help differentiate instruction and meet the needs of all students. Teachers have also been trained in differentiated instruction so they are able to adapt materials to meet needs of all students



Middle Level



Not answered

A robust supply of high quality aligned instructional materials and resources available Not answered

Accessibility for students and teachers is effective and efficient Not answeredDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Not answered



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High School Level



Not answered

A robust supply of high quality aligned instructional materials and resources available Not answered

Accessibility for students and teachers is effective and efficient Not answeredDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Not answered





SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts


district classrooms

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects


district

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classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms

Health, Safety and Physical Education


district classrooms

History


district classrooms

Science and Technology and Engineering Education


district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency Implemented in 50% or more of

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district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "



Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts


district classrooms

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects


district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Implemented in 50% or more of

44

district classrooms

Geography


district classrooms

Health, Safety and Physical Education


district classrooms

History


district classrooms

Science and Technology and Engineering Education


district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms



Middle Level

Standards Status

Arts and Humanities Not answered

45

Career Education and Work Not answeredCivics and Government Not answeredPA Core Standards: English Language Arts Not answeredPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not answered

PA Core Standards: Mathematics Not answeredEconomics Not answeredEnvironment and Ecology Not answeredFamily and Consumer Sciences Not answeredGeography Not answeredHealth, Safety and Physical Education Not answeredHistory Not answeredScience and Technology and Engineering Education Not answeredAlternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answeredWorld Language Not answered



High School Level

Standards Status

Arts and Humanities Not answeredCareer Education and Work Not answeredCivics and Government Not answeredPA Core Standards: English Language Arts Not answeredPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Not answered

PA Core Standards: Mathematics Not answeredEconomics Not answeredEnvironment and Ecology Not answeredFamily and Consumer Sciences Not answeredGeography Not answeredHealth, Safety and Physical Education Not answeredHistory Not answeredScience and Technology and Engineering Education Not answeredAlternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEnglish Language Proficiency Not answered

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Interpersonal Skills Not answeredSchool Climate Not answeredWorld Language Not answered


Fiscal Solvency Policies

Describe policies and procedures that have been established to ensure and monitor fiscal solvency.

Baden Academy Charter School is fiscally solvent through tuition income, oversight from the Board of Trustees, and budget planning. An annual independent audit is performed to ensure that the School is following procedures and remaining fiscally prudent.

Accounting Systems

Explain what accounting system the charter school uses.

Please note that the charter school is required to have a system that integrates with the Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting and reporting.

Baden Academy Charter School uses the Central Susquehanna Intermediate Unit (CSIU) accounting system. CSIU is comprehensive package that adopts standard PA account code format and is compatible with Generally Accepted Accounting Principles (GAAP) for budgeting, accounting and reporting.

Professional Education

Characteristics

Charter’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X

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Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X

Empowers educators to work effectively with parents and community partners. X X

Charter’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X

Provides leaders with the ability to access and use appropriate data to inform decision making. X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. X X

Instructs the leader in managing resources for effective results. X X

Provide brief explanation of your process for ensuring these selected characteristics.

Baden Academy ensures that these characteristics are met by providing surveys to our staff on a regular basis to see what areas of need for PD there are. We also do walk throughs and observations to help gather information to see where there is a need for PD. Professional develpment is offered on a regular basis with at least 1 half day a month and sometimes even full days of PD. This time is always spend ensuring that teachers are being given information that will help better their practices. Leadership roles are also met with the same support when it comes to PD.


There were no strategies selected at the Middle Level or High School because we are an Elementary School.

Educator Discipline Act 126, 71

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Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

This section was not answered.

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.


Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.


Strategies Ensuring Fidelity

Checked answers

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional development sessions targeted for their faculties. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning.

Unchecked answers

None.


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All professional is develpment is planned and presented according to the needs we see through observation, feedback, and data collection.



Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist students in crisis.

Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.

Unchecked answers

None.


Proceeding on the belief that most teachers are not innately so-endowed, reasonable then, it is logical to assume that most people learn to teach. Therefore, the initial years in an aspiring teacher’s career are most critical because the essential elements of successful teaching are formulated, in great measure, during this time. With these ideas in mind, a sound viable teacher support system looms most important. In the

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interest of assisting in the development of competent, skilled professional teachers, an Induction Program designed to help to accomplish this goal, to provide a stable, methodical transition from the “practice teaching” experience to the actual classroom daily work and routine, is of paramount importance. The Induction Program must entail those aspects of the teaching regimen as they confront the inductee daily because first year professionals develop behaviors in planning and management which are harbingers of their future performances. Therefore, the initial months in the classroom pose most critical in forming the most satisfactory behaviors and attitudes toward functioning effectively in the position and in the profession. The Induction Program then becomes the vehicle of professional interaction which provides wholesome, effective support in producing competent, happily-adjusted, confident teachers.



Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

Frequent observations of inductee instructional practice by supervisor to identify needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Inductee survey (local, intermediate units and national level).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).

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Unchecked answers

Submission of inductee portfolio.


There are regularly scheduled meetings between mentor and mentee. These meetings will help the inductee reflect on their practices which will in turn help them to become a better teacher. There will also be walk throughs, observations, and professional development to help support a new teacher in the classroom.

Provide a brief explanation for strategies not selected and your plan to address their incorporation.

We feel that while the portfolio is not a requirment in our iduction program, it is very important and we will make the changes that we need so that it is a part of the induction program.

Mentor Characteristics

Checked answers

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and

other adults. Potential mentors must be willing to accept additional responsibility. Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

Mentors and inductees must have compatible schedules so that they can meet regularly.

Unchecked answers

None.


We make sure to look at past evaluations of our mentors. We want model teachers serving as mentors as well as teachers who know how our school runs. We make sure also to pair teachers in similar grades and subjects, so that the mentor can really act as the expert and so they can work very close with each other.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.


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Induction Program Timeline

Topics Aug-Sep

Oct-

Nov

Dec-Jan

Feb-

Mar

Apr-

May

Jun-Jul

Code of Professional Practice and Conduct for Educators X

Assessments X X X X XBest Instructional Practices X X X X X XSafe and Supportive Schools X X XStandards XCurriculum X X X X X XInstruction X XAccommodations and Adaptations for diverse learners X

Data informed decision making X X X X X XMaterials and Resources for Instruction X X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Inductees are given a packet full of all the requirements for the entire program. The froms and check off lists are all included. Each mentor and mentee will meet througout the year to discuss the requirements and fill out portions of the packet. They will also do peer observations and meet regulary the first two months of hiring and periodically after that. There are needs assessments also included so that the inductee can reflect on their areas of need. The mentor will monitor the progress and at the end of the year meet with administration to discuss the inductees success in the program.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

LEA administrator receives, tallies, and archives all LEA mentor records.

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Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.

Unchecked answers

None.

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Assurances

Brick and Mortar Charter Schools

The physical charter school has verified the following Assurances:

The school is accountable to the parents of its students, the public and the Commonwealth and that strategies have been developed and implemented that generate meaningful parent and community involvement (in compliance with §17-1715-A (2))

The school does not unlawfully discriminate in admissions, hiring or operation (in compliance with §17-1715-A (3))

The school is nonsectarian in all operations (in compliance with §17-1715-A (4))

The school does not provide any religious instruction, nor are religious objects or symbols displayed on the premises (in compliance with §17-1715-A (5))

The school does not advocate unlawful behavior (in compliance with §17-1715-A (6))

The school participates in the Pennsylvania State Assessment System in the manner in which the school district in which the school is located is scheduled to participate (in compliance with §17-1715-A (8))

The school will provide a minimum of 180 days of instruction or 900 hours per year of instruction at the elementary level, or 990 hours per year of instruction at the secondary level (in compliance with §17-1715-A (9))

The school’s Board of Trustees and contractors of the school meet the requirements of the “Public Works Contractors’ Bond Law of 1967,” all regulations related to the letting of contracts for the erection, construction and alteration of public buildings, the “Pennsylvania Prevailing Wage Act,” and the “Steel Products Procurement Act.” (in compliance with §17-1715-A (10))

The school’s administrators (CEO and all other employees who exercise management or operational oversight responsibilities) do not receive compensation from another charter school or from a company that provides management or other services to another charter school (in compliance with §17-1715-A (12))

The school’s Trustees do not serve on a local board of school directors of a school entity located in the member’s district (in compliance with §17-1716-A (b))

The school will select students on a random basis from a pool of qualified applicants when the number of attendance slots available is less than the number of applicants (in compliance with §17-1723-A (a))

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The school gives first preference to students who reside in the district or districts and will consider giving preference to a child of a parent who has actively participated in the development of the school and to siblings of students presently enrolled (in compliance with §17-1723-A (a))

The school will only establish reasonable criteria to evaluate prospective students if the criteria are outlined in the school’s charter (in compliance with §17-1723-A (b))

The school does not discriminate in its admission policies or practices on the basis of athletic ability, measures of achievement or aptitude, status as a person with a disability, proficiency in the English language, or any other basis that would be illegal if used by a school district (in compliance with §17-1723-A (b))

The school does not discriminate in its admission policies or practices on the basis of intellectual ability but does reserve the right to limit admission to a particular grade level or to targeted population groups composed of at-risk students or students with a special interest in academic areas such as mathematics, science or the Arts (in compliance with §17-1723-A (b))

75% of the professional staff members hold appropriate State certifications (in compliance with §17-1724-A (a))

All professional staff members who do not hold appropriate State certification have provided evidence that they have demonstrated satisfactorily a combination of experience, achievement, and qualifications as defined in the charter school application in basic skills, general knowledge, professional knowledge and practice, and subject matter knowledge in the subject area in which an individual will teach (in compliance with §17-1724-A (b))

There are no tuition charges for any resident or nonresident student (in compliance with §17-1725-A (a))

All donations, gifts or contributions are given freely and voluntarily; i.e. the trustees and any other person affiliated in any way to the school will not demand or request, directly or indirectly, any gift, donation or contribution of any kind from any parent, teacher, employee or any other person affiliated with the school as a condition for employment or enrollment and/or continued attendance (in compliance with §17-1725-A (e))

Free transportation is provided to students according to the parameters of §17-1726-A (Transportation) of the Charter School Law (in compliance with §17-1726-A (a))

The school adheres to the requirements of all 123 sections, chapters and acts listed in §17-1732-A (Provisions applicable to charter schools) of the Charter School Law (in compliance with §17-17232-A (a))

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Cyber Charter Schools

No policies or procedures have been identified.

Safe and Supportive Schools

The LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html

http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf



http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000















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Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.


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Federal Programs

Coordination of Programs

Technical Assistance

The LEA provides guidance, technical assistance, and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

Each year our Title I committee sends out a teacher needs assessment and a parent survey. The questions on the teacher surveys ask if teachers feel that they have enough resources for math and reading instruction, as well as enough support with training. We use these responses to help shape the schoolwide program each year. The parent surveys ask parents if they feel that the communication with the school has helped them throughout the year. Our Title I commmittee meets once a month to discuss ways to improve the plan and changes that should be made.

Provider Meeting Date

Type of Assistance

BVIU 9/21/2017 Federal Programs New Coordinator Training Federal Programs Academy

8/26/2016 Federal Programs

Federal Programs Academy


















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PAFPC 5/7/2017 Federal Programs training PAFPC 5/8/2017 Federal Programs training PAFPC 5/9/2017 Federal Programs training Title I Committee 11/29/2016 Monthly Meeting Title I Committee 1/31/2017 monthly meeting and discussion of transition Title I Committee 5/8/2017 monthly meeting and parent involvement

discussion Title I Committee 5/10/2017 Story Walk and Literacy Night for Parents and

Children Title I Committee 5/10/2017 Annual Parent Meeting Title I Committee 6/6/2017 monthly meeting and comprehensive planning

web application Title I Committee 11/28/2017 monthly meeting Title I Committee 9/27/2016 Monthly Meeting and review of schoolwide plan Title I Committee 10/25/2016 Monthly Meeting Title I Committee 2/28/2017 monthly meeting Title I Committee 3/28/2017 monthly meeting Title I Committee 9/26/2017 monthly meeting and review of schoolwide planTitle I Committee 10/24/2017 monthly meeting Title I Committee 12/19/2017 Monthly Meeting Title I Committee 1/30/2018 Monthly Meeting Title I Committee 2/20/2018 Monthly Meeting Title I Committee 3/27/2018 Monthly Meeting Title I Committee 4/24/2018 Monthly Meeting and Transition Meeting Title I Committee 5/29/2018 Monthly Meeting

Consolidation of Funds

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Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator).

No, the school does not intend to consolidate the funds.

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Needs Assessment

Charter School Accomplishments

Accomplishment #1:A system is in place that ensures the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school's goals for student growth and continuous school improvement.

Accomplishment #2:According to the 2016-17 SPP All Students:

Building Level Academic score of 70.5.

Science/Biology Percent Proficient on PSSA in the 70-70.9 category with a performance measure of 76.25.

ELA/Literature Percent Proficient on PSSA in the 60-69.9 category with a performance measure of 67.09.

Accomplishment #3:According to the 2016-17 SPP:

Indicators of closing the Achievement Gap- All Students

Mathematics/Algebra I 100.00 percent of Required Gap Closure met

ELA/Literature 38.81 percent of Required Gap Closture met

Accomplishment #4:According to 2016-17 SPP:

Indicators of Closing the Achievement Gap- Historically Underperforming Students

Mathematics/Algebra I 49.55 percent- Meeting Annual Academic Growth Expectations

Accomplishment #5:

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According to 2016-17 SPP

Indication of Academic Growth/PVAAS

Mathematics/Algebra I- Meeting Annual Academic Growth Expectations 61.00 percent

Science/Biology- Meeting Annual Academic Growth Expectations 91.00 percent

ELA/Literature- Meeting Annual Academic Growth Expectations 75.00 percent


Other Academic Indicators:Promotion Rate- 100.00 percent

Attendance Rate- 95.43 percent


Extra Credit for Advanced Achievement

Percent PSSA Advanced- Science/Biology 41.25 percent

Charter School Concerns

Concern #1:According to 2016-17 SPP:

Indicators of Academic Achievement

Mathematics/Algebra I- Percent Proficient or Advanced on PSSA- 52.54 percent

Concern #2:According to 2016-17 SPP:

Indicators of Closing the Achievement Gap- All Students

ELA/Literature- 38.81 Percent of Required Gap Closure Met

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Science/Biology-0.00 Percent of Required Gap Closure Met

Concern #3:By the end of the 2017-18 third period DIBELS assessment:

22.0 percent of first grade students are likely to need intensive support

25.9 percent of second grade students are likely to need intensive support

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #2) Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Aligned Concerns:

According to 2016-17 SPP:







By the end of the 2017-18 third period DIBELS assessment:



Systemic Challenge #2 (Guiding Question #3) Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Aligned Concerns:


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By the end of the 2017-18 third period DIBELS assessment:



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Charter School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Indicators of Effectiveness:

Type: Annual

Data Source: PVAAS growth data based upon 2016-17 PSSA Math and ELA Assessment results

Specific Targets: 85% of students involved in at least on intervention program show at least one year of growth.

Strategies:

Substantial Professional Development

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Instruction

Curriculum Mapping

Description: A curriculum map is a working document that illustrates exactly what is taking place in classrooms. Maps reveal what is being taught over the course of a year, within a unit of study, and even down to a specific lesson. Often, a map for a lesson will include essential questions, the content that will be covered, skills students will demonstrate if they understand the content, assessments, and activities. (Sources: Getting Results with Curriculum Mapping)

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Curriculum%20Mapping.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Curriculum%20Mapping.pdf

http://effectivestrategies.wiki.caiu.org/Professional+Development

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

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SAS Alignment: Curriculum Framework

MTSS

Description:

Currently at Baden Academy Charter School, we are implementing a Multi-Tiered System of Support (MTSS) that includes both academic and behavioral interventions. Through the use of quarterly team data review meetings, decisions regarding placement of students in Intervention/Enrichment groups are made.

https://www.pbis.org/school/mtss

SAS Alignment: Standards, Assessment, Instruction

Implementation Steps:

Professional Development

Description:

Teachers and staff will receive professional development courses throughout the year to assist them in the areas of Math. Evidence will be the sign-in sheets for each session

Start Date: 8/13/2018 End Date: 6/10/2019

Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology

Supported Strategies:


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Description:

Teachers and staff will receive professional development in the areas of ELA for both whole group and small group instruction. Sign-in sheets will be used for evidence.


Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education




Description:

Our school will work with the Beaver Valley Intermediate Unit to understand assessment and how to read it and learn from it. Teachers will work closely in groups to understand their class results and how to form better lessons and interventions from them.


Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology



Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

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Indicators of Effectiveness:

Type: Annual

Data Source: Lesson plans are turned in weekly by all teachers that follow a common format with essential questions and big ideas.

Specific Targets: Professional development will be offered throughout the year to help teachers understand the changes in the PA Core.

Type: Interim

Data Source: Rubicon Atlas, an online curriculum writing tool, will be used to ensure that all standards are aligned to curriculum being taught and assessed.

Specific Targets: Teachers will complete training on best practice to Unit planning, standards alignment, standards based assessments, and backwards planning.

Strategies:


Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf ) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Instruction

Implementation Steps:


Description:

http://effectivestrategies.wiki.caiu.org/Professional+Development

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

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Teachers will attend a professional development, as well as work in grade level teams to develop a deeper understanding of PA Core, big ideas, and essential questions.


Program Area(s): Professional Education



Rubicon Curriculum Training

Description:

Teachers will recieve training on how to design and pace a unit, while aligning standards to lesson plans and assessments.


Program Area(s): Professional Education



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Appendix: Professional Development Implementation Step Details

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Strategy #1: Substantial Professional Development

Start End Title Description

8/13/2018 6/10/2019 Professional Development Teachers and staff will receive professional development courses throughout the year to assist them in the areas of Math. Evidence will be the sign-in sheets for each session

Person Responsible SH S EP Provider Type App.Samantha Lesak 3.0 2 40 Eureka Math Associati

onYes

KnowledgeTeachers and staff will learn how to implement Eureka Math into their daily classroom and intervention groups. The areas that they teach in Math will be a focus for them in order to improve their lessons.

Supportive Research

Eureka Math will be a great supporter for intervention due to its use of technology and resources in the classroom.

Designed to AccomplishFor classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

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Empowers educators to work effectively with parents and community partners.

For school and district administrators, and other educators seeking leadership roles:

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

Training Format

Series of WorkshopsSchool Whole Group PresentationLive Webinar

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex

DirParaprofessionalNew StaffOther educational

specialists

Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and

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involvement of administrator and/or peers

Creating lessons to meet varied student learning styles

Joint planning period activities

standards, classroom environment, instructional delivery and professionalism.

Student PSSA dataStandardized student assessment

data other than the PSSAClassroom student assessment dataParticipant surveyReview of participant lesson plans




8/13/2018 6/10/2019 Professional Development Teachers and staff will receive professional development in the areas of ELA for both whole group and small group instruction. Sign-in sheets will be used for evidence.

Person Responsible SH S EP Provider Type App.Samantha Lesak 6.0 1 20 Scholastic Associati

onYes

KnowledgeTeachers and staff will learn the basics of teaching guided reading during both classroom instruction and intervention groups.

Supportive Research

Scholastic is a company that we use to purchase many guided reading materials and whole sets from. These classess align with the product we have purchased and are necessary for success in teaching guided reading.

Designed to Accomplish

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For classroom teachers, school counselors and education specialists:




Empowers educators to work effectively with parents and community partners.






Training Format

Series of WorkshopsDepartment Focused Presentation

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsParaprofessionalNew StaffOther educational

specialists

Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)

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Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring


Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.






8/13/2018 6/10/2019 Professional Development

Our school will work with the Beaver Valley Intermediate Unit to understand assessment and how to read it and learn from it. Teachers will work closely in groups to understand their class results and how to form better lessons and interventions from them.

Person Responsible SH S EP Provider Type App.Craig Jeffers 1 4 40 Beaver Valley Intermediate Unite IU Yes

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KnowledgeBy looking at the past results teachers will understand how to shape lessons for their current students based on needs.

Supportive Research

Results from the PSSA or other standardized tests may be used to better shape lessons and intervention groups.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:









Training FormatSchool Whole Group Presentation

Participant Roles Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex

Dir

Grade Levels Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)

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School counselorsClassified PersonnelNew StaffOther educational

specialists

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers


Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.



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Charter School Level AffirmationsWe affirm that this Charter School Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 49 and Article 711. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the Charter School offices and in the nearest public library until the next regularly scheduled meeting of the Board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

No signature has been provided

Board President


Superintendent/Chief Executive Officer

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Affirmation for Compliance with the Public Official & Employee Ethics ActThe original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and reenacted in 1989 by Act 9 of 1989 and in 1998 by Act 93 of 1998. (See Act 9 of 1989, 65 P.S. §401, et seq. and Act 93 of 1998, Chapter 11, 65 Pa.c.s. §1101 et seq.) The Act provides that public office is a public trust and that any effort to realize personal financial gain through public office is a violation of that trust. The Act was passed to strengthen the faith and confidence of the people of the Commonwealth in their government. The Act established the State Ethics Commission to administer and enforce the provisions of the Act and to provide guidance regarding the standards established by the Act.

The Baden Academy CS assures that it will comply with the requirements of the Public Official and Employee Ethics Act (the “Ethics Act”) and with the policies, regulations and procedures of the Pennsylvania State Ethics Commission. Additional information about the “Ethics Act” is available on the Ethics Commission’s website at: http://www.ethics.state.pa.us/


Board President


Superintendent/Chief Executive Officer

http://www.ethics.state.pa.us/

· web viewthe selection of the proposed facility for the baden academy charter school was made...

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