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Keystone Education Center CS

Charter School Plan

07/01/2017 - 06/30/2020

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Charter School Profile

Demographics

425 South Good Hope RoadGreenville, PA 16125(724)588-2511

Federal Accountability Designation: PriorityCEO: Mike GentileDate of Local Chartering School Board/PDE Approval: 7/2/2012Length of Charter: 5 yearsOpening Date: 8/26/1997Grade Level: 7 - 12Hours of Operation: 7:51 a.m. - 2:22 p.m.Percentage of Certified Staff: 99.50 %Total Instructional Staff: 26Student/Teacher Ratio: 12:1Student Waiting List: 0Attendance Rate/Percentage: 86.50 %Enrollment: 213Per Pupil Subsidy: Varies by DistrictPercentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 98.50 %Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 42

Student ProfileGroup Student Count

American Indian/Alaskan Native 0.00Asian/Pacific Islander 0.00Black (Non-Hispanic) 19.72Hispanic 1.88White (Non-Hispanic) 76.53Multicultural 1.88

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

Instructional Days 0.00 0.00 0.00 180.00 180.00 180.00

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Instructional Hours 0.00 0.00 0.00 990.00 990.00 1013.00

Planning ProcessThe planning process of the charter school is on-going with the support of the PDE appointed Academic Recovery Liaison. As a single school, the charter school revises the school improvement plan yearly. Administrators, Faculty, Parents, Students, and community representatives, with support of the Academic Revovery Liaison, provide input during various meetings. The Academic Recovery Liaison provides oversight of planning, school function and systems, and data management during bi-weekly meetings at the school. Planning submission time-lines are focused on during the meetings to provide an accurate school plan that reflects the unique population and barriers associated with the school for at-risk students.

Each section of the strategic plan is assigned to an administrative team member. Each administrator forms a committee of teachers, aides, parents, board members and community members to be part of the planning process for that particular plan.

Mission StatementThe Keystone Education Center Charter School was established to provide an educational alternative that address the needs of a wide variety of students who have difficulty maintaining and/or excelling in the traditional public school environment. The intent of the Keystone Education Center Charter School is to afford students the opportunity to gain positive educational experiences, to earn a high school diploma, develop marketable skills, and to develop the necessary work ethic needed for post high school success. The school will also address both the behavioral and emotional needs of each child. It is the goal of the charter school, through its mission statement, that the student returns to his or her home school district.

Vision StatementThe Keystone Education Center Charter School has the vision that every student can demonstrate educational gains while attending the Keystone Education Center Charter School. Our focus is that all students will become educated, confident, creative and healthy citizens who are positive contributors to an ever changing global society.

Shared ValuesThe shared values of the Keystone Education Center Charter School are listed below:

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Teachers and administrators must establish high expectation for the behavior and achievement of students and themselves.

All instruction should be should be student centered and students should be accountable for learning and behavior.

The school should be a safe and nurturing environment that meets the diverse needs of learners.

Student mastery of basic skills must be evident throughout the educational process.

All students and staff must be technologically literate in preparation for the ever changing world.

Assessment of student progress should be authentic and useful in guiding instruction.

All students have the right to an equal education regardless of any diversity.

Students should understand and respect different cultures, religions, and ethnic groups within the school environment and community.

Parents, Students, Community, Teachers, and Administration have a shared responsibility to be actively involved in their students education.

Educational CommunityThe Keystone Education Center Charter School, the Commonwealth’s first charter school, serves high-risk students in grades 7 through 12 from over 50 school districts in Western Pennsylvania. Many of Keystone’s students are involved with county-run agencies and over 40% of our students receive special education services.

The school was established to provide educational alternatives that address the needs of a wide variety of students who have difficulty functioning in the traditional public school environment. The intent of the Keystone Education Center Charter School is to afford students the opportunity to gain positive educational experiences, to earn a high school diploma, to develop marketable skills, and to develop the necessary work ethic needed for post high school success. The school will also address the behavioral and emotional needs of each child.

Some of our graduates enter the workforce immediately following graduation, but some will go on to further education at a four year college, trade/technical school, or the Armed Forces. During the 2015-2016 school year, Keystone sent 8% of its population to the Mercer County Career Center for vocational education. In twenty years as a charter school, over 700 students have graduated from the Keystone Education Center Charter School. Many of those students would have been high school dropouts.

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Keystone Charter School’s founding coalition consists of Reynolds School District, Greenville Area School District, and the Keystone Adolescent Center. Keystone and these two school districts have formed a cooperative partnership.

The core beliefs and values of the school community are that Keystone Education Center Charter School is a second chance for many of our students. Due to a multitude of reasons, these students are not performing in the “traditional school environment” and Keystone offers them a new beginning in an alternative setting.

Some of the unique aspects of Keystone Charter School include: small class size; NCTI Programming, counseling groups including teen parenting, drug/alcohol and mental health services; special after-school programs; parenting classes; opportunity for students to earn credits through work study; and a structured and positive environment with emphasis on accountability. Serving students who often have failed in the traditional classroom and are behind academically, the school’s curriculum focuses on basic skills with attention given to life and social skills.

Board of TrusteesName Office Address Phone Email

Mark Ferrara

Member 9 Donation Road, Greenville, PA 16125

724-588-2500

[email protected]

Dawn Gerrish

Member 5 Chambers Avenue, Greenville, PA 16125

724-588-2511

[email protected]

Todd Hedderick

President 425 South Good Hope Road, Greenville, PA 16125

724-588-5020

[email protected]

Joseph Neuch

Member 531 Reynolds Road, Greenville, PA 16125

724-646-3250

[email protected]

Frank Stratiff

Member 79 First Avenue, Greenville, PA 16125

724-588-2511

[email protected]

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Board of Trustees Professional DevelopmentTwo board members held a Doctor of Education degree during the 2012-13 school year.

One board member held a Master of Education degree during the 2012-13 school year.

Two board members were superintendents in local districts during the 2012-13 school year.

Governance and ManagementThe school is managed on a day-to-day basis by the Chief Executive Officer with the Board of Directors overseeing the entire school operation.

Bi-monthly meetings are held with the School Board.

Student EnrollmentThe charter school has open enrollment for all students in grades 7-12. Every enrollment includes a meeting with the parent or legal guardian and student where proof of residency is provided as well as a records release from the previous district. Upon receipt of records and appropriate immunization and health paperwork, the student will be entered into the lottery system.

Parent Communication

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

No files have been uploaded.

Registration Policy

Registration Policy

No file has been uploaded.

Intent to Enroll Form

Intent to Enroll Form (English and all other languages)


Student Enrollment History

Enrollment History—Part ISchool Year Number of

Students at the

Number of Students at the End of

Number of Students Expelled

Reasons Students

Withdrew

Number of Students Retained

7

Beginning of the School

Year

the School Year

During the Year

2016 168 0 0 Various reasons including returned to home district, dropped out, moved, etc.

0


0


0


0


0

2011 233 265 0 Various reasons including returned to home district,

0

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dropped out, moved, etc

2010 252 261 0 Various reasons including returned to home district, dropped out, moved, etc

0

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

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

2016 1 20 25 29 55 382015 18 31 41 56 43 392014 23 29 52 50 47 462013 19 48 49 66 54 342012 22 35 59 63 44 522011 19 37 51 62 46 502010 22 39 40 59 52 49

Planning CommitteeName Role

Frank Amato Community RepresentativeJeff Calvin Ed Specialist - Instructional TechnologyHeather Chambers Middle School Teacher - Regular EducationDoug England High School Teacher - Regular EducationKendra Gaub Building PrincipalMike Gentile AdministratorDawn Gerrish ParentJay Hewitt Community RepresentativeEdward MacElroy Middle School Teacher - Regular EducationJoel McDowell Business RepresentativeKimberly Multari High School Teacher - Special EducationMatthew Nelson AdministratorTesha Roberts Middle School Teacher - Regular EducationLester Smith Business RepresentativeWanda Stallsmith ParentNo Teacher Elementary School Teacher - Regular Education

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No Teacher Elementary School Teacher - Regular EducationRon Thompson High School Teacher - Regular EducationJosh Thompson Ed Specialist - School Counselor

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Non Existent Non ExistentCareer Education and Work Non Existent Non ExistentCivics and Government Non Existent Non ExistentPA Core Standards: English Language Arts Non Existent Non ExistentPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Non Existent Non Existent

PA Core Standards: Mathematics Non Existent Non ExistentEconomics Non Existent Non ExistentEnvironment and Ecology Non Existent Non ExistentFamily and Consumer Sciences Non Existent Non ExistentGeography Non Existent Non ExistentHealth, Safety and Physical Education Non Existent Non ExistentHistory Non Existent Non ExistentScience and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Non Existent Non ExistentEarly Childhood Education: Infant-Toddler Second Grade⟶ Non Existent Non Existent

English Language Proficiency Non Existent Non ExistentInterpersonal Skills Non Existent Non ExistentSchool Climate Non Existent Non Existent

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

The Charter School operates as a grade 7-12 school and does not offer elementary education.

Elementary Education-Intermediate Level


Arts and Humanities Non Existent Non ExistentCareer Education and Work Non Existent Non ExistentCivics and Government Non Existent Non ExistentPA Core Standards: English Language Arts Non Existent Non ExistentPA Core Standards: Literacy in History/Social Non Existent Non Existent

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Studies, Science and Technical SubjectsPA Core Standards: Mathematics Non Existent Non ExistentEconomics Non Existent Non ExistentEnvironment and Ecology Non Existent Non ExistentFamily and Consumer Sciences Non Existent Non ExistentGeography Non Existent Non ExistentHealth, Safety and Physical Education Non Existent Non ExistentHistory Non Existent Non ExistentScience and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Non Existent Non ExistentEnglish Language Proficiency Non Existent Non ExistentInterpersonal Skills Non Existent Non ExistentSchool Climate Non Existent Non Existent


The Charter School operates as a grade 7-12 school and does not offer elementary education.

Middle Level


Arts and Humanities Non Existent Non Existent

Career Education and Work Needs Improvement

Needs Improvement

Civics 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 Developing

Economics Needs Improvement

Needs Improvement

Environment and Ecology Developing Developing

Family and Consumer Sciences Needs Improvement

Needs Improvement

Geography Developing Developing

Health, Safety and Physical Education Needs Improvement

Needs Improvement

History Developing DevelopingScience and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Developing DevelopingAlternate Academic Content Standards for Reading Developing DevelopingAmerican School Counselor Association for Students Non Existent Non ExistentEnglish Language Proficiency Non Existent Non ExistentInterpersonal Skills Developing Developing

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School Climate Non Existent Non ExistentWorld Language Non Existent Non Existent


The Charter School does not include separate Arts and Humanities courses in the daily schedule. There is not a world language offered to middle level students. The curriculum writing and mapping process is on-going due to high transiency and mobility and will continue to address the Pennsylvania Common Core Standards to meet the needs of our students within the school setting and environment.

High School 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

Needs Improvement

Needs Improvement

PA Core Standards: Mathematics Developing DevelopingEconomics Non Existent Non ExistentEnvironment and Ecology Developing Developing

Family and Consumer Sciences Needs Improvement

Needs Improvement

Geography Developing DevelopingHealth, Safety and Physical Education Developing DevelopingHistory Developing DevelopingScience and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Needs Improvement Developing

American School Counselor Association for Students Non Existent Needs Improvement

English Language Proficiency Non Existent Non Existent

Interpersonal Skills Needs Improvement

Needs Improvement

School Climate Non Existent Needs Improvement

World Language Non Existent Non Existent


The Charter school is developing the Family and consumer Science program to include all standard areas within the content. The Science and Technology standards are being aligned to content areas to meet the needs of all students. The curriculum writing and mapping process is on-going due to high transiency and mobility and will continue to address the Pennsylvania

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Common Core Standards to meet the needs of our students within the school setting and environment.

Adaptations


No standards have been identified for this content area.



Middle Level


High School Level


Explanation for any standards checked:

This narrative is empty.

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.

Non Existent

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

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

Non Existent

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

Processes used to ensure Accomplishment:

The Charter School operates as a 7-12 school and does not offer elementary education.

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


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Non Existent

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


Non Existent

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





Middle Level



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


The Charter School requires monthly curriculum mapping from all content teachers to be reviewed by administration. Through this, the teachers utilize the SAS frameworks to accomplish alignment to PA Standards and to design common assessments. The content department meetings also include the discussions and inquiry to successful time management of standard implementation and the best-practice techniques needed for instructional time to be best used while maintaining the scope and sequence needed for alignment.


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High School Level



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


The Charter School requires monthly curriculum mapping from all content teachers to be reviewed by administration. Through this, the teachers utilize the SAS frameworks to accomplish alignment to PA Standards and to design common assessments. The content department meetings also include the discussions and inquiry to successful time management of standard implementation and the best-practice techniques needed for instructional time to be best used while maintaining the scope and sequence needed for alignment.



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.

Instruction is designed to meet the individual student needs at the Charter School while ensuring the rigor required for proficiency. All educators present lessons, activities, and assessments that are differentiated using best-practice methods. The educators chart and map the methods of differentiation and assessment types in their monthly curriculum mappings.

Instruction

Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction

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Annual Instructional evaluations Peer evaluation/coaching Instructional Coaching

Regular Lesson Plan Review Administrators Building Supervisors Department Supervisors Instructional Coaches

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

The Charter School ensures that standards-aligned instruction occurs by reviewing the lesson plans of each teacher weekly by administration and on an as-needed basis by the instructional literacy coaches. Literacy coaches have been trained in the PLN and PIIC programs. Continued training in literacy coaching will occur. Administrators perform formal evaluations and weekly targeted walk throughs for quick feedback. Also used are educator self-evaluations that are discussed in the pre-observation meeting and as part of the exit meeting in the observation process. Monthly curriculum meetings and maps also provide instructional staff information on standards-aligned lesson planning and instruction.

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


Responsiveness to Student Needs


Instructional Practices Status

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

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




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

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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



Middle Level


Structured grouping practices are used to meet student needs.Full

Implementation

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

Full Implementatio

n

Differentiated instruction is used to meet student needs.Full

Implementation

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

Not Applicable


The Charter School, as per their mission statement, only provides education for historically academically underperforming, truant, and behaviorally at-risk students and ensures that the needs of all students will be met in the most appropriate manner within the school. If after the initial screening, a student requires gifted education services, the student will receive gifted services at the chartering school district (Reynolds School District).

High School Level


Structured grouping practices are used to meet student needs.Full

Implementation

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

Full Implementatio

n

Differentiated instruction is used to meet student needs.Full

Implementation

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

Not Applicable


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The Charter School, as per their mission statement, only provides education for historically academically underperforming, truant, and behaviorally at-risk students and ensures that the needs of all students will be met in the most appropriate manner within the school. If after the initial screening, a student requires gifted education services, the student will receive gifted services at the chartering school district (Reynolds School District).

Recruitment

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.

The charter school strives to maintain 100% HQT status to provide the student with an instructor that has demonstrated proficiency in the subject area in which they are assigned. As a school that requires each student to be identified as at-risk educationally in order to attend, the Charter School faculty has been trained in the following to meet the needs of all students: LETRS modules, Reading Apprenticeship, Collins Writing Program, Poverty Education Strategies, Classroom Management Techniques, Formative Assessment, Positive Behavior Interventions, Olweus Bullying Prevention, Best Practices for Classroom Success. Training also occurs for administration and support staff in the following: Dropout Prevention for the Dropout Prevention Specialist, Student Assistance Program (SAP), PIIC and PLN Instructional Coaching Strategies, NCTI (National Curriculum & Training Institute) Programming (Truancy, Dropout Prevention, Drug and Alcohol, Conflict Resolution, Gang Activity), A.R.T (Aggression Replacement Training), and the Bridges.com Career Choices Planner. If there is a situation where the teacher needs assistance in the classroom, the instructional literacy coaches will be utilized with the goal of supporting the instruction in creating an environment for academic success to occur.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20

Total Courses 7.00 7.00 7.00English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00Social Studies 3.00 3.00 3.00Science 3.00 3.00 3.00Physical Education 2.00 2.00 2.00Health 2.00 2.00 2.00Music, Art, Family & Consumer Sciences, Career and Technical Education

0.00 0.00 0.00

Electives 6.00 6.00 2.00Minimum % Grade 60.00 60.00 60.00

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Required for Credit (Numerical Answer)

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X XCareer Education and Work X XCivics and Government XPA Core Standards: English Language Arts X X

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

X

PA Core Standards: Mathematics X XEconomics XEnvironment and Ecology XFamily and Consumer Sciences XGeography XHealth, Safety and Physical Education X

History XScience and Technology and Engineering Education X

Alternate Academic Content Standards for Math X

Alternate Academic Content Standards for Reading X

World Language X

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:

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.

Methods and Measures

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Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA / Keystone Exam X XStudent Portfolio X XPASA X XScientific Experiments X XBasic Achievement Skills Inventory - BASI X XWritten Student Work; Constructed Response X XTextbook Assessments X XProject-based Assessments X XCollins Writing Samples X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island Assessment X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Diagnostic Assessments X XEntrance / Exit Slip X XStudent Projects X XResponse Cards X XText Assessments X XWrittent Student Work X XTeacher Developed X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Running Record X XTextbook Assessments X XA+ Assessment / Programming X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External ReviewIntermediate Unit ReviewLEA Administration Review X XBuilding Supervisor Review X X

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Department Supervisor ReviewProfessional Learning Community ReviewInstructional Coach Review X XTeacher Peer Review

Provide brief explanation of your process for reviewing assessments.

Administrators review the assessments during department meetings. The PDE appointed Academic Recovery Liaison (ARL) provides guidance to the administration team regarding assessment and the related data analysis. In these meetings, assessment types and uses are discussed and evaluated.

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.

The Charter School does not develop local assessments.

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 charter school is required through the School Improvement Planning process which the PDE appointed Academic Recovery Liaison (ARL) provides oversight, to revise the school plan yearly for approval based on annual and interim data sets. The administrative team, with the support of the PDE appointed Academic Recovery Liaison (ARL), discuss data in relation to the data walkthroughs provided in the school improvement planning process. These data sets include PVAAS, eMetric, SPP, IEP data, Title Subgroup data, Benchmark assessment data, and all summative and interim local data. These discussions ensure that proper analysis of data occurs and all decisions are based on the data. Decisions are justified using the summative, diagnostic, formative and benchmark data sets. Data and the justifications for decision making are then disseminated to the department teams for review.

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.

As a charter school for at-risk students, it is understandable that our students are in the historically underperforming category with regard to the PSSA and Keystone exams and therefore not at the grade level or proficiency level of their peers upon enrollment. This, along with a very high student transiency/mobility rate create unique issues compared to a traditional

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school. To begin to address the issue of proficiency with regard to the academic standards, the charter school uses previous assessment data through eMetric and DRC for the PSSA and Keystone Exam. This data is telling of why the student is not in their home district and indicates historical failure on the state assessment. To gain a realistic snapshot of student performance, the charter school utilizes the Study Island Benchmark assessment as a 4 window benchmark assessment to measure growth on the PA Standards and the Basic Achievement Skills Inventory (BASI) as a district summative assessment. The Basic Achievement Skills Inventory Data (BASI) provides useful entry data for the classroom educator on the skills and abilities that the child has upon entering their classroom. This data is used to approach the deficiencies in the learning progressions. The benchmark data is utilized in the classroom to ensure that the child is receiving the appropriate aligned instruction while providing the matching enrichment through the Study Island programming to move the child toward proficiency. Classroom educators utilize classroom based assessment data that is anchored in the eligible content and PA assessment anchors from the SAS framework. Requirements in planning to utilize the PA academic standards focussing on the assessment anchors and eligible content ensure that the child receives instruction based on the goal of moving toward proficiency.

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 collaboratively create and/or identify instructional strategies likely to increase mastery.

X X

Instructional practices modified or adapted to increase student mastery. X X

Provide brief explanation of the process for incorporating selected strategies.

As a charter school for at-risk students, it is understandable that our students are in the historically underperforming category with regard to the PSSA and Keystone exams and therefore not at the grade level or proficiency level of their peers upon enrollment. This, along with a very high student transiency/mobility rate create unique issues compared to a traditional school. To begin to address the issue of proficiency with regard to the academic standards, the charter school uses previous assessment data through eMetric and DRC for the PSSA and Keystone Exam. This data is telling of why the student is not in their home district and indicates

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historical failure on the state assessment. To gain a realistic snapshot of student performance, the charter school utilizes the Study Island Benchmark assessment as a 4 window benchmark assessment to measure growth on the PA Standards and the Basic Achievement Skills Inventory (BASI) as a district summative assessment. The Basic Achievement Skills Inventory Data (BASI) provides useful entry data for the classroom educator on the skills and abilities that the child has upon entering their classroom. This data is used to approach the deficiencies in the learning progressions. The benchmark data is utilized in the classroom to ensure that the child is receiving the appropriate aligned instruction while providing the matching enrichment through the Study Island programming to move the child toward proficiency.

Classroom educators utilize classroom based assessment data that is anchored in the eligible content and PA assessment anchors from the SAS framework. Requirements in planning to utilize the PA academic standards focussing on the assessment anchors and eligible content ensure that the child receives instruction based on the goal of moving toward proficiencyAfter the review and analysis of data, the content area teachers and administration will determine the appropriate instructional practice and techniques to help students achieve proficiency levels by making the appropriate data-informed change in the classroom.

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 ReleasesSchool Calendar X XStudent Handbook

Provide brief explanation of the process for incorporating selected strategies.

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The Charter School has ongoing incorporation of the strategies through its internal documents and external media avenues for the public as presented through the CEO.

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

The Press Release strategy is included in the local media reporting of High Stakes Assessment data. The Charter School does not include a separate press release of this information. The student handbook and course planning guides do not include assessment data because they are not designed to present data, instead, data is presented in the many other ways listed for parent and student access.

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 OfficersStudent 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:

The Charter School has applied for and did not receive a grant for a School Resource Officer from the local police department. The Charter School will reapply for the School Resource Officer.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X XAttendance Monitoring X X

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Behavior 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 XRTII/MTSS X XWellness/Health Appraisal X X

Explanation of developmental services:


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

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Consultation and Coordination Services EEP EEI ML HS

Alternative Education X XCase and Care Management X XCommunity LiaisonCommunity Services Coordination (Internal or External) X X

Coordinate PlansCoordination 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 CommunitiesSystem 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 Releases X XSchool 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 X

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Letters to Parents/Guardians X XWebsite X XMeetings 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)

The Responsibilities of the school nurse at the Charter School include:

Assessment, planning, intervention, evaluation, management, and referral activities for students

Provide acute care

Conduct annual health history survey

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Monitor immunization compliance

Screen vision, dental, and hearing

Evaluate chronic health problems

Administer and monitor daily medication

Review and maintain health records and communicate appropriate health information to staff

Perform other duties as required

Food Service Program

Describe unique features of the Charter School meal program

The School follows the National School Lunch Program and was audited by the Pennsylvania Department of Education in December of 2013 with a subsequent audit to occur during November 2016 through the January 2017 school year. A nutritionally balanced lunch is served to the students daily. Breakfasts and lunches are provided and prepared by the Reynolds School District and are transported to the Charter School. The school does participate in the free and reduced lunch program. Breakfast is free to all students.

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:

The Charter School has a School Safety Committee that has received guidance and support from safety related linkages on safety procedures, guidelines, and practice for student, staff, and visitors. Through this collaboration, a school-wide policy and program has been created and implemented with routine practice of emergency procedures in simulated situations to ensure the safest possible environment in any situation that may arise. A Memorandum of Understanding (MOU) is current with local safety and enforcement departments.

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

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The school policy regarding Health Reimbursement

DOCX file uploaded.

Current School Insurance Coverage Policies and ProgramsCurrent Insurance Accord

The school’s current Insurance Accord


Certificate of Liability

The school’s Certificate of Liability


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.

Cooperating school districts provide transportation to and from the Keystone Education Center Charter School within the 10 mile radius. To address students outside the ten mile radius, transportation is by bid proposal, provided by the Charter School. Keystone contracts with three outside bus companies for student transportation. Special accommodations for special education students are made upon parental request in accordance with special education law.

Free Transportation Eligibility Requirements

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


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? Yes

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Are 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

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

PDF file uploaded.

Frequency of CommunicationElementary Education - Primary Level

Not Applicable

Elementary Education - Intermediate Level

Not Applicable

Middle Level

Quarterly

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High School Level

Quarterly

Collaboration for Interventions

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

As a Charter School for At-Risk students, there is much collaboration between educational staff, support staff, administration, parents, and student service linkages through surveys, conferences, meetings, and Student Assistance Program frameworks. The addition of PIIC/PLN trained Instructional Literacy Coaches provide a framework for support in the classroom for teachers to meet the various needs of their students. Through this collaboration, all involved parties work to develop the most appropriate plan for the child to overcome barriers that hinder academic performance, appropriate school behavior, and truancy issues.

Community and Parent Engagement

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

The charter school utilizes the parent involvement policy in an effort to provide meaningful engagement to parents of the over 50 school districts attending. Continual emphasis on parents becoming an active support in their at-risk child's education remains a struggle. The inclusion of Parent Information Nights, Parent Collaborative, and Thanksgiving in a Bag are efforts during the 2016 school year to increase the parent involvement.Keystone Charter School provides many opportunities for community and parent engagement in school related activities. Annually, the following activities are provided:1. Family Technology Nights - Parents and Students come to the school to learn about computers/technology - 6 week program.2. Parent Nights are held 5 times a year. Topics include career planning, financial planning, special education laws, health care, IEP's, etc.3. Family Bingo Nights are held throughout the year. Parents, community members and students attend.4. Each September, the Charter School has a Title One/Parent Involvement Meeting to discuss policies.5. Honors Breakfast - All parents of honor roll students are invited to attend. This is held every quarter.6. Quarterly Newsletters are sent to all parents and community agencies. This includes highlights of the school, student news, and upcoming events.7. Annual Heart Walk through the American Heart Association which involves staff and various community members.8. Parent Raffle Drawing - Every time a parent enters the school for a meeting, their name goes into a hat for a drawing at the end of the school year.9. Clothing Drive - Held for students and families in need.

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10. Parent Involvement Information Nights - This encourages parents to provide feedback to administration and support staff on school-wide programs.

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 Keystone Charter School works in collaboration with Keystone Community Service representatives to provide transportation and assistance to those students who need to fulfill community service hours. Students stay after school to perform community service through their approved community support programs. The school also works closely with the local district justices.

Preschool Agency Coordination

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

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.

The charter school services grades 7-12 and does not provide educational programming to preschool age children.

Materials and Resources

Description of Materials and Resources


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Material and Resources Characteristics Status

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

Non Existent

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

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

Provide explanation for processes used to ensure Accomplishment.

The Charter School does not offer elementary education.

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





Non Existent

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

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





Middle Level



Developing

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

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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


The Charter School provides professional development to address the areas listed. The collaboration between educational staff, support staff, and adminstration provide a forum for analysis, support and change to occur.



High School Level



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


The Charter School provides professional development to address the areas listed. The collaboration between educational staff, support staff, and adminstration provide a forum for analysis, support and change to occur.



SAS Incorporation


Standards Status

Arts and Humanities Not answeredCareer Education and Work Not answeredCivics and Government Not answeredPA Core Standards: English Language Arts Not answered

35

PA 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 answeredEarly Childhood Education: Infant-Toddler→Second Grade Not answeredEnglish Language Proficiency Not answeredInterpersonal Skills Not answeredSchool Climate Not answered

Further explanation for columns selected "

The Charter School does not offer elementary programming.


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 answeredInterpersonal Skills Not answeredSchool Climate Not answered

36


The Charter School does not offer elementary programming.

Middle Level

Standards Status

Arts and Humanities

Implemented in less than 50%

of district classrooms

Career Education and Work



Civics and Government

Implemented in 50% or more of

district classrooms

PA Core Standards: English Language Arts


district classrooms




PA Core Standards: Mathematics


district classrooms

Economics



Environment and Ecology


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms

Health, Safety and Physical Education



History


district classrooms

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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 StudentsLevel of

Implementation is Unknown

English Language Proficiency Not Applicable

Interpersonal Skills



School Climate


district classrooms

World Language Not Applicable


The Charter School has provided SAS training through the Intermediate Unit to all teachers and support staff. All teachers are required to provide the PA Academic Standards in their lesson planning and monthly curriculum mapping. The Charter School will continue to follow this approach along with adding SAS topics into the PLC groupings while having instructional staff implement available resources from the SAS site. The continued inclusion of the SAS standards will ensure that alignment is occurring.

High School Level

Standards Status

Arts and Humanities



Career Education and Work


district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts Implemented in

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50% or more of district

classrooms




PA Core Standards: Mathematics


district classrooms

Economics



Environment and Ecology


district classrooms

Family and Consumer Sciences



Geography



Health, Safety and Physical Education


district classrooms

History



Science and Technology and Engineering Education



Alternate Academic Content Standards for Math



Alternate Academic Content Standards for Reading



American School Counselor Association for Students



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English Language Proficiency Not Applicable

Interpersonal Skills



School Climate



World Language


district classrooms


The Charter School has provided SAS training through the Intermediate Unit to all teachers and support staff. All teachers are required to provide the PA Academic Standards in their lesson planning and monthly curriculum mapping. The Charter School will continue to follow this approach along with adding SAS topics into the PLC groupings while having instructional staff implement available resources from the SAS site. The continued inclusion of the SAS standards will ensure that alignment is occurring.

Fiscal Solvency Policies

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

Our policy is to always have enough fund balance to carry us through the summer payroll, and also to budget a fund balance for any unexpected expenditures and adverse fluctuation in enrollment and subsequent year's budget fund to meet expenditures while waiting on receivables.

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.

Governmental Fund Accounting is our accounting system, which utilizes the Full Accrual Basis of Accounting like all other L.E.A.s. Our chart of accounts follows the Pennsylvania State Public School Chart of Accounts. When a new account is needed, the State Manual is used to classify that account. The Midwestern Intermediate Unit IV accounting system, Smart Finance, is utilized which is used by other school districts in the three-county area. Our audit/financial statements

40

were conducted in accordance with Generally Accepted Accounting Principles and was in conformity with these principles.

Professional Education

Characteristics

Charter School’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

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

Charter School’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.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.

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The Charter School administration and faculty will ensure the use of selected characteristics through collaboration of professional development, through professional learning communities, department meetings, and faculty meetings. Through educator needs assessments, professional development is designed to meet the needs of the teacher within the school setting. As part of the school improvement plan, the charter school outlines interventions that will provide educators the appropriate support for the at-risk student population.


The Charter School will outline the components in the Parental Involvement Policy and align professional education opportunities to meet the components of the plan. As a charter school with over 50 school districts attending, working with parents is a continual concern that is addressed in all school-wide planning.The charter school does not provide education to gifted student per the charter mission for students that are behaviorally, academic, and truant. Gifted students are referred to the chartering district - Reynolds School District.

Educator Discipline Act 126, 71Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

QuestionsThe LEA has conducted the required training on:6/8/2015 The LEA plans to conduct the required training on approximately:10/5/2017

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.

QuestionsThe LEA has conducted the training on:10/7/2016 The LEA plans to conduct the training on approximately:6/5/2017

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.

QuestionsThe LEA has conducted the training on:10/7/2016 The LEA plans to conduct the training on approximately:

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6/5/2017

Strategies Ensuring Fidelity 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.


As a charter school that has a PDE appointed Academic Recovery Liaison providing oversight in the school improvement planning and process, the 7 principles and guiding system questions address the need for the school to ensure that the practices take place with justification and data. The Charter School professional development is driven by student and faculty needs as outlined in surveys, meetings, assessment data, observations, and parent input. The analysis of the needs then determines the professional development that is provided for the district.



Induction Program 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.

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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.

Inductees will know the goals and strategies associated with the School Improvement Plan of the charter school.


The Charter School will ensure the selected characteristics through administration meetings, professional learning community meetings, curriculum department meetings, and faculty meetings. The Induction Program is designed to begin the first year with a three-day August inservice in which the inductees will be provided professional development in several required areas. Further professional development will be scheduled throughout the school year. New teachers will meet with the CEO, Building Administrators, Special Education Director, and assigned mentor to discuss topics aligned to the Program Timeline.



Needs of Inductees 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.

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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).


The Charter School induction program is designed around the needs of a new or incoming educator into a school for at-risk and adjudicated children. Many unique situations, barriers and issues are presented based on the population that attends within the premise of the school mission. Through a portfolio that includes a needs assessment and checklist requiring signatures, the Charter School ensures that the inductee has met all required criteria in the current program.The needs of the inductees are met by many individuals, such as mentors, instructional coaches, and charter administrators. The mentors assist the inductee with building level policies as well as content and classroom concerns. The instructional coaches assist in evidence-based and research-based instructional practices that support the initiatives of the charter school through its school improvement planning. Charter school administrators conduct observations, review lesson plans and provide feedback that will facilitate professional growth of the inductee.

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

The Charter School is also developing the criteria for a portfolio that all inductees will present to the CEO for approval.

Mentor Characteristics Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments.

45

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.


The charter school ensures that every effort is made to select mentors that posses all of the positive attributes listed. Mentors are selected with input from the administrative team and the instructional coaches. The mentor will meet with the inductee at least weekly to discuss procedures, protocols, barriers to classroom success, and best-practices associated with success.

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


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

Data informed decision making XMaterials and Resources for Instruction X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

46

Identify the procedures for monitoring and evaluating the Induction program.

The Charter School will monitor and evaluate the induction program based on feedback from the inductee about their needs. This feedback will drive change and additional programming for professional growth.

Recording Process

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

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

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

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

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

47

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))

48

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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Needs Assessment

Charter School Accomplishments

Accomplishment #1:SPP score increase to 40.3 (2015) from 36.3 (2014). Data Source: 2015 SPP

Accomplishment #2:ELA/Literature met 100% of the requirement for closing the Achievement Gap in the 2014/2015 school year. Data Source: 2015 SPP

Accomplishment #3:Reading/Literature Scoring:

HS Literature: Increase in Proficient Level Scoring: Overall: Increase of 3.1% (5.7% -2014 to 8.8% -2015) ED: Increase of 9.7% (0.0% -2014 to 9.7% -2015) Title I: Increase of 10.3% (0.0% -2014 to 10.3% -2015) HU: Increase of 9.7% (0.0% -2014 to 9.7% -2015) Decrease in all Groups of Below Basic level scoring: Overall: Decrease of 28.9% (37.7% -2014 to 8.8% -2015) IEP: Decrease of 31.2% (50.0% -2014 to 18.8% -2015) ED: Decrease of 25.4% (35.1% -2014 to 9.7% -2015) Title I: Decrease of 24.6% (34.9% -2014 to 10.3% -2015) HU: Decrease of 31.8% (41.5% -2014 to 9.7% -2015) 8th Grade Reading: Decrease in Below Basic level scoring of 17.1% (57.1% -2014 to 40.0% -2015) 7th Grade Reading: Increase in Proficient Level Scoring: ED: Increase of 2.3% (7.7% -2014 to 10.0% -2015) IEP: Increase of 2.4% (14.3% -2014 to 16.7% -2015) HU: Increase of 2.3% (7.7% -2014 to 10.0% -2015) Decrease in all Groups of Below Basic Level Scoring: Overall: Decrease of 17.1% (57.1% - 2014 to 40.0% -2015) ED: Decrease of 21.5% (61.5% -2014 to 40.0% -2015) IEP: Decrease of 23.8% (57.1% -2014 to 33.3% -2015) Title I: Decrease of 7.1% (57.1% -2014 to 50.0% -2015) HU: Decrease of 21.5% (61.5% -2014 to 40.0% -2015) Data Source: 2015 eMetric

Accomplishment #4:Increase in 2015 Proficient/Advanced scoring from the 2014 year in PSSA Reading/Keystone Literature by 1.64% (19.35%-2013 to 25.86%-2014 to 27.50% -2015). Data Source: 2015 SPP

Accomplishment #5:Grade 8 Reading: There is evidence that the Below Basic group met the Standard for PA Academic Growth in 2015 with growth of 3.1 from the 2014 with growth of -1.3.

Grade 7 Reading data indicates that growth of -3.3 met the Standard for PA Academic Growth.

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Data Source: 2015 PVAAS

Accomplishment #6:Science: HS Biology: Increase in Advance level Scoring in the following groups: Overall: Increase of 3.1% (0.0% -2014 to 3.1% -2015) ED: Increase of 3.3% (0.0% -2014 to 3.3% -2015) Title I: Increase of 2.0% (0.0% -2014 to 2.0% -2015) HU: Increase of 3.2% (0.0% -2014 to 3.2% -2015) Increase in Proficient level Scoring in All Groups: Overall: Increase of 7.9% (5.9% -2014 to 13.8% -2015) IEP: Increase of 4.8% (0.0% -2014 to 4.8% -2015) ED: Increase of 6.6% (5.1% -2014 to 11.7% -2015) Title I: Increase of 5.4% (4.8% -2014 to 10.2% -2015) HU: Increase of 7.9% (4.8% -2014 to 12.7% -2015) Decrease in all Groups of Below Basic level scoring: Overall: Decrease of 10.1% (68.6% -2014 to 58.5 -2015) IEP: Decrease of 6.0% (91.7% -2014 to 85.7 -2015) ED: Decrease of 10.9% (69.2% -2014 to 65.3% -2015) Title I: Decrease of 1.4% (66.7% -2014 to 65.3% -2015) HU: Decrease of 12.7% (71.4% -2014 to 58.7% -2015) Science: Grade 8 Science: Increase in Proficient level Scoring in All Groups: Overall: Increase of 14.4% (11.9% -2014 to 26.3% -2015) IEP: Increase of 19.0% (14.3% -2014 to 33.3% -2015) ED: Increase of 20.8% (8.6% -2014 to 29.4% -2015) Title I: Increase of 9.6% (21.7% -2014 to 31.3% -2015) HU: Increase of 15.5% (10.8% -2014 to 26.3% -2015) Decrease in the following Below Basic level scoring: Overall: Decrease of 18.3% (76.2% -2014 to 57.9% -2015) IEP: Decrease of 13.1% (71.4% -2014 to 58.3% -2015) ED: Decrease of 27.1% (80.0% -2014 to 52.9% -2015) HU: Decrease of 20.5% (78.4% -2014 to 57.9% -2015) Data Source: 2015 eMetric

Accomplishment #7:Algebra I: Increase in Advanced Scoring in Overall Group of 2.4% (0.0% -2014 to 2.4% -2015) Increase in Advanced Scoring in Title I Group of 3.1% (0.0% -2014 to 3.1% -2015) Decrease in all Groups of Below Basic level scoring as indicated below: Overall: Decrease of 10.4% (62.8% -2014 to 52.4% -2015) IEP: Decrease of 35% (85.0% -2014 to 50.0% -2015) ED: Decrease of 3.3% (57.6% -2014 to 54.3% -2015) Title I: Decrease of 9.4% (62.5% -2014 to 53.1% -2015) HU: Decrease of 3.0% (58.3% -2014 to 55.3% -2015) Data Source: 2015 eMetric

Accomplishment #8: Grade 8 Math: There is evidence that the Below Basic group met the Standard for PA Academic Growth in 2015 with growth of 0.8 from the 2014 growth of 0.7. Data Source: 2015 PVAAS Accomplishment #9:Special Education Program: Indicator 5 (% of instruction inside the regular classroom) was met with 82.1% in 2014 (target of 65%). Source: 2014 PennData

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Charter School Concerns

Concern #1:Grade 8 Reading scoring showed a decrease in Advanced/Proficient scoring from the previous year with the new PSSA.

Overall: Decrease of 22.1% (31.6% -2014 to 9.5% -2015)

ED: Decrease of 25.0% (35.5% -2014 to 10.5% -2015)

IEP: Decrease of 5.6% (13.3% -2014 to 7.7% -2015)

Title I: Decrease of 37.6% (43.5% -2014 to 9.5% -2015)

HU: Decrease of 22.9% (32.4% -2014 to 9.5% -2015)

Data Source: 2015 eMetric

Concern #2:HS Literature:

The standard for PA Academic Growth was not met in any performance level.


Concern #3:Algebra I:



Concern #4:

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Student academic history, attendance, and transiency/mobility of the at-risk Charter School. 2015 Semester One data indicate a transiency/mobility rate of 62%. Data Source: 2015 Local Data/Records

Concern #5:Increase in Student Assistance Program (SAP) referral during Semester One (August to January) of 2014/2015 (18 students) to Semester One (August to January) 2015/2016 (20 students) by 0.9%. Data Source: 2015 Local Data

Concern #6:High level of high risk behaviors of student population that involve Alcohol-Tobacco-Other Drugs (ATOD) use, weapons access, depression, suicide, self-worth, gang activity, and Trauma categories that are greatly above the state and county averages. Data Source: 2014 and 2015 Pennsylvania Youth Survey (PAYS)

Concern #7:2015 Graduation Rate indicates a three-year decrease. 2015 data indicates a decrease of 6.52% from 2014. 2014 data indicates a decrease of 2.48% from 2013 data. Data Source: 2015 SPP

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Aligned Concerns:


Increase in Student Assistance Program (SAP) referral during Semester One (August to January) of 2014/2015 (18 students) to Semester One (August to January) 2015/2016 (20 students) by 0.9%. Data Source: 2015 Local Data

High level of high risk behaviors of student population that involve Alcohol-Tobacco-Other Drugs (ATOD) use, weapons access, depression, suicide, self-worth, gang activity, and Trauma categories that are greatly above the state and county averages. Data Source: 2014 and 2015 Pennsylvania Youth Survey (PAYS)

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2015 Graduation Rate indicates a three-year decrease. 2015 data indicates a decrease of 6.52% from 2014. 2014 data indicates a decrease of 2.48% from 2013 data. Data Source: 2015 SPP

Systemic Challenge #2 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Aligned Concerns:

Grade 8 Reading scoring showed a decrease in Advanced/Proficient scoring from the previous year with the new PSSA.


ED: Decrease of 25.0% (35.5% -2014 to 10.5% -2015)



HU: Decrease of 22.9% (32.4% -2014 to 9.5% -2015)


HS Literature:



Algebra I:



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Systemic Challenge #3 (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:



ED: Decrease of 25.0% (35.5% -2014 to 10.5% -2015)



HU: Decrease of 22.9% (32.4% -2014 to 9.5% -2015)


HS Literature:



Algebra I:



Systemic Challenge #4 (Guiding Question #1) Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Aligned Concerns:

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Increase in Student Assistance Program (SAP) referral during Semester One (August to January) of 2014/2015 (18 students) to Semester One (August to January) 2015/2016 (20 students) by 0.9%. Data Source: 2015 Local Data

2015 Graduation Rate indicates a three-year decrease. 2015 data indicates a decrease of 6.52% from 2014. 2014 data indicates a decrease of 2.48% from 2013 data. Data Source: 2015 SPP

Systemic Challenge #5 (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:



ED: Decrease of 25.0% (35.5% -2014 to 10.5% -2015)



HU: Decrease of 22.9% (32.4% -2014 to 9.5% -2015)


HS Literature:



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Algebra I:



Systemic Challenge #6 (Guiding Question #5) Ensure that 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.

Aligned Concerns:



ED: Decrease of 25.0% (35.5% -2014 to 10.5% -2015)



HU: Decrease of 22.9% (32.4% -2014 to 9.5% -2015)


HS Literature:



Algebra I:



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Charter School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Bridges.com Career Choices Planner data

Specific Targets: Specific Targets: A target of 100% of charter school students utilizing the Bridges Inventory to develop skills, abilities and interests for career awareness and exploration as part of their graduation plan.

Strategies:

Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the

http://effectivestrategies.wiki.caiu.org/Assessment

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf


http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

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acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Career Survey/Exploration/Planning through Bridges.com

Description:

Description:

The use of the Skills Survey, Interest Profiler, and Choices Planner in the Bridges.com career site will allow students to explore and plan for realistic post-high school option. The student exploration will allow for the student to find personal skills and locate resource information for the skills to be matched to specific career choices. Through this programming, the student will determine the realistic options for post-secondary schooling, training, and career choices.

SAS Alignment: Standards, Assessment, Curriculum Framework, Materials & Resources, Safe and Supportive Schools

Implementation Steps:

Career Survey/Exploration/Planning: Step 1 - Renew Computer Based Site License

Description:

Description:

The computer-site license for the Bridges.com Choices Planner will be renewed for the 2017/2018 school-year.

Indicator of Implementation:

The renewal will indicate that the action plan step has occurred.

Date of Renewal:

8-1-2017

Start Date: 8/1/2017 End Date: 8/1/2017

Program Area(s): Special Education, Student Services, Educational Technology


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Supported Strategies:

Common Assessment within Grade/Subject Career Survey/Exploration/Planning through Bridges.com

Career Survey/Exploration/Planning: Step 2 - Overview of the Tool During August In-Service

Description:

The Bridges.com survey information will be explained during the August in-service to all faculty and administration. This explanation will include the information that the faculty will need to support the student in their career path.


The in-service agenda/sign-in sheet will indicate the implementation of the action step.


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



Career Survey/Exploration/Planning: Step 3 - Assessment

Description:

Students will be computer assessed using the Bridges.com Choices Planner during the September/October window.


The assessment log will indicate the assessment has taken place.

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Indicator of Effectiveness:

The effectiveness will be indicated for this step by 100% of the students completing the assessment in the assessment windows.

Assessment Dates:

7th/8th Grade: 9/11-22/17

9th Grade: 9/11-22/17

10th Grade: 9/18-29/17

11th Grade: 9/25-10/6/17

12th Grade: 10/9-23/17

** On-going assessment for new enrollments up to June 2017


Program Area(s): Student Services, Educational Technology



Career Survey/Exploration/Planning: Step 4 - Grade Level Data Profiles

Description:

The Guidance Department will create a grade level data profile from the student assessment that indicates strengths, areas of need, and possible exploration options.


The assessment data and results profile will indicate implementation of the action step.


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The effectiveness for this step will be indicated by 100% of the assessed students having a data profile to be stored, printed, and analyzed.

Data Profile Dates:

7th/8th Grade: 9/29/2017

9th Grade: 9/29/2017

10th Grade: 10/6/2017

11th Grade: 10/13/2017

12th Grade: 10/30/2017

** On-going for new enrollments







Career Survey/Exploration/Planning: Step 5 - Analyze Data and Distribute to Faculty and Principal

Description:

The data will be disseminated to the faculty and principal by grade level during weekly meetings. Through this, the faculty and principal will be aware of the student interests and choices so that mentoring and support can occur.


The meeting agenda will indicate the data discussion.


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Effectiveness of this step will be indicated by the distribution of data and profile information for each attending student, from the guidance department, to the faculty and principal after strengths, weaknesses, and choices have been analyzed.

Analysis and Distribution Dates:

10/2/2017 - 6/1/2018






Career Survey/Exploration/Planning: Step 6 - Monitoring of the Student

Description:

The guidance department will provide on-going monitoring and follow-up of the student to support goals. The use of educational visits, campus visits, and career interest field trips will be supported through the follow-up.


The monitoring of students will be indicated through the guidance reporting and student visit rosters.


The effectiveness of this action step will be indicated by the documentation of career exploration and educational visits to make realistic determinations on post-graduation options. Changes or new exploration of student interests will also measure effectiveness of this on-going process.



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Career Survey/Exploration/Planning: Step 7 - Revisit and Schedule for the 2018/2019 School Year

Description:

The Bridges.com Career Choices Planner implementation schedule will be determined after the 2018/2019 school calendar is approved. The training, implementation schedule and analysis time-frames will be determined.


The 2018/2019 Bridges.com Assessment Calendar will indicate the step was implemented


Program Area(s):



Career Survey/Exploration/Planning: Step 8 - Revisit and Schedule for the 2019/2020 School Year

Description:

The Bridges.com Career Choices Planner implementation schedule will be determined after the 2019/2020 school calendar is approved. The training, implementation schedule and analysis time-frames will be determined.


The 2019/2020 Bridges.com Assessment Calendar will indicate the step was implemented.

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Program Area(s):



Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching


Type: Interim

Data Source: DRC Summary Spreadsheet Report

Specific Targets: The school-wide writing program will ensure that students are presented with a systematic method of responding to constructed response writing prompts. The target of a 15 point increase in overall scoring, as indicated in DRC summary data, from the previous school year will indicate the target was met.

Strategies:


Description:

Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Instructional Coaching


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Description:

Kansas Coaching Project: Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Source: http://instructionalcoach.org/about/about-coaching) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Assessment, Curriculum Framework, Instruction, Materials & Resources


Collins Writing Program: Step 1 - August In-service Revisit

Description:

The Collins Writing Program will be revisited from the previous four years of training and use.


The in-service agenda will reflect implementation.


Program Area(s): Professional Education, Teacher Induction



Instructional Coaching

Collins Writing Program: Step 2 - Content Area Writing Review

Description:

All content teachers will revisit the Collins Writing Frameworks/Types of Writing for students. New and returning students will receive instruction on

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

http://instructionalcoach.org/about/about-coaching

68

the format and process of writing in the Collins method. The types of writing, specific language, and FCA's will be introduced.


The lesson plans and monthly diary mapping will indicate the action step has taken place.


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



Collins Writing Program: Step 3 - Classroom Use

Description:

The Collins writing framework will be implemented into the planning for classroom instruction. Teachers will address Type 1 Writing in Bell-ringers, Pre-reading/Writing Activities, and warm-ups. Type 2 Writing activities will be evident in Entrance/Exit Slips, Fact-based activity writing, and Basic writing involving connections to graphic organizers. Type 3 and 4 Writing will involve all multi-paragraph and peer reviewed writing. Type 5 Writing will involve publication of the writing using the Collins definition of publication.


The implementation of this action step will be evident in lesson planning, diary mapping, observation, and work samples.


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



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Collins Writing Program: Step 4 - Review and Reflect

Description:

The teacher and administration will review the successes and obstacles with the writing program as a school-wide initiative and as as a classroom model for writing and responding to prompts. Analysis and reflection will occur in faculty meetings to determine changes necessary for success in the current and upcoming school-year.


The meeting agenda will indicate the action step occurred.


Program Area(s): Teacher Induction



Collins Writing Program: Step 5 - Review and Revisit for the 2018-2019 School Year

Description:

The faculty and administration will review the success and obstacles with the writing program as a school-wide initiative and as a classroom model for writing and responding to prompts. The review will determine changes that are necessary for success for the 2018-2019 school year.




Program Area(s):


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Collins Writing Program: Step 6 - Review and Revisit for the 2019/2020 School Year

Description:

The faculty and administration will review the success and obstacles with the writing program as a school-wide initiative and as a classroom model for writing and responding to prompts. The review will determine changes that are necessary for success for the 2019-2020 school year.




Program Area(s):



Goal #3: 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


Type: Interim

Data Source: Study Island Assessment

Specific Targets: Specific Targets: An increase in the benchmark scoring on the Study Island benchmark assessment for I.E.P. students of 10% in each of the four administrations over the course of the school-year will indicate a positive

71

trend in attaining the goal of moving I.E.P. students toward proficiency in the classroom and on the PSSA and Keystone Exam.

Strategies:


Description:

WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment



Description:




Study Island Assessment: Step 1 - Schedule Assessment Windows for the 2017/2018 School-Year


http://effectivestrategies.wiki.caiu.org/Assessment




72

Description:

The assessment window for lab use by teacher during the four Study Island assessments will be scheduled into the school assessment calendar.


Evidence of implementation will be indicated by the addition of the Study Island assessment windows into the schedule.


Program Area(s):



Study Island Assessment: Step 2 - Renew Computer Program License for the 2017/2018 School-Year

Description:

The Study Island computer site license will be renewed through edmentum.


Purchase order and use of the Study Island program will indicate that this step was implemented.


Program Area(s): Educational Technology



Study Island Assessment: Step 3 - In-service Training for the 2017/2018 School-Year

Description:

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The August inservice will consist of the use of Study Island as a school-wide assessment and as a classroom extension/enrichment tool. The faculty will receive training on the overview of the program, creating class lists and log-ins, use of the assessment, data and use of data from the assessment, and how to use the program as classroom extensions and enrichment.


The sign-in sheets will indicate that the faculty received the training on Study Island.

Training Date:

August 24, 2017


Program Area(s): Professional Education, Teacher Induction, Educational Technology



Study Island Assessment: Step 4 - Entering Student Data for the 2017/2018 School-Year

Description:

Faculty will enter class list into the Study Island system and create generic log-ins for each student.


The roster information will indicate that each student is in the system.


Program Area(s): Educational Technology


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Study Island Assessment: Step 5 - Computer Assessment of Students for the 2017/2018 School-Year

Description:

Students will be assessed in the computer lab during the available assessment windows four times over the course of the school year.


The assessment data for each student will indicate the step has occurred.

Assessment Dates:

Window 1: 9/5-18/2017 Window 2: 11/28-12/8/2017

Window 3: 2/12-26/2018

Window 4: 4/2-16/2018


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



Study Island Assessment: Step 6 - Data Reports and Analyzing Data for the 2017/2018 School-Year

Description:

The submission of data reports will occur for analysis in the data meetings. The department teachers and administration will analyze the data and make the necessary changes to instruction and programming from the data sets.


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The meeting notes will indicate implementation by reporting changes made from the data analysis. The benchmark proficiency percentage information given to each member of the content team will also indicate implementation.

Data Meeting By Wave:

Window 1 Data meeting: 9/25-29/2017 Window 2 Data meeting: 12/11-15/2017

Window 3 Data meeting: 2/27- 3/1/2018

Window 4 Data meeting: 4/17-27/2018






Study Island Assessment: Step 7 - Data Informed Decisions for Programming during the 2017/2018 School-Year

Description:

The Study Island benchmark data will be analyzed to determine changes necessary for change in instruction and programming.


Data meeting notes will indicate that the analysis and possible changes occurred.



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Study Island Assessment: Step 8 - Monitoring Programming Changes for the 2017/2018 School-Year

Description:

After the initial data analysis, the changes in programming will be implemented to meet the needs of the student, classroom, and content area so that the target increase is met.


The monthly curriculum mapping and meeting with administration will indicate the changes made to meet the areas of need within the classroom.

Monitoring Dates:

Wave 1 monitoring: 9/5/2017 - 11/27/2017 Wave 2 monitoring: 11/28/2017 - 2/1/2018

Wave 3 monitoring: 2/2/2018 - 4/1/2018

Wave 4 monitoring: 4/2/2018 - 6/1/2018





Study Island Assessment: Step 9 - Schedule for the 2018/2019 School-Year

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Description:

The Study Island implementation schedule will be determined after the 2018/2019 school calendar is approved. The Study Island training, implementation schedule and analysis time-frames will be determined.


The 2018/2019 Study Island Assessment Calendar will indicate the step was implemented.


Program Area(s):




Study Island Assessment: Step 10 - Schedule for the 2019/2020 School-Year

Description:

The Study Island implementation schedule will be determined after the 2019/2020 school calendar is approved. The Study Island training, implementation schedule and analysis time-frames will be determined.


The 2019/2020 Study Island Assessment Calendar will indicate the step was implemented.


Program Area(s):



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Goal #4: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Related Challenges:

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.

Ensure that 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.


Type: Interim

Data Source: Monthly ELA, Mathematics, and Science department meeting to review data and ensure that PA Academic Standards are utilized.

Specific Targets: The specific target of a 15% increase in each quarter for all content are teams using content area standards, literacy standards, and writing standards form the 2016/2017 baseline mapping data.

Strategies:


Description:




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Data Team Meetings; Analysis; Informed Decisions: Step 1 - Gathering Data for the 2017/2018 School-Year

Description:

The Principal will utilize four specific data sources for content area meetings. SPP, PVAAS, eMetric, and Study Island Benchmark assessment data will be gathered and utilized for the meetings.


Data documents will be accessed from Study Island Benchmark reporting, PVAAS Performance Level Scoring Growth, SPP, and eMetric data for use in the meetings.


Program Area(s): Teacher Induction, Student Services



Data Team Meetings; Analysis; Informed Decisions: Step 2 - Standards from Lesson Plans and Diary Mappings for the 2017/2018 School-Year

Description:

All PA Academic Standards will be tracked by the principal monthly during the content team meetings. Standards and Eligible Content covered in the classroom will be indicated on a wall-chart and spreadsheet for each instructor and discussed during the meeting.


Meeting sign-in sheets and inclusion of chart data will indicate implementation of this action step. Dates for scheduled meetings are listed below:

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9-29-17 10-27-17

11-24-17

12-21-17

1-26-18

2-23-18

3-30-18

4-27-18

5-25-18





Data Team Meetings; Analysis; Informed Decisions: Step 3 - Review SPP, PVAAS, eMetric, and Benchmark Data by Department for the 2017/2018 School-Year

Description:

The Principal will lead the department data meetings to review what the current school data is indicating in relation to scoring and instruction.


The meeting sign-in sheet and agenda/notes will indicate that the action step occurred.

Meeting Dates are as follows:

9-29-17 10-27-17

11-24-17

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12-21-17

1-26-18

2-23-18

3-30-18

4-27-18

5-25-18


Program Area(s):



Data Team Meetings; Analysis; Informed Decisions: Step 4 - Analyze Data for the 2017/2018 School-Year

Description:

The content area team, led by the Principal, will analyze all current data to find scoring patterns relating to systemic concerns.

Indicator of implementation:

The data meeting sign-in sheets and notes will indicate the action step occurred.


9-29-17 10-27-17

11-24-17

12-21-17

1-26-18

2-23-18

82

3-30-18

4-27-18

5-25-18


Program Area(s):



Data Team Meetings; Analysis; Informed Decisions: Step 5 - Data Informed Change for the 2017/2018 School-Year

Description:

The content area team, led by the Principal, will make data-informed changes in content area instruction to rectify instruction related to scoring deficiencies.


The meeting sign-in sheet and notes on change will indicate the action step occurred.


9-29-17 10-27-17

11-24-17

12-21-17

1-26-18

2-23-18

3-30-18

4-27-18

5-25-18

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Program Area(s):



Data Team Meetings; Analysis; Informed Decisions: Step 6 - Monitor Change for the 2017/2018 School-Year

Description:

The content area team, led by the Principal, will monitor changes for effectiveness and report findings in the monthly meetings.


The meeting sign-in sheet and meeting notes will indicate that the action step occurred.


Program Area(s):



Data Team Meetings; Analysis; Informed Decisions: Step 7 - Review Calendar for the 2018/2019 School-Year Schedule

Description:

The calendar for the 2018/2019 school year will be reviewed and meetings dates will be determined for the 2018/2019 school year.


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2018/2019 scheduled dates will indicate that the action step occurred.


Program Area(s):



Data Team Meetings; Analysis; Informed Decisions: Step 8 - Review Calendar for the 2019/2020 School-Year Schedule

Description:

The calendar for the 2019/2020 school year will be reviewed and meetings dates will be determined for the 2019/2020 school year.


2019/2020 scheduled dates will indicate that the action step occurred.


Program Area(s):



Goal #5: 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.


Type: Interim

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Data Source: Monthly Diary Mapping

Specific Targets: The target of 100% of all content area teachers providing the principal with monthly diary maps (9 total) that include the following for each month: Concepts, Competencies, Differentiation/BDA, Academic Vocabulary, Assessments, and Standards.

Strategies:

Curriculum Mapping

Description:

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

Standards Aligned System - Curriculum Framework

Description:

The Curriculum Framework specifies what is to be taught for each subject in the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and Essential Questions aligned to Standards and Assessment Anchors and, where appropriate, Eligible Content. (Source: http://www.pdesas.org/CMap/CFramework/CFramework) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Curriculum Framework

Effective Practices for Teaching Academic Vocabulary

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

http://www.pdesas.org/CMap/CFramework/CFramework

http://effectivestrategies.wiki.caiu.org/Curriculum+Framework%0D%0A

http://webserver3.ascd.org/handbook/demo/mapping2.html%20

http://www.curriculummapping101.com/materials/curriculum-mapping-research

http://www.curriculummapping101.com/materials/curriculum-mapping-research

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Description:

Academic vocabulary is the vocabulary critical to understanding the concepts of the content taught in schools. It is vocabulary that supports student comprehension of instructional content. Academic vocabulary exposes students to the word origins, multiple meanings of words, and reference to abstract concepts that relate and connects directly to the targeted content area. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. (Source: http://effectivestrategies.wiki.caiu.org/file/view/Effc_Tch_Vocab311.pdf/528268006/Effc_Tch_Vocab311.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices



Curriculum Mapping and Revision: Step 1 - In-service Explanation of Mapping Changes, B-D-A, and Academic Vocabulary

Description:

The requirements for monthly curriculum mapping will be revisited during the August 2017 in-service. A power point explanation will include the following required map components: Concepts, Competencies, Differentiation/B-D-A Strategies, Academic Vocabulary, Assessments, and Standards. A review of the B-D-A will occur with the a user tool for all faculty. Academic Vocabulary will be reviewed and discussed for all faculty. This will also include the protocol for displaying Academic Vocabulary in the classroom.


Implementation will be indicated by the meeting sign-in sheet and agenda.




Curriculum Mapping Standards Aligned System - Curriculum Framework Effective Practices for Teaching Academic Vocabulary

http://effectivestrategies.wiki.caiu.org/Instructional+Practices

http://effectivestrategies.wiki.caiu.org/file/view/Effc_Tch_Vocab311.pdf/528268006/Effc_Tch_Vocab311.pdf

http://effectivestrategies.wiki.caiu.org/file/view/Effc_Tch_Vocab311.pdf/528268006/Effc_Tch_Vocab311.pdf

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Curriculum Mapping and Revision: Step 2 - Diary Mapping

Description:

All faculty will provide monthly diary maps to the principal that include the following: Concepts, Competencies, Assessments, Differentiation, and Standards/Eligible Content that was covered within the month.


Monthly Diary Mapping will be sent to the principals on the following dates:

Aug/Sept: 10-2-17 Oct: 11-1-17

Nov: 12-4-17

Dec: 1-2-18

Jan: 2-2-18

Feb: 3-2-18

Mar: 4-2-18

Apr: 5-2-18

May: 6-1-18


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


Curriculum Mapping Standards Aligned System - Curriculum Framework

Curriculum Mapping and Revision: Step 3 - Content Area Curriculum Revision

Description:

The ELA, Mathematics, and Science department will conduct a revision writing of their course curriculum using the SAS Framework. A consistent curriculum document format will be used for the revisions.

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The submission of a completed course curriculum that is aligned to PA Core Standards will indicate implementation of this action step.

Submission Dates:

ELA, Science, Mathematics: August 25, 2017


Program Area(s):


Standards Aligned System - Curriculum Framework

Curriculum Mapping and Revision: Step 4 - Review Changes for the 2018/2019 School-Year

Description:

The review of the mapping and revision process will occur during the month of June 2018. From the review, schedules and dates for the 2018/2019 school-year will be determined.


Meeting agenda will indicate the action step occurred.


Program Area(s):



Curriculum Mapping and Revision: Step 5 - Review Changes for the 2019/2020 School-Year

89

Description:

The review of the mapping and revision process will occur during the month of June 2019. From the review, schedules and dates for the 2019/2020 school-year will be determined.


Meeting agenda will indicate the action step occurred.


Program Area(s):



Goal #6: Ensure that 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.


Type: Interim

Data Source: Walk-through Data Meetings

Specific Targets: Walk-through data will indicate the correlation to lesson planning and monthly curriculum mapping in relation to PA Academic Standards, Eligible Content, and Assessment Anchors utilized within best-practice based instruction with a goal of the principal meeting with 100% of the faculty observed during the same week to discuss observations from the walk-through and changes necessary for student success in a timely manner.

Type: Annual

Data Source: Year-end Material Requisition Documents

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Specific Targets: All faculty (100%) will provide an academic material requisition form to the building principal for consideration of purchase and acquisition for appropriate materials that will ensure that PA Academic Standards, Eligible Content, and Assessment Anchors are covered and assessed within the daily instruction to ensure student success on the PSSA and Keystone Exam.

Strategies:

Data Walkthroughs

Description:

Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data


Weekly Team Meetings

Description:

Conduct weekly data team meetings that have a specific focus and product each week. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data



Data Walkthroughs: Step 1 - Weekly Schedule

Description:

The Principal will identify days for the data walkthroughs within the week.


The Calendar will indicate the action step occurred.


http://effectivestrategies.wiki.caiu.org/Using+Data

http://effectivestrategies.wiki.caiu.org/Using+Data

91

Program Area(s):


Data Walkthroughs Weekly Team Meetings

Data Walkthroughs: Step 2 - Classroom Observation

Description:

The building principal will conduct a brief weekly walkthrough of the scheduled classrooms while looking for best-practices within quality instruction, PA Academic Standards, student concerns, and infrastructure/material issues.


Classroom walkthrough completion will indicate the action step occurred.


Program Area(s): Teacher Induction, Special Education, Educational Technology



Data Walkthroughs: Step 3 - Organization of Noticed Accomplishment and Concerns

Description:

The principal will organize information and data from the data walkthrough to include noticed accomplishments and concerns within the classroom.


Pre-meeting/email notes will indicate implementation of this action step.

92


Program Area(s): Teacher Induction



Data Walkthroughs: Step 4 - Weekly Teacher Contact Meeting/Email

Description:

The principal will meet with the observed teacher and/or email the teacher of the results from the data walkthroughs. The meeting/email highlight the noticed accomplishments, concerns, and provide opportunity for teacher response.


The meeting schedule/email will indicate implementation of the action step.


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



Data Walkthroughs: Step 5 - Weekly Team Meeting

Description:

The building principal will conduct weekly staff meetings to discuss building issues, data walkthrough findings, and needs of the faculty as a whole.


93

Emailed meeting minutes to all school personnel will indicate the action step occurred.





Data Walkthroughs: Step 6 - Material Requisition

Description:

The principal will supply all faculty with material requisition forms on the first weekly meeting in May. All faculty will have the month of May to locate materials that they would like considered for purchase to ensure students will experience success in the classroom.


The dissemination of the requisition forms on the meeting agenda will indicate the action step occurred.


Program Area(s):


Weekly Team Meetings

Data Walkthroughs: Step 7 - Revisit for the 2018/2019 School-Year

Description:

The administration will review the walkthrough procedures and requisition procedures, including calendar dates, for the 2018/2019 school-year.


94



Program Area(s):



Data Walkthroughs: Step 8 - Revisit for the 2019/2020 School-Year

Description:

The administration will review the walkthrough procedures and requisition procedures, including calendar dates, for the 2018/2019 school-year.




Program Area(s):



95

Appendix: Professional Development Implementation Step Details

LEA Goals Addressed: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Strategy #1: Common Assessment within Grade/SubjectStrategy #2: Career Survey/Exploration/Planning through Bridges.com

Start End Title Description

8/25/2017 8/25/2017

Career Survey/Exploration/Planning: Step 2 - Overview of the Tool

During August In-Service

The Bridges.com survey information will be explained during the August in-service to all faculty and administration. This explanation will include the information that the faculty will need to support the student in their career path.


The in-service agenda/sign-in sheet will indicate the implementation of the action step.

Person Responsible SH S EP Provider Type App.Guidance Department

2 1 30 Keystone Charter School Guidance Department School Entity

Yes

KnowledgeThe faculty and administration will gain knowledge related to the Bridges.com Career Choices Planner in regard to the interests and pathways for the post-secondary option of the students. Faculty and administration will gain knowledge related to the outcomes and goals of every student so that support can occur.

96

Supportive Research

The use of the Bridges.com Career Choices Planner aligns to the College and Career Readiness programming in the school under the safe and supportive school section. Through the programming in the Bridges.com, a single assessment program, the student exploration will create specific information necessary for the school to provide supports and interventions necessary for successful post-secondary options.

Through the Common Assessment and practice guides within all grades students will develop a continuum of exploration and research.

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?

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

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.

Training FormatLEA Whole Group Presentation

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

DirSchool counselorsNew StaffParents

Grade Levels Middle (grades 6-8)High (grades 9-12)

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Follow-up Activities

Analysis of student work, with administrator and/or peers

Journaling and reflecting Evaluation Methods

Participant surveyPortfolio

LEA Goals Addressed:

Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data WarehousingStrategy #2: Instructional Coaching

Start End Title Description

8/24/2017 8/24/2017 Collins Writing Program: Step 1 - August In-service Revisit

The Collins Writing Program will be revisited from the previous four years of training and use.


The in-service agenda will reflect implementation.Person Responsible SH S EP Provider Type App.Administration 2 1 30 Keystone Charter School School

EntityNo

Knowledge

Teachers will revisit the Collins Writing Program model that the Charter School has adopted. Through this revisit the teachers will have the opportunity to collaborate on past successes and failures associated with Collins use in the classroom, gain knowledge, and acquire ways to incorporate the types of writing in the daily lessons.

98

Supportive Research

The Collins Writing Program utilizes a systemic approach to writing that will ensure all students receive consistent language and instruction across the classrooms.

hhtp://www.collinsed.com/PDFs/research_base_cwp.pdf

Designed to Accomplish

For 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.

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.

Training FormatLEA Whole Group Presentation

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

DirSchool counselorsParaprofessional

Grade Levels Middle (grades 6-8)High (grades 9-12)

99

New Staff

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.

Student PSSA dataStandardized student assessment

data other than the PSSAClassroom student assessment dataReview of participant lesson plans

100

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

President, Board of Trustees


Superintendent/Chief Executive Officer

101

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 Keystone Education Center 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/


President, Board of Trustees


Superintendent/Chief Executive Officer

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