Charter School Planning-Offline Guidance Tool

Revised: 9/22/14 CHARTER SCHOOL PLANNING-OFFLINE GUIDANCE TOOL

Comprehensive Planning (CP) Charter School Offline Planning Guide

Research Study During the spring of 2010, PDE commissioned a research study to analyze and make recommendations regarding the current planning processes and tools used by LEAs and their alignment with the school improvement processes and tools. The study identified the need for a comprehensive process and tool that aligns LEA planning and school-level planning.

Comprehensive Planning Project Under the direction of PDE, Capital Area Intermediate Unit and Delaware County Intermediate Unit are collaborating to design and develop a single, streamlined, yet systemic, comprehensive planning process and plan management system for LEAs within the Commonwealth to ensure that:  LEAs are using the same proven planning practices.  All planning is collaborative, coordinated and representative of the participation of all stakeholders.

Legislative Highlights Submission will consist of a single Charter School Plan containing up to six goals every three years. The single plan will meet legislative requirements including, but not limited to Chapter 4, 12 and 49.

Contributors to Project Bureau of Teaching and Learning Support, Bureau of Special Education, Bureau of Assessment & Accountability, Bureau of Career & Technical Education, Bureau of School Leadership and Teacher Quality, Center for Data Quality & Information Technology, Educational Technology Office, Pennsylvania Intermediate Unit-Curriculum and Student Services Coordinators, PAIMS, IU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 Personnel, Pennsylvania Association for School Administrators, and The Education Policy and Leadership Center.

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Important Instructions for Using this Offline Guidance Tool

This offline tool is to assist you as you enter data in the Comprehensive Planning Web App. Therefore, you may download and save it for your Charter School use. This offline tool is best completed electronically as rows are designed to expand to your entries and there are no character limits. In some cases, you may need to insert rows when you want additional items such as Concerns, Strategies, Action Steps, etc.

Rationale for Comprehensive Planning Comprehensive Planning is a continuous process used to ensure that all students are achieving at high levels. All Charter Schools can create better environments so that more students are successful. Continuous planning of public Charter Schools is essential to providing increased student performance and quality results. Innovative, exemplary, and research-based programs, coupled with staff development, focused and aligned resources and public participation in planning, are critical factors in Charter Schools that demonstrate continuous growth.

Characteristics of High Performing Educational Systems High performing Charter Schools with varied demographic conditions have shown they share common characteristics. These nine characteristics are strongly correlated to consistently high performing Charter Schools. As Charter School teams go through the process of comprehensive planning, they will look for the presence of characteristics such as clear and shared focus. Research has shown that there is no silver bullet – no single thing that Charter Schools can do to ensure high student performance. Rather, high performing education systems tend to show evidence of the following nine characteristics:

1. Clear and Shared Focus Everybody knows where they are going and why. The vision is shared—everybody is involved and all understand their role in achieving the vision. The vision is developed from common beliefs and values, creating a consistent focus. 2. High Standards and Expectations Teachers and staff believe that all students can learn and that they can teach all students. There is recognition of barriers for some students to overcome, but the barriers are not insurmountable. Students become engaged in an ambitious and rigorous course of study. 3. Effective Charter School Leadership Effective leadership is required to implement change processes within the Charter School. This leadership takes many forms. Principals often play this role, but so do teachers and other staff, including those in the Charter School office. Effective leaders advocate, nurture, and sustain a Charter School culture and instructional program conducive to student learning and staff professional growth. 4. High Levels of Collaboration and Communication There is constant collaboration and communication between and among teachers of all grades. Everybody is involved and connected, including parents and members of the community to solve problems and create solutions. 5. Curriculum, Instruction and Assessment Aligned with Standards Curriculum is aligned with local, state and national standards. Research-based materials and teaching and learning strategies are implemented. There is a clear understanding of the assessment system, what is measured in various assessments and how it is measured.

6. Frequent Monitoring of Teaching and Learning Teaching and Learning are continually adjusted based on frequent monitoring of student progress and needs. A variety of assessment procedures are used. The results of the assessment are used to improve student performances and also to improve the instructional program. 7. Focused Professional Development Professional development for all educators is aligned with the Charter School’s common focus, objectives, and high expectations. It is ongoing and based on high need areas. 8. Supportive Learning Environment The Charter School has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers. 9. High Levels of Community and Parent Involvement There is a sense that all educational stakeholders have a responsibility to educate students, not just the teachers and staff in Charter Schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

Incorporating 21 st Century Skills into the Comprehensive Plan The Partnership for 21st Century Skills (www.p21.org) has developed a unified collective vision for 21st century learning that will strength American education. Its framework describes the knowledge, skills, expertise and the literacies students must master to succeed in work and life. It presents a vision for 21st century student outcomes and the support systems that are needed to produce these outcomes. Mastery of core academic subjects is the base upon which all 21st century learning occurs. An innovative support system must be created to help students the multi-dimensional abilities required of them in the 21st century. The 21st century support system includes Standards, Assessments, Curriculum, Instruction, Professional Development and Learning Environments.

Early in the process of comprehensive planning, it is highly encouraged that a Charter School takes the Milestones for Improving Learning and Education (The MILE Guide) self-assessment. The MILE Guide toolset is designed to help Charter Schools determine where they are on the spectrum of ensuring 21st century readiness for every student. It helps schools and Charter Schools measure where they are in terms of student knowledge and skills; education support systems; leading and teaching; policy-making; partnering and continuous improvement/strategic planning. Depending on the results in each area, appropriate strategies are recommended.

To view the Partnership for 21st Century Learning’s Framework visit: http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

To view the MILES Guide and complete the self-assessment online visit: http://www.p21.org/index.php?option=com_content&task=view&id=800&Itemid=52

Charter School Comprehensive Planning Components I. Profile A. Demographics B. Planning Process C. Mission Statement D. Vision Statement E. Shared Values F. Educational Community G. Board of Trustees H. Board of Trustees Professional Development I. Coordination of the Governance and Management of the School J. Student Enrollment K. Student Enrollment History L. Planning Committee II. Core Foundations A. Standards B. Curriculum C. Instruction D. Assessments E. Safe and Supportive Schools F. Materials and Resources G. Professional Education III. Assurances A. Brick and Mortar Charter Assurances B. Cyber Charter Assurances C. Safe and Supportive Schools IV. Needs Assessment A. Analyze Data A.1. Analyze Data Overview A.2. Data Walkthroughs A.3. Accomplishments A.4. Concerns B. Analyze Systems B.1. Systems Analysis Overview B.2. Systems Analysis Guiding Questions B.3. Align Concerns with Systemic Challenges B.4. Prioritize Systemic Challenges V. Charter School Plan (The Charter School Plan is the collection of Action Plans that implement Strategies for accomplishing Goals. The following process is repeated for each Action Plan) A. Action Plans A.1. Develop a New Goal A.2. Address Systemic Challenges addressed by this goal A.3. Identify Indicators of Effectiveness A.4. Build Goal A.5. Identify Strategies A.6. Create an Implementation Step

A.7. If applicable, complete Professional Development Action Step Worksheet(s) B. Targets B.1. Achievement Targets B.2. Performance Targets VI. Plan Submission A. Affirmations A.1. Charter School Affirmations A.2. Compliance with the Public Official & Employee Ethics Act B. Status and History VII. Plan Output Reports A. Total Plan Output

Charter School Profile Demographics

Charter School Name: Street Address: Post Office (City/Town): Zip Code: Phone Number: Federal Accountability Designation: Title I Status: CEO: CEO Email Address: Date of Local Chartering School Board/PDE Approval: Length of Charter: Opening Date: Grade Level: Hours of Operation: Percentage of Certified Staff: Total Instructional Staff: Student/Teacher Ratio: Student Waiting List: Attendance Rate/Percentage: Enrollment: Per Pupil Subsidy: Student Profile American Indian/Alaskan Native: Asian/Pacific Islander: Black (Non-Hispanic): Hispanic: White (Non-Hispanic): Multicultural: Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December:

Number of: K K K Elementary Middle Secondary (AM) (PM) (FT) Instructional Days Instructional Hours

Planning Process Determining your planning process is an integral step to developing and implementing your Charter School Plan. Things to consider when determining your process are:  When, where and with whom will you meet?  What is your timeline to sustain momentum?  Who will be responsible for which aspects of the planning process?  How, when, what and with whom will you communicate?

Mission Statement A Mission statement describes who you are and what you do; however, more fundamentally, it defines the purpose of your organization as a whole. Unlike a Vision statement (which answers the question “What do we want for our future?”), a Mission statement addresses the question “Why do we exist?” When creating your Mission statement, it is helpful to begin your responses to that question with the infinitive “to” be followed by an action verb, such as “provide” or “foster.” Criteria for an Effective Mission Statement include:  Short and sharply focused  Clear and easily understood  Defines why we do what we do  Defines why the organization exists  Sufficiently broad and general  Provides direction for doing the right things  Inspires our commitment  Says how we want to be remembered

Describe the mission of the Charter School and what defines the purpose of the organization.

Vision Statement A vision statement describes the Charter School’s vision for the future if your organization is successful in its mission. Meant to inspire, the vision statement provides a vivid portrayal of a

8 | P a g e CHARTER SCHOOL PLANNING-OFFLINE GUIDANCE TOOL bright future; however, its aspirations should be realistic and clear. When creating your vision statement, it is helpful to describe what kind of future the Charter School would create for its students. Lastly, consider how you will create a 21st Century Learning Environment for students and staff. Describe the vision for the future if your organization is successful in its mission.

Shared Values Shared values are the core tenets shared by your stakeholders that drive your organization’s culture and commitment. Unlike the Mission statement (which answers the question “Who are we?” by describing what you do), a shared values statement addresses the question “Who are we?” by examining what you believe. When creating your Shared Values statement, it is helpful to describe what the Charter School believes followed by a declarative sentence such as, “We believe that all students can…”

Describe the Charter School's shared values.

Educational Community Understanding your educational community is an important first step toward understanding your strengths, challenges, trends and conditions. In addition to contextual information, such as geographic and demographic data, your educational community description may include perceptual data culled from surveys, forums and advisory groups. This process is typically referred to as an “environmental scan.” An environmental scan considers present and predicted influencers of the direction of your organization and should examine both internal and external factors. Describe your educational community. (Consider the following questions)  Is your community rural or urban?  What is the economic status of your community?  What is the current and project fiscal status of the Charter School?  What types of industries are in your community?  What are your community resources?  What are your organizational resources?  How many and what types of students do you serve?  What opportunities do you offer to your students or community?  What opportunities does your community offer your students?  How do your community and organizational members feel about your entity?

Describe the Charter School's educational community.

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Name of Trustee Office (if any) Address Telephone # Email Address

Board of Trustees Professional Development Describe the professional development provided or taken regarding governance of the school (including the Sunshine Law and the Public Officials Act) for the Board of Trustees. If not all board members received professional development, indicate the members that did receive it. Also, include who provided the professional development and what topics were addressed.

Coordination of the Governance and Management of the School Explain how the Board of Trustees coordinates the governance and management of the school. Describe the Board of Trustees’ efforts in maintaining a working relationship with the charter granting’s Board of School Directors. Cyber Charter Schools should address the efforts of the Board of Trustees to maintain a working relationship with PDE.

Student Enrollment Describe enrollment requirements related to relevant parameters (e.g. age, residence, immunization regulations, etc.)

Upload the following 3 documents:  Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process.  Registration Policy  Intent to Enroll Form (English and all other languages)

Student Enrollment History Provide data in the following tables that describes the Charter School’s enrollment history: Enrollment History—Part I Number of Students at the Number of Beginning Students at Number of the the End of Number of of School School the School Students Reasons Students Students Year Year Year Expelled Withdrew During the Year Retained Enrollment History—Part 2—Enrollment by Grade by School Year School Grade Year K 1 2 3 4 5 6 7 8 9 10 11 12

Planning Committee

Charter School Level Planning Team The CEO leading your Charter School Level planning process ensures that appropriate systemic change will not only be identified, but also implemented. In addition, key staff members and representatives from every stakeholder group should participate in some capacity to ensure that multiple perspectives are considered and that staff and stakeholders support the plan. Staff and Stakeholder groups may include:  Charter School and School Level Administrators  Program and Support Personnel (e.g., Curriculum, Special Education, Student Services, Instructional Technology)  Coaches and Mentors  Elementary, Middle and High School Teachers  Students  Parents  Charter School Board Members  Local Business and Community Representatives In accordance with legislative requirements including, but not limited to Chapter 4, 12 and 49 the planning committee must contain at minimum:  (6) Teacher representatives (chosen by the teachers) divided equally among elementary, middle and high school teachers, as well as at minimum (1) Special Education Teacher  (2) Educational specialists (chosen by educational specialists) including dental hygienists, school guidance counselors, home-school visitors, technology instructors, school psychologists, school restoration and nutrition service specialist.  (2) Administrative representatives (chosen by the administrators)  (2) Parents of children attending a school in the Charter School (appointed by the Charter School board)  (2) Local business representatives (appointed by the Charter School board)  (2) Community representatives (appointed by the Charter School board) Identify key staff members and representatives from every stakeholder group participating to ensure that multiple perspectives are considered and that staff and stakeholders support the Charter School Level Plan. Chosen/Appointed Name of Team Member Subcommittee(s) Role By

Standards Pennsylvania Standards describe what students should know and be able to do; they increase in complexity and sophistication as a student progresses through school.

Mapping and Alignment Identify the Charter School's status with mapping and aligning its curriculum to all state academic standards as cited in Chapter 4, assessment anchors and eligible content.

Curriculum mapping is the consideration of when, how and what is taught, as well as the assessment measures used to demonstrate achievement of expected student learning outcomes. It is a process for recording what content and skills are actually taught in a classroom, school or Charter School during a longer period.

Curriculum alignment is the alignment between curriculum and one or more of the following elements: state standards, standardized tests and/or state tests, curriculum-embedded tests, student assignments, lesson plans, textbooks and instruction.

A=Accomplished, D=Developing, NI=Needs Improvement, NE=Non Existent

Elementary Education-Primary Level (EEP)-The primary program shall ordinarily be completed by children who are approximately 8 years of age. [§ 4.21 (a)] Elementary Education-Intermediate Level (EEI) - The intermediate level program shall ordinarily be completed by children who are approximately 11 years of age. [§ 4.21 (c)] Middle Level Education (ML)-The middle level planned instruction aligned with academic standards serves children who are approximately 11—14 years of age. [§ 4.22 (a)] High School Level Education (HS)-Instruction in the high school program must focus on the development of abilities needed to succeed in work and advanced education through planned instruction. [§ 4.23 (a)] Elementary Education-Primary Level (if applicable) Mapping Alignment Chapter 4 Standards A D NI N A D NI NE E Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 Early Childhood Education: Infant-ToddlerSecond Grade English Language Proficiency Interpersonal Skills School Climate

Provide explanation for any standard areas checked Needs Improvement or Non Existent.

Elementary Education-Intermediate Level (if applicable) Mapping Alignment Chapter 4 Standards A D NI N A D NI NE E Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate

Provide explanation for any standard areas checked Needs Improvement or Non Existent. Middle Level Education (if applicable) Mapping Alignment Chapter 4 Standards A D NI N A D NI NE E Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate World Language

Provide explanation for any standard areas checked Needs Improvement or Non Existent. High School Level Education (if applicable) Mapping Alignment Chapter 4 Standards A D NI N A D NI NE E Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate World Language

Provide explanation for any standard areas checked Needs Improvement or Non Existent. Adaptations Chapter § 4.12(a) allows LEAs to develop, expand or improve existing academic standards. Identify whether or not your Charter School has developed, expanded or improved the existing Pennsylvania academic standards in specific content areas.

If you have developed, expanded or improved the academic standards in Chapter 4, then identify below which ones affected. (Check all that apply)

If you have not developed, expanded or improved the academic standards in Chapter 4, then move to the next section entitled Curriculum.

Chapter 4 Standards EEP EEI ML HS Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science, and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education

Provide explanation for any standards checked. Curriculum A curriculum framework specifies what objectives are to be taught and the planned instruction at which grade levels for each subject in the curriculum. At any given grade level, the objectives used as the basis of lesson design are those-and only those-that are needed to provide the foundation for what comes next.

Planned Instruction Which of the following characteristics describe the planned instruction for each standards area within each grade span?

Elementary Education-Primary Level (if applicable) Curriculum Characteristics A D NI NE Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Provide explanation for processes used to ensure Accomplishment.

Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation? Elementary Education-Intermediate Level (if applicable) Curriculum Characteristics A D NI NE Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation?

Middle Level Education (if applicable) Curriculum Characteristics A D NI NE Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Provide explanation for processes used to ensure Accomplishment. Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation? High School Level Education (if applicable) Curriculum Characteristics A D NI NE Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation?

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 Aligned instruction comprises the following activities: 1. Teaching to objectives that are aligned with the standards. 2. Making sure that lesson design incorporates an appropriate level of challenge. Instruction that is too challenging leads to frustration and discouragement on the part of students. Instruction that is not challenging enough results in little or no learning. 3. Focusing teaching based on the learning needs of each student. These needs are those identified through evaluation of student achievement against the standards. 4. Implementing instructional strategies that 'scaffold' by building on each other to help students achieve the standards.

Inst ructional Strategies Which of the following strategies does the Charter School apply to ensure standards-aligned instruction and consistency between classrooms; grades; and subjects; and/or programs? (Check all that apply)

Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching Instructional Coaching Regular Lesson Plan Review Charter School Administrators Department Supervisors Instructional Coaches Not Reviewed

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

Provide brief explanation for strategies not selected and how the Charter School plans to address their incorporation. Responsiveness to Student Needs Which of the following instructional practices does the Charter School apply to ensure responsiveness to student needs?

Full Full Implementation >50% Implemented in 50% or more of Charter School classrooms <50% Implemented in less than 50% of Charter School classrooms Unk Level of Implementation is Unknown NA Not Applicable

Elementary Education-Primary Level (if applicable) Instructional Practices Full >50% <50% Unk NA Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

If necessary, provide further explanation. (Required explanation if column selected was <50%, Unk or NA)

Elementary Education-Intermediate Level (if applicable) Instructional Practices Full >50% <50% Unk NA Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. If necessary, provide further explanation. (Required explanation if column selected was <50%, Unk or NA) Middle Level Education (if applicable) Instructional Practices Full >50% <50% Unk NA Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

High School Level Education (if applicable) Instructional Practices Full >50% <50% Unk NA Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Recruitment Describe the process the Charter School implements 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.

Assessments Fair Assessment is a process used by teachers and students before, during and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement and to provide appropriate challenges for all students at their instructional levels.

Local Graduation Requirements

Identify the number of required courses (not credits) needed in each area to graduate. Course Completion Year 1 Year 2 Year 3 Total Courses English Mathematics Social Studies Science Physical Education Health Music, Art, Family & Consumer Sciences, Career and Technical Education Electives

Minimum % Grade Required for Credit (Numerical Answer)

Local Assessments Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

WA Works of Art or Musical, Theatrical or Dance performance TD Teacher developed assessments NAT Nationally available achievement tests DA Diagnostic Assessments PSW Evaluations of Portfolios of Student Work Other Other Measures as Appropriate that may include standardized tests

Standards WA TD NAT DA PSW Other Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading World Language

_____ and beyond Graduation Requirement Specifics Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

Completion of Course Work in which a student demonstrates English Language Arts proficiency on the associated Keystone Exam Students are allowed to test out of required courses Independently validated local assessments Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam

Completion of Course Work in which a student demonstrates Algebra I proficiency on the associated Keystone Exam Students are allowed to test out of required courses Independently validated local assessments Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam

Biology Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam Students are allowed to test out of required courses Independently validated local assessments Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam Methods and Measures Identify the methods and measures used to determine student achievement. (See Appendix for an extensive list) Summative Assessments EEP EEI ML HS

Benchmark EEP EEI ML HS Assessments

Formative EEP EEI ML HS Assessments Diagnostic EEP EEI ML HS Assessments

Validation of Implemented Assessments Which of the following reviews does the Charter School apply to ensure teachers develop multiple and varied standards-aligned assessments of student learning? (Check all that apply)

Validation Methods EEP EEI ML HS External Review Intermediate Unit Review Charter School Administration Review Building Supervisor Review Department Supervisor Review Professional Learning Community Review Instructional Coach Review Teacher Peer Review

Provide brief explanation of Charter School's process for reviewing assessments.

Development and Validation of Local Assessments If applicable, explain the Charter School’s procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

Collection and Dissemination Describe the Charter School's system to collect, analyze and disseminate assessment data efficiently and effectively for use by Charter School leaders and instructional teams.

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.

Assessment Data Uses Which of the following strategies does the Charter School apply in using assessment data? (Check all that apply)

Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards-aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives. 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. Instructional practices modified or adapted to increase student mastery.

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

Distribution of Summative Assessment Results Which of the following does the Charter School use to distribute information about summative assessments to the public? (Check all that apply) Distribution of Summative Assessment Results EEP EEI ML HS Course Planning Guides Directing Public to the PDE & Other Test-related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Charter School Website Meetings with Community/Families/School Board Charter School-wide Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook Other, please specify below

Provide brief explanation for strategies not selected and how the Charter School plans to address their incorporation. Safe and Supportive Schools The Safe and Supportive Schools component systematically addresses the coordination of anti-violence efforts between schools and community organizations and the development of programs to combat school violence. In addition, it provides students with research-based supports that ensure meaningful access to the general education curriculum. This section also includes Chapter 12 requirements known as Student Services. These services are designed by a school entity to support the instructional program and to help students attain their educational and career goals. Students may face a number of barriers to learning that include: bullying, child abuse/neglect, cultural diversity, divorce/ blended families, drug and alcohol use/abuse, English language learning, family issues, grief and loss, homelessness, immigration status, low socioeconomic status, mental health issues, military deployment, physical illness, poor nutrition, relocation, sporadic parental involvement, teen pregnancy/parenting, unemployment of parent/guardian and being a victim or witness to violence. These challenges to learning need to be addressed in order to increase graduation rates and student achievement. Student services, also known as learning supports, address these barriers to promote student achievement. Programs, Strategies and Actions Which of the following programs, strategies and actions does the LEA apply to provide students safe and supportive schools? (Check all that apply)

Programs, Strategies and Actions EEP EEI ML HS Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement School-wide Positive Behavioral Programs Conflict Resolution or Dispute Management Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct Comprehensive Charter School-wide School Safety and Violence Prevention Plans Purchase of Security-related Technology Student, Staff and Visitor Identification Systems Placement of School Resource Officers Student Assistance Program Teams and Training Counseling Services Available for All Students Internet Web-based System for the Management of Student Discipline

Provide brief explanation strategies not selected and how the Charter School plan to address their incorporation.

Developmental Services Which of the following developmental services are integrated into all levels of the Charter School's educational program? (Check all that apply)

Developmental Services EEP EEI ML HS Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring Compliance with Health Requirements – i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RtII Wellness/Health Appraisal Other, please specify below If necessary, provide further explanation. Dia gnostic, Intervention and Referral Services Which of the following diagnostic, intervention and referral services are integrated into all levels of the Charter School's educational program? (Check all that apply)

Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling - Coping with life situations Small Group Counseling - Educational planning Small Group Counseling - Personal and Social Development Special Education Evaluation Student Assistance Program Other, please specify below

If necessary, provide further explanation. Consultation and Coordination Services Which of the following consultation and coordination services are integrated into all levels of the Charter School's educational program? (Check all that apply)

Consultation and Coordination Services EEP EE ML HS I Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination Other, please specify below

If necessary, provide further explanation. Communication of Educational Opportunities Which means does the Charter School use to communicate educational opportunities (and how to access them) to parents and students? (Check all that apply)

Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides Directing Public to the PDE & SPP Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Charter School Website Meetings with Community, Families and School Board Charter School-wide Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook Other, please specify below

Communication of Student Health Needs Which means does the Charter School use to provide information to parents or guardians about the health needs of their children? (Check all that apply)

Communication of Student Health Needs EEP EEI ML HS Individual Meetings Individual Screening Results Letters to Parents/Guardians Charter School Website Meetings with Community, Families and School Board Newsletters School Calendar Student Handbook Other, please specify below Frequency of Communication How often does the Charter School communicate with parents about how to access educational opportunities and how to address health needs of students?

Frequency of Communication EEP EEI ML HS Yearly Quarterly More than once a month Monthly Never

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

Community and Parent Engagement (Brick and Mortar Charters Only) Describe the Board of Trustees’ efforts in promoting opportunities for community and parent engagement in school activities.

Community Coordination (Brick and Mortar Charters Only) Describe how the Charter School accomplishes 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 care 2. After school programs 3. Youth workforce development programs 4. Tutoring Preschool Agency Coordination Explain how the Charter School 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. (Brick and Mortar Charters Only)

2. Address pre-kindergarten programs operated directly by the Charter School and those operated by community agencies under contract from the Charter School. (Brick and Mortar Charters Only)

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

Health and Safety By answering “Yes” to each question, the Charter School assures that it has complied with health and safety requirements maintenance of health and immunization records for students, school meal program and transportation.

Health and Safety Yes No NA 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? Is a certified school nurse on the Charter School staff? Are physical health records and dental records kept according to requirements of the State of Pennsylvania? Does the Charter School comply with all regulations concerning the dispensation of medicines? May Charter School students possess any prescription or non-prescription medication? 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? Is the Charter School in compliance with all pertinent code and license requirements related to Fire Prevention and Fire Drill procedures? Are Fire Drill procedures posted in each classroom and are Fire Drills held at least once a month? Does the Charter School participate in the Federal Free and Reduced Lunch Program? Are all students eligible to participate in Federal Breakfast and Lunch programs? Are all claims and reports associated with Federal Breakfast and Lunch programs submitted as required?

Describe the responsibilities of the Charter School nurse(s):

Food Service Program (Brick and Mortar Charters Only) Describe unique features of the Charter School meal program:

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: Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students: Upload the Charter School Wellness Policy. Upload the Charter School Policy regarding Health Reimbursement.

Current School Insurance Coverage Policies and Programs: Upload the Charter School’s Current Insurance Accord. Upload the Charter School’s Certificate of Liability. Upload a document describing the details of the Charter School’s insurance coverage and/or copies of pertinent insurance policies.

Transportation (Brick and Mortar Charters Only) 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.

AND/OR Upload a document that lists the requirements students must meet in order to be eligible for free transportation. Student Conduct By answering “Yes” to each question, the Charter School assures that it has complied with 22 Pa. Code Chapter 12 for expected student behavior, discipline and the respect to due process.

Charter School’s Code of Student Conduct Yes No

Are the expectations of students, parents, school staff members, and the Board of Trustees delineated by the Code of Student Conduct? Are the rules of conduct explained in student friendly-language? Are the consequences of violations of rules of conduct explained in student- friendly language? Does the Code of Student Conduct apply on school grounds during the school day as well as immediately before and after school hours? Does the Code of Student Conduct apply on school grounds at any other time when a school group is using the school? 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? 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? 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? 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? 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? 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?

Upload the Charter School’s Code of Student Conduct.

If necessary, provide further explanation.

Materials and Resources

Materials and Resources are a collection of curricular assets to assist educators in delivering standards-aligned instruction. This includes model curricula, incorporating learning progressions, units, lesson plans and content resources aligned to the Pennsylvania standards.

Description of Materials and Resources Identify the extent to which each of the following characteristics describes the Charter School’s materials and resources.

EEPL (if applicable) EEI (if applicable) Material and Resources Characteristics A D NI NE A D NI NE Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills. A robust supply of high quality aligned instructional materials and resources available. Accessibility for students and teachers is effective and efficient. Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs.

Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation? MS (if applicable) HS (if applicable) Material and Resources Characteristics A D NI NE A D NI NE Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills. A robust supply of high quality aligned instructional materials and resources available. Accessibility for students and teachers is effective and efficient. Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs.

Provide explanation for any row checked Needs Improvement or Non Existent. How does the Charter School plan to address their incorporation? SAS Incorporation To what degree is, the SAS Materials and Resources Section incorporated into your student achievement planning process?

Elementary Education-Primary Level (if applicable) Standards Full >50% <50% Unk NA Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 Early Childhood Education: Infant-ToddlerSecond Grade English Language Proficiency Interpersonal Skills School Climate

Elementary Education-Intermediate Level (if applicable) Standards Full >50% <50% Unk NA Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate

If necessary, provide further explanation. (Required explanation if column selected was <50%, Unk or NA) Middle Level Education (if applicable) Arts and Humanities Full >50% <50% Unk NA Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate World Language

If necessary, provide further explanation. (Required explanation if column selected was <50%, Unk or NA) High School Level Education (if applicable) Standards Full >50% <50% Unk NA Arts and Humanities Career Education and Work Civics and Government Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education 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 English Language Proficiency Interpersonal Skills School Climate World Language

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

Accounting System 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.

Professional Education Charter School-provided professional education meets the education needs of that school entity and its professional employees, so that they may meet the specific needs of students. Professional education for all levels of a Charter School should be based on sound research and promising practices that promotes the building educators’ skills over the long term. Exemplary professional education for staff:  Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.  Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.  Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.  Empowers educators to work effectively with parents and community partners.

Characteristics Which of the following describes the Charter School’s professional education program? (Check all that apply)

Charter School’s Professional Education Characteristics EEP EE ML HS I 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 effective practice research, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. For administrators and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results.

Provide brief explanation of Charter School's process for ensuring these selected characteristics.

Strategies Ensuring Fidelity Which of the following strategies does the Charter School apply to ensure that professional development is focused and wide-ranging and is implemented with fidelity? (Check all that apply)

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. Charter School level has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Building 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. Charter School 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.

Induction Program Which of the following goals, objectives and competencies does the Charter School's Induction program contain? (Check all that apply)

Inductees will know, understand and implement instructional practices validated by the Charter School as known to improve student achievement. Inductees will assign challenging work to diverse student populations. Inductees will know the basic details and expectations related to Charter School-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 Charter School curricula. Inductees will effectively navigate the Standards Aligned System website. Inductees will know and apply Charter School endorsed classroom management strategies. Inductees will know and utilize school 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. Other, please specify below

Provide brief explanation for strategies not selected and how the Charter School plans to address their incorporation. Needs of Inductees Which of the following tools does the Charter School use to assess the needs of the inductees? (Check all that apply)

Frequent observations of inductee instructional practice by a coach or mentor to identify needs. Frequent observations of inductee instructional practice by building supervisor to identify needs. Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs. Student PSSA data Standardized student assessment data other than the PSSA. Classroom assessment data (formative & summative) Inductee survey (local, Charter School, intermediate units and national level) Review of inductee lesson plans. Review of written reports summarizing instructional activity. Submission of inductee portfolio. Knowledge of successful research-based instructional models. Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews). Other, please specify below

Mentor Characteristics Which of the following characteristics does the Charter School use to selects mentors? (Check all that apply)

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of Charter School 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. Other, please specify below

Provide brief explanation for strategies not selected and how the Charter School plans to address their incorporation. Induction Program Timeline Identify the timeline of induction topics to be addressed. (Check all that apply)

Topics Aug- Oct- Dec-Jan Feb-Mar Apr-May Jun-Jul Sep Nov Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for Diverse Learners Data Informed Decision- making Materials and Resources for Instruction

If necessary, provide further explanation.

Monitoring and Evaluating Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

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. Building administrator receives, evaluates and archives all school mentor records. Schools maintain accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program. Charter School administrator receives tallies and archives all Charter School mentor records. Completion is verified by the CEO on the Application for Level 2 Certification. Comprehensive Planning Assurances

All Charter Schools developing a Charter School Level Plan must assure to the Pennsylvania Department of Education the existence and implementation of the following procedures or policies in compliance with the appropriate regulation. For Brick and Mortar Charter Schools The physical charter school agrees to comply with all requirements in Article 17.

These include: 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. [§17-1715-A (2)] The school does not unlawfully discriminate in admissions, hiring or operation. [§17- 1715-A (3)] The school is nonsectarian in all operations. [§17-1715-A (4)] The school does not provide any religious instruction, nor are religious objects or symbols displayed on the premises. [§17-1715-A (5)] The school does not advocate unlawful behavior. [§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. [§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. [§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.” [§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. [§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. [§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. [§17-1723-A (a)] 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. [§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. [§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. [§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. [§17-1723-A (b)] 75% of the professional staff members hold appropriate State certifications. [§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. [§17-1724-A (b)] There are no tuition charges for any resident or nonresident student. [§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. [§17-1725-A (e)] Free transportation is provided to students according to the parameters of §17-1726-A (Transportation) of the Charter School Law. [§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. [§17- 17232-A (a)] For Cyber Charter Schools The cyber charter school agrees to comply with all requirements in Article 17. These include:

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. [§17-1715-A (2)] The school does not unlawfully discriminate in admissions, hiring or operation. [§17- 1715-A (3)] The school is nonsectarian in all operations. [§17-1715-A (4)] The school does not provide any religious instruction, nor are religious objects or symbols displayed on the premises. [§17-1715-A (5)] The school does not advocate unlawful behavior. [§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. [§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. [§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.” [§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. [§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. [§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. [§17-1723-A (a)] 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. [§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. [§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. [§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. [§17-1723-A (b)] 75% of the professional staff members hold appropriate State certifications. [§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. [§17-1724-A (b)] There are no tuition charges for any resident or nonresident student. [§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. [§17-1725-A (e)] Discounts or payments waived are not extended to any school district for any student. [§17-1743-A (a)] Funds are not provided to a school entity except as compensation for the provision of specific services. [§17-1743-A (a)] The following will be made available upon request to each student’s school district of residence: copy of the charter, copy of the cyber charter application, copy of all annual reports prepared by the cyber charter school, and a list of students enrolled in the cyber charter school from that school district. [§17-1743-A (c)] The following will be made available to a parent or guardian upon request and prior the student’s first day in the school: brief description of each of the student’s courses of instruction, description of the lessons and activities offered on and offline, the manner in which attendance will be reported and work authenticated, and a list of all standardized tests the student will be required to take and the place where the tests will be administered. [§17-1743-A (d)] The following will be made available to a parent or guardian upon request and prior the student’s first day in the school: the school’s address and contact information for the CEO and other school personnel including the student’s teachers, meetings to be held between parents and professional staff members, the manner in which parents will be notified of meetings, and a list of any extracurricular activities provided by the school. [§17-1743-A (d)] The following will be made available to a parent or guardian upon request and prior the student’s first day in the school: a list of all student services to be provided and copies of policies related to computer security and privacy, truancy, absences, discipline, and withdrawal or expulsion of students. [§17-1743-A (d)] The following will be made available to a parent or guardian upon request and prior the student’s first day in the school: the school calendar, including but not limited to the time frame that will constitute a school year and a school week, holidays, and term breaks. [§17-1743-A (d)] Each student will be provided with all instructional materials, all equipment including a computer, monitor, and printer, and will be provided with or reimbursed for all technology and services necessary for the on-line delivery of the curriculum and instruction. [§17-1743-A (e)] Ongoing access to all records and facilities will be provided to PDE that the Department deems necessary. [§17-1743-A (g)] The school adheres to the requirements of all 123 sections, chapters and acts listed in §17-1749-A (Provisions applicable to charter schools) of the Charter School Law. [§17- 1749-A (a)]

By checking this box, the LEA agrees to comply and institute local policies and procedures with all requirements of Article 17. Safe and Supportive Schools Assurances The LEA agrees to comply and institute local policies and procedures with all requirements of Safe and Supportive Schools outlined in Chapter 12, these include:

Implementation of a comprehensive and integrated K-12 program of student services based on the needs of students (§12) Free Education and Attendance (§12.1) School Rules (§12.3) Collection, Maintenance and Dissemination of Student Records (§ 12.31 (a) and § 12.32) Discrimination (§ 12.4) Corporal Punishment (§ 12.5) Exclusion from School, Classes, Hearings (§ 12.6, § 12.7, § 12.8) Freedom of Expression (§ 12.9) Flag Salute and Pledge of Allegiance (§ 12.10) Hair and Dress (§ 12.11) Confidential Communications (§ 12.12) Searches (§ 12.14) Emergency Care and Administration of Medication and Treatment (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 (§ 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and § 12.41(d)) Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (§ 12.41(e)) Development and Implementation of Charter School Wellness Program (Public Law 108-265, Section 204) Student Assistance Programs have been established and implemented at all of levels of the school system An Acceptable Use Policy for Technology Resources has been established and implemented Career information and assessments are provided to students and parents or guardians so that they might become aware of the world of work and career options available.

By checking this box, the LEA agrees to comply and institute local policies and procedures with all requirements of Safe and Supportive Schools outlined in Chapter 12 and other state and federal mandates. All Title I Schools required to create School Level Plans must assure to the Pennsylvania Department of Education the school’s compliance with the following expectations by developing and implementing an improvement plan or otherwise taking actions that meet the expectations described by the Assurances listed below. If a school is implementing a Title 1 Schoolwide program, indicate this intent and upload the completed Title 1 Schoolwide Program Planning Addendum. By checking the following box, the school assures all of the following statements.

Title I Assurance 1: This School Improvement Plan contains Action Plans that address each reason why this school failed to make Annual Measurable Objectives (AMOs) and/or is identified in the lowest 10% of Title I schools. Title I Assurance 2: The resources needed for full implementation of the action plans herein documented have been identified and the necessary approvals obtained to allow the procurement and allocation of these resources. Title I Assurance 3: Documentation of the resources needed for full implementation of the action plans herein documented; including specific, related budgetary information, is available for review upon request by the LEA or SEA. Title I Assurance 4: If designated as a Priority or Focus School the district has determined whole-school meaningful interventions directly associated with the unmet AMO(s). Title I Assurance 5: The school improvement plan covers a two-year period.  Title I Assurance 6: The school has adopted and/or continued policies and practices concerning the school's core academic subjects that have the greatest likelihood of improving student achievement. Title I Assurance 7: High performing LEAs with varied demographic conditions have shown they share common characteristics. The following nine characteristics are embedded in the plan: · Clear and Shared Focus · High Standards and Expectations · Effective Leadership · High Levels of Collaboration and Communication · Curriculum, Instruction and Assessment Aligned with Standards · Frequent Monitoring of Teaching and Learning · Focused Professional Development · Supportive Learning Environment · High Levels of Community and Parent Involvement Title I Assurance 8: Focus Schools must implement locally developed interventions associated with a minimum of one of the Seven turnaround principles, while Priority Schools must incorporate all seven turnaround principles as listed below: Principle 1: Providing strong leadership by: (1) reviewing the performance of the current principal; (2) either replacing the principal if such a change is necessary to ensure strong and effective leadership, or demonstrating to the State Education Agency that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum and budget. Principle 2: Ensuring that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; and (2) preventing ineffective teachers from transferring to these schools. Principle 3: Redesign the school day, week, or year to include additional time for student learning and teacher collaboration. Principle 4: Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with state academic content standards. Principle 5: Use data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data. Principle 6: Establish a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional and health needs. Principle 7: Provide ongoing mechanisms for family and community engagement. Title I Assurance 9: The school improvement plan delineates responsibilities fulfilled by the school, the LEA and the SEA serving the school under the plan. Title I Assurance 10: Establish specific annual, measurable targets for continuous and substantial progress by each relevant subgroup, which will ensure all such groups of students, update to align with the new AMOs to close the achievement gap. Title I Assurance 11: A mentoring/induction program used with teachers new to the school exists; the essential elements of the mentoring/induction program are documented and the documentation is available for review upon request by LEA or SEA authorities. Title I Assurance 12: All parents with enrolled students will receive an annual notification letter which includes the reasons for its identification as Priority or Focus and the school’s plan to improve student achievement. Title I Assurance 13: Identify the ways in which the school is communicating with parents regarding school improvement efforts will occur via the following strategies. School web site School Newsletter PTA website District web page WikiSpaces, Yahoo, Facebook, etc. Board meeting presentations Town hall meetings District’s annual report District report card Press releases to local media Yearly letter to parents Periodic mailings/letters, postcards, etc. Short Message Systems (phone blasts) Short Message Systems (email blasts) Invitations to planning (etc.) meetings Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc. Special all-school evening event to present School Level Plan Monthly PTO meetings Regular Title 1 meetings Parent advisory committee meetings Parent-Teacher Conferences Home-school visits School Improvement Brochure Student Handbook Schoolwide Program All Charter Schools developing a Charter School Level Plan must assure to the Pennsylvania Department of Education the existence and implementation of the following procedures or policies in compliance with the appropriate regulation. SCHOOLWIDE PROGRAM ASSURANCE Do you intend to run a Title I Schoolwide program for the first time next school year? Yes, the school intends to run a Title I Schoolwide program for the first time next school year A completed Title I Schoolwide program planning addendum is required if the school is running a Title I Schoolwide program for the first time. Upload the Title I Schoolwide program planning addendum Needs Assessment Analyze Data Data can tell a Charter School’s story. Collecting and using information about the Charter School and the community moves the message from feelings to facts. What are the Charter School’s strengths? Which programs and services have the greatest potential for growth based on current data? Gathering the right data from a variety of sources can:  Create a baseline on student skills and stakeholders’ attitudes and beliefs  Provide an accurate picture of current Charter School processes and programs  Guide actions taken to change outcomes  Allow Charter School staff to measure progress over time Data can be collected in four different domains: Demographics, Perceptions, Contextual Data and Achievement. Data will need to be disaggregated at a granular level to help Charter School Level Planning Teams make prudent decisions. At a minimum, data will need to be disaggregated by:  Ethnicity  Mobility  Gender  Limited English Proficiency  Social Economic Status  Special Education The needs assessment is a comprehensive evaluation of the strengths and weaknesses of the Charter School with the expressed goal of determining how the Charter School can best build on its strengths and improves on challenged areas in order to enhance student learning in the Charter School. A good needs assessment:  Is based on clearly presented, valid and reliable data  Includes a variety of sources of information (e.g. teachers, parents, students, administrators, counselors, community members)  Includes a balance of different types of data measuring the pulse of current Charter School status compared with similar data over periods of time(e.g., student achievement scores, perceptions of stakeholders, behavioral and attitudinal patterns, Charter School programs and processes including resource allocations, demographic patterns all in current and longitudinal representation)  Accurately interprets the data to identify both strengths and challenges  Detects needs from identified strengths and challenges  Sets priorities for needs in a manner that addresses student learning A. Optional Data Walkthroughs

The purpose of this section is to assist Charter Schools in analyzing their data for the purposes of Charter School Level planning. This section contains “off-ramps” which include worksheets that walk a Charter School step-by-step through the data analysis process. While the process is designed to be sequential, Charter Schools may opt to skip data sets that have already been analyzed or are not relevant to them. If multiple data sets provide similar information, the data set with the most detailed and most recent data is used for analysis. It should be noted that if a step in the process is omitted, informative data may be missed. Each data set follows a specific pattern for analysis. Each section includes introductory statements about a particular data set. Directions on how to access this data are included. Following the introductory statements, are a series of yes/no guiding questions and a location for supporting evidence with each question. Each document provides an opportunity for reflective statements about the section. At the conclusion of each data set review, Charter Schools identify strengths and weaknesses and write 2-3 reflective statements about the data.

School Performance Profile The School Performance Profile provides the public with a Comprehensive overview of student academic performance in every Pennsylvania public school building, including traditional public Schools, charter schools, cyber charter schools and career and Technology centers. Other Advanced Data This optional section is designed for LEAs interested in deeper Sources analysis of student learning data or analysis of school processes, perceptions or demographics. LEAs may explore other detailed reports from eMetric and/or PVAAS, or they may upload locally relevant data sets for analysis. eMetric eMetric provides valuable information about your district’s performance on the Pennsylvania System of School Assessment (PSSA), including the alternate and modified assessments.

High School Feedback The intent of these reports is to provide actionable data to high school educators and school administrators to inform and improve their instructional practice, curriculum, etc. The MILE Guide Developed by Partnership for 21st Century Skills, it is designed to help Charter Schools determine where they are on the spectrum of ensuring 21st century readiness for every student. It helps schools and Charter Schools measure where they are in terms of student knowledge and skills; education support systems; leading and teaching; policy-making; partnering and continuous improvement/strategic planning. PVAAS Four (4) PVAAS (PA Value-Added Assessment System) reports offer valuable information about the effectiveness of your district/schools in addressing the academic needs of students. Special Education Several data sets relate specifically to an LEA’s work with special education students. The section provides a step-by-step process for working through the following data sets. Technology Infrastructure The PATI data show your network connectivity, as well as the types and quantities of equipment in your schools. Please note that the connectivity standards referenced below represent statewide medians. Identification of Charter School Accomplishments and Concerns:  Review all data identified as being relevant to the Charter School’s systems (e.g. prepopulated Reading and Math data and locally- generated, system-relevant data).  Identify data-substantiated results that represent student achievement and/or performance accomplishments and identify those results that represent concerns about student achievement and/or performance.  Identify the accomplishments and concerns that the Planning Team deems to be the most significant (up to ten each; at least one accomplishment and one concern should be listed), list them in order of significance in the appropriate table below.  It is important that the data used to identify and prioritize the following accomplishments and concerns be readily available should Charter School or SEA administrators, Trustees, school staff members, parents, or other stakeholders desire to see the supporting data.

Table of Significant Charter School Accomplishments 1 2 3 4 5 6 7 8 9 10

Table of Significant Charter School Concerns 1 2 3 4 5 6 7 8 9 10

Analyze Systems

Analyze Systems Overview Less than full implementation of a system associated with effective charter schools may represent a Systemic Challenge. Systemic Challenges provide opportunities for charter schools to confront systemic deficiencies, which may be a cause of insufficient student achievement or performance that fails to meet the expectations of the charter school, the community, and/or the Pennsylvania and/or Federal Departments of Education. The System Analysis process is intended to prompt and structure data-supported, analytical discussions about systems within charter schools . It is the hope that these discussions will lead to the identification of Systemic Challenges deemed significant enough to warrant the design and implementation of action plans that are focused on confronting and overcoming the identified challenges. Identifying and repairing a malfunctioning component of a system, based upon the assumption that doing so will improve the system, is not likely to bring the same level of improvement that can result from an action plan developed from a whole system perspective. The highly complex organization that is a charter school is improved by focusing on the entire system, which consists of component systems interacting and influencing each other. Changes to a component system will affect directly or indirectly the functioning of all other component systems. Planning committees are encouraged to consider how potential interventions for a component system influence the capacity to impact positively student achievement or performance. Instructions for the Systems Analysis—Guiding Questions:  Using whatever normative group process the committee planning team deems appropriate, the system analysis guiding questions and related characteristics should be reviewed with the intent of answering each of the guiding questions either “YES” or “NO.” The guiding questions are aligned with systems that have been deemed to have significant impact, directly or indirectly on student achievement and performance.  The following can be used as a survey to identify whether or not system characteristics are present. For each system, if ALL of the characteristics described below a guiding question are present, the answer to the guiding question will be “YES.” If one or more characteristics are not present, the answer to the guiding question will be “NO.” If a question contains a “NO” response, the statement listed to the right will be the resulting Systemic Challenge associated with the guiding question.  After recording your answers, review all of the Guiding Questions with “NO” responses. A “NO” response points to a Systemic Challenge. The next step is prioritizing your Systemic Challenges. Charter School Systems Charter School Guiding Questions with System Characteristics

The descriptions of systems associated with Charter School Guiding Questions, as well as descriptions of system characteristics, have evolved over several years and represent the current thinking of PDE and intermediate unit educators regarding systems associated with effective schools. The descriptions of systems contained herein will continue to be challenged and refined moving forward. Future users of this process will likely find additions, deletions, and modifications have been made. These changes will reflect the evolving thinking of those Pennsylvania educators who are intimately involved in the Comprehensive Planning process.

CSGQ #1 Is there a system within the school and district that enables the principal 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?

Such a system, if fully implemented, would have the following characteristics: High expectations are regularly and consistently communicated for, and the □1.1 school community is involved in, the creation and sustenance of a culture that supports student growth and continuous school improvement. Multiple and reliable data sources are used collaboratively and strategically □1.2 to develop a coherent vision for student growth and continuous improvement. The vision for student growth and continuous improvement is understood □1.3 and supported by the entire school community. Multiple and reliable data sources are used to collaboratively identify needs □1.4 and to develop and facilitate a coherent, comprehensive improvement plan, aligned with the school’s vision. The improvement plan includes clear measurable goals, aligned strategies, □1.5 detailed implementation steps, and indicators of implementation. The improvement plan is understood and supported by the entire school □1.6 community. In collaboration with the school community, multiple and reliable data □1.7 sources are used to monitor progress toward achievement of identified goals and to adjust implementation steps when data indicates changes are needed. Professional development is collaboratively and systematically planned and □1.8 aligned with the school’s goals and PDE’s requirements. The professional development plan is implemented and systematic □1.9 adjustments are identified and enacted, based upon the indicators of effectiveness. The required induction and mentoring programs for new educators and □1.10 administrators are aligned with the school’s goals and PDE’s requirements. The components within the induction and mentoring program are □1.11 implemented with fidelity. The continuous professional growth of self and others is modeled by school □1.12 and district administrators. Professional education provides all educators with the ability to access and □1.13 use appropriate data to inform decision-making. Professional education provides all educators with the ability to identify and □1.14 allocate resources for effective results. Professional education provides all educators with the ability to align □1.15 assessments, curriculum, instruction (including interventions for struggling students), staff professional education, and teaching materials to each other and to PA’s academic standards. Provide evidence to support your answer

CSGQ #2 Is there 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?

Such a system, if fully implemented, would have the following characteristics: All educators, including the principal, systematically use established □2.1 protocols to analyze appropriate data for informing decisions for improving student learning. Results from assessments that all educators, including the principal, use to □2.2 prioritize curricular content and instructional practices are reported out by assessment anchor, eligible content, or standards-aligned learning objective. All educators, including the principal, systematically use standards-aligned □2.3 assessment results (including benchmark assessments) to monitor student achievement throughout the school year. All educators, including the principal, systematically use standards-aligned □2.4 assessment results (including benchmark assessments) to identify instructional practices that are linked to student success in mastering specific assessment anchors, eligible content or standards-aligned learning objectives. All educators, including the principal, systematically use benchmark □2.5 assessment results to determine student progress towards meeting proficiency levels in English Language Arts, Math and Science, as measured by PSSA and Keystone Assessments. All educators, including the principal, systematically use benchmark □2.6 assessment results to identify instructional practices that are linked to student success in mastering specific assessment anchors, eligible content and/or standards-aligned learning objectives. All educators, including the principal, use assessment results to identify the □2.7 specific assessment anchors, eligible content or standards aligned learning objectives for which sufficient student mastery was not attained so that all educators can collaboratively create and/or identify instructional strategies likely to increase mastery. All teachers modify and adapt identified instructional practices within their □2.8 classrooms to increase student mastery. A standard screening process is in place for all educators to proactively □2.9 identify students’ needs and to determine levels of targeted assistance. All educators, including the principal, engage students in the monitoring of □2.10 their own achievement growth. Professional education that provides all educators, including the principal, □2.11 with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making is given a high priority. Provide evidence to support your answer

CSGQ #3 Is there a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students?

Such a system, if fully implemented, would have the following characteristics: All standards are mapped and aligned for all courses / subjects. □3.1 Content, including materials, activities and estimated instructional time for □3.2 achieving the academic standards, is documented for all planned instruction. The objectives of planned courses and instructional units are identified for □3.3 each subject is documented for all planned instruction. The procedures for measurement of mastery of the objectives of planned □3.4 course and instructional units are documented for all planned instruction. The alignment among the objectives of a planned course, instructional units □3.5 and academic standards is documented for all planned instruction. The curricula for all courses /subjects are easily accessible to all educators. □3.6 Processes are in place and implemented to identify, update and align □3.7 standards, curriculum, instruction, and assessments. All educators, including the principal, are engaged in curricula review, □3.8 revisions, and monitoring. Provide evidence to support your answer

CSGQ #4 Is there 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?

Such a system, if fully implemented, would have the following characteristics: All teachers communicate and create classroom environments of respect, □4.1 rapport, high expectations, and family engagement in order to promote a culture for learning. All teachers effectively organize physical space, manage classroom □4.2 procedures, and manage student behavior. All teachers use multiple instructional strategies (e.g. questioning, discussion, □4.3 structured grouping, flexible grouping, and differentiated instruction) that actively engage and meet student learning needs. All teachers and building administrators demonstrate knowledge of content □4.4 and pedagogy, and the resources needed to extend content. All teachers demonstrate knowledge of the students within their classrooms, □4.5 including the knowledge of child development, learning processes, special needs and cultural heritage. All teachers set instructional outcomes and design coherent instruction to □4.6 meet the outcomes. All teachers appropriately adjust lessons to address student needs. □4.7 All teachers design and use assessments in instruction that correlate with □4.8 standards to gauge student learning. All teachers design and use assessments in instruction that correlate with □4.9 standards to monitor and inform instruction. All teachers maintain accurate student records for completion of assignments □4.10 in order to monitor and to encourage students’ progress, including the use of this information to engage students’ families in the instructional program. All educators, including the principal, reflect on teaching, participate in □4.11 professional learning communities, and demonstrate professional growth. All educators, including administrators new to the school, complete required □4.12 induction and mentoring programs that include professional development focused on: standards, curriculum, best instructional practices, accommodations and adaptations for diverse learners, assessments, data informed decision making, and materials and resources, Code of Professional Practice and Conduct for Educators, and safe and supportive schools. All educators, including the principal, identify professional development □4.13 goals aligned with areas for growth, as measured by the Framework for Teaching. All educators whose practice has been formally identified as being in need of □4.14 improvement participate in a structured supervision program aligned to the Framework for Teaching. The professionalism of all educators, including the principal, is evident in □4.15 their service to students, compliance with regulations, and demonstration of integrity and ethical conduct. All educators, including the principal, collaborate to ensure that professional □4.16 education enhances all educators’ content knowledge in the area of the educator’s certification or assignment. All educators, including the principal, collaborate to ensure that professional □4.17 education increases all educators’ teaching skills based on effective practice research, with attention given to the differentiated needs of students. Teacher groups, supported by the principal, collaboratively identify □4.18 instructional practices implemented within the school that are potentially worthy of replication. Teacher groups, supported by the principal, collaboratively employ data- □4.19 supported processes to validate the effectiveness of identified instructional practices. All teachers, supported by the principal, replicate identified instructional □4.20 practices in all appropriate classrooms. Provide evidence to support your answer

CSGQ #5 Is there a system within the school that ensures the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement?

Such a system, if fully implemented, would have the following characteristics: Data is used by all educators, including the principal, to guide and justify the □5.1 allocation and alignment of resources (infrastructure, facilities, technology, materials, equipment, human resources, scheduling, etc.). The principal and district administrators allocate funding to provide the □5.2 resources needed to implement aligned standards, curriculum, instruction, and assessments. High quality aligned instructional materials are identified by all teachers and □5.3 the principal, and a robust supply is available. The principal and all teachers ensure adequate and efficient accessibility to □5.4 materials and resources for students. The principal and all teachers ensure that materials and resources are aligned □5.5 and supportive of academic standards and progress from one grade level to the next. The principal and all teachers ensure that materials and resources are □5.6 differentiated and allocated to accommodate diverse levels of student motivation, performance, and educational needs. The principal and all teachers ensure that current telecommunication □5.7 services, hardware, software, and other services are adequately and appropriately used to implement education. Processes are in place to identify and update the supplementary aids and □5.8 services needed for achievement growth and school improvement. The principal and all teachers ensure the availability of appropriate resources □5.9 for students who require additional academic supports beyond the normal school day and/or school year. The principal and District administrators ensure that hiring processes and □5.10 timelines allow the school to competitively recruit highly qualified and culturally proficient educators. Quality student, personnel, programmatic, and operational data is maintained □5.11 by the principal and all teachers to efficiently produce timely reports for instructional, alignment, and compliance purposes. The school’s calendar and schedules facilitate opportunities for collaboration □5.12 among all educators, including the principal, for data analysis, instructional improvement, and achievement growth. The principal partners with all other educators to ensure that the master □5.13 schedule, course offerings, flexible instructional time, structured grouping practices and other schedule related practices are designed and used to maximize students’ acquisition of rigorous academic standards. Provide evidence to support your answer

CSGQ #6 Is there a system within the school that fully ensures a safe and supportive environment for all students?

Such a system, if fully implemented, would have the following characteristics: Practices that align with State regulations for Safe and Supportive Schools □6.1 are fully implemented within the school by the principal and all other educators. An emergency and disaster preparedness plan is in place and communicated □6.2 by the principal and all other educators. An emergency and disaster preparedness plan is implemented by the □6.3 principal and all other educators. The principal, all other educators and the school community support and □6.4 implement a safe and orderly learning environment. The principal and all other educators communicate educational opportunities □6.5 to students and families through course planning guides, the website, phone calls, emails, letters, meetings, local media reports, meetings with the community and families, newsletters, press releases, school calendar, and student handbook. The principal, all other educators, and the school community establish a □6.6 culture that values learning conveyed through high expectations and relevant content. The principal, all other educators, and the school community support an □6.7 equitable learning environment, including instructional differentiation, appropriate challenges, and supporting interventions. The principal and all other educators implement a positive behavioral support □6.8 system that includes a response team for the implementation of positive and proactive supports and interventions. The principal and all other educators frequently provide information to and □6.9 engage families as active partners in the educational process to reduce barriers and accelerate the academic, social and emotional growth of students. Appropriate diagnostic, intervention and referral services are implemented by □6.10 the principal, district administrators and all other educators for school age students and preschool age students with disabilities. The principal and district administrators ensure that a plan is in place and □6.11 implemented by all educators to identify students with specific learning disabilities. The principal and district administrators ensure that a plan is in place and □6.12 implemented by all educators within the school to identify students who are gifted. Academic counseling programs are implemented within the school by all □6.13 educators, including the principal. Attendance monitoring programs are implemented within the school by all □6.14 educators, including the principal. Behavior management programs are implemented within the school by all □6.15 educators, including the principal. Bullying prevention programs are implemented within the school by all □6.16 educators, including the principal. Career awareness and career development (planning, coaching, and □6.17 mentoring) programs are implemented within the school by all educators, including the principal. Compliance with health requirements is ensured by the principal and all other □6.18 school professional staff members. Student health needs are communicated to parents and, as needed, to □6.19 community service agencies by the principal and all educators designated by the principal to fulfill this responsibility. The principal and all other educators ensure that curricula for guidance and □6.20 wellness programs are implemented. The principal and all other educators demonstrate support for students’ □6.21 participation in opportunities outside of the school day that promote academic, social, and emotional growth. A student attendance policy that contains clear expectations for all students □6.22 and consequences for offenses is readily accessible to students and families. A student attendance policy that contains clear expectations for all students □6.23 and consequences for offenses is consistently enforced by the principal and all other educators. The principal and all other educators implement supports and interventions to □6.24 chronically absent students, which include the involvement of their families. A student code of conduct or similar document that contains clearly defined □6.25 expectations and consequences for offenses is readily accessible to students and their families. A student code of conduct or similar document that contains clearly defined □6.26 expectations and consequences for offenses is consistently enforced by the principal and all other educators. Provide evidence to support your answer Responses to Charter School Guiding Questions In the following table, document the responses to Charter School Guiding Questions as determined by the Charter School Planning Team. CSGQ Charter School Guiding Questions Y/N # Is there a system within the school and district that enables the principal to serve CSGQ as a strong instructional leader who, in partnership with the school community 1 (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school? CSGQ Is there a system within the school that fully ensures school-wide use of data that 2 is focused on school improvement and the academic growth of all students? CSGQ Is there a system within the school that fully ensures consistent implementation of 3 a standards aligned curriculum framework across all classrooms for all students? Is there a system within the school that fully ensures consistent implementation of CSGQ effective instructional practices that meet the needs of all students across all 4 classrooms and aligns with the Pennsylvania Framework for Teaching? Is there a system within the school that ensures the organizational structure, CSGQ processes, materials, equipment, and human and fiscal resources within the school 5 align with the school’s goals for student growth and continuous school improvement? CSGQ Is there a system within the school that fully ensures a safe and supportive 6 environment for all students? Prioritize Systemic Challenges Worksheet

 The links between CSGQs and Systemic Challenges listed below are indicated by CSGQ numbers.  Identify the CSGQs that were answered “NO” by highlighting the corresponding Systemic Challenges.  Add and highlight any additional identified Systemic Challenges not associated with the CSGQs.  Prioritize the highlighted Systemic Challenges: The challenge most likely to have a significant impact on student achievement would have the highest priority. Related exercise : For each of the concerns listed on a previous page, reflect upon which of the identified challenges has been a direct or indirect cause of the concern.  Record the priority of each highlighted Systemic Challenge in the right hand column.  The highest priority Systemic Challenges will be the focus of Action Plans.  Copy each of the highest priority Systemic Challenges as a Goal into an Action Plan Worksheet.

CSGQ # Systemic Challenges P 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 CSGQ 1 with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school. Ensure that there is a system within the school that fully ensures school-wide CSGQ 2 use of data that is focused on school improvement and the academic growth of all students Ensure that there is a system within the school that fully ensures consistent CSGQ 3 implementation of a standards aligned curriculum framework across all classrooms for all students. Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all CSGQ 4 students across all classrooms and aligns with the Pennsylvania Framework for Teaching Ensure that the organizational structure, processes, materials, equipment, and CSGQ 5 human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement. Ensure that there is a system within the school that fully ensures a safe and CSGQ 6 supportive environment for all students. Charter School Identified Systemic Challenge Charter School Identified Systemic Challenge Charter School Identified Systemic Challenge Action Planning

A Charter School’s Comprehensive Plan (CP) collectively consists of the 3-Year Comprehensive Plan, the Charter School Annual Plan, and a School Improvement Plan (required or voluntary). Each of the component plans includes some aspect of Action Planning. All three require that Systemic Challenges be selected as Action Plan Goals and that Strategies be selected that have a high likelihood of addressing the Goals. School improvement plans also require the identification of Indicators of Effectiveness and the development of an implementation component composed of all of the Action Steps needed to fully implement the strategies. A 3-Year Comprehensive Plan includes all of these Action Plan components in addition to the completion of Professional Development Action Step Worksheets. Schools with a Federal Designation of Priority must develop and document an Action Plan for each identified Systemic Challenge; schools designated as Focus Schools must select at least one Systemic Challenge for Action Planning. The Action Plans of Federally Designated Schools must have an implementation horizon of three school-years.

Action Plan Worksheet Directions 1. Identify the highest priority Systemic Challenge. This statement will now become the Goal of the Action Plan. 2. One or more Indicators of Effectiveness should be identified. These indicators describe the level of student achievement or performance a Planning team will accept as evidence that the Action Plan is having the intended impact. 3. In addition to summative Indicators of Effectiveness, Planning teams are encouraged to include formative Indicators of Effectiveness that will provide insight into the impact of the Action Plan during the course of its implementation. 4. Planning teams are encouraged to review their discussions of system characteristics, as well as to identify all aspects of the system that have been recognized as challenges in need of further improvement. 5. Planning teams are encouraged to not only identify areas for strengthening, but to ask and discuss why these areas have not improved in the past. These discussions can help to recognize underlying causes that could eventually be developed into Implementation Steps of the overall Action Plan. SL Goal Action Plan Worksheet

Goal (High Priority Systemic Challenge)

Deficiencies (now listed in the CP web app on “View Action Plans”) and Root Causes (Root Causes are NOT documented in the CP web app but are part of the Guided Planning Structure) Deficiency:

Root Cause:

Indicators of Effectiveness Specific targets that will indicate the action plan is Summative/Annual having a positive impact on goal Formative/Interim Data Source attainment (perceptual, Include dates of implementation contextual and/or performance)

Strategies Title: Describe the research-based strategy/best practice:

Optionally Select the SAS Elements to which this stragegy applies: Standards Assessment Curriculum Framework Instruction Materials & Resources Safe and Supportive Schools

Implementation (Action) Steps (What follows is the implementation component/program management tool, i.e. the “to-do” list)

Title: Description:

Indicator of Implementation:

Person Responsible for Managing and Monitoring the Action Step Implementation Start Date: Target Completion Date: Proposed Cost/Funding by Year Anticipated Cost SY Start SY End Costs Allocation Funding Sources Program □ Professional Education □ Teacher Induction □ Special Education Area(s) □ Students Services □ Gifted Education □ Educational Technology Addressed:

Is this Action Step a professional development action step? (YES or NO) If YES, complete the Professional Development Action Step Worksheet. Professional Development Action Step Worksheet

Title Description Person Start End Responsible Hours Per # of # of Sessions Session Participants

Provider PDE Approved Yes No School Entity College or Non-profit Organization University Provider Type IU Association For Profit Company Individual PaTTAN: Other: Knowledge Gain

Research & Best Practices Base

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. For classroom Increases the educator’s teaching skills based on research on teachers, school effective practice, with attention given to interventions for counselors and struggling students. education specialists Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional (Check all that decision-making. apply) Empowers educators to work effectively with parents and community partners.

Provides the knowledge and skills to think and plan strategically, For school and ensuring that assessments, curriculum, instruction, staff district professional education, teaching materials and interventions for administrators, and struggling students are aligned to each other as well as to other educators Pennsylvania’s academic standards. seeking leadership Provides leaders with the ability to access and use appropriate data roles to inform decision-making. Empowers leaders to create a culture of teaching and learning, with (Check all that an emphasis on learning. apply) Instructs the leader in managing resources for effective results. Traini District Series of Workshops ng Whole Forma Group t Present ation School Live Webinar Whole Group Present ation Depart Podcast ment Focuse d Present ation Online- Online-Asynchronous Synchr onous Profess Offsite Conferences ional Learni ng Comm unities

Classro Principals / Asst. Principals om teacher s Supt/A School counselors Partici sst pant Supts/ Roles CEO/E x Dir Parapr Classified Personnel ofessio nal New Other Educational specialists Staff Related Parents Service Person nel

Grade EEP EEI MS HS Levels

Team development and sharing of content-area lesson implementation Follo outcomes, with involvement of administrator and/or peers w-up Analysis of student work, with administrator and/or peers Activit Creating lessons to meet varied student learning styles ies Peer-to-peer lesson discussion (Chec Lesson modeling with mentoring k all Joint Planning Period Activities that apply) Journaling and reflecting Other:

Classroom observation focusing on factors such as planning and preparation, Evalua knowledge of content, pedagogy and standards, classroom environment, tion instructional delivery and professionalism. Metho Student PSSAs ds Standardized student assessment data other than the PSSAs Classroom student assessment data (Chec Participant survey k all Review of participant lesson plans that Review of written reports summarizing instructional activity apply) Portfolio Other: Affirmation of Compliance with 22 PA Code Article 711 & PDE Policies and Procedures

Within the online Comprehensive Planning web application the Chief School Administrator will affirm the following statements. In addition, the affirmation verifies that the President of the Board of Trustees reviewed the Charter School Plan and affirms the appropriate statements.

We 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.

Signature Date President, Board of Trustees Signature Date Chief School Administrator Affirmation for Compliance with the Public Official & Employee Ethics Act

The 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 ______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/

Signature Date President, Board of Trustees

Signature Date Chief School Administrator Assurance of Quality and Accountability The Chief School Administrator and President of the School Board will affirm the following statements. We, the undersigned, hereby certify that the school level plan for ______has been duly reviewed by a Quality Review Team convened by the Superintendent of Schools and formally approved by the district's Board of Education, per guidelines required by the Pennsylvania Department of Education. We hereby affirm and assure the Secretary of Education that the school level plan:  Addresses all the required components prescribed by the Pennsylvania Department of Education  Meets ESEA requirements for Title I schools  Reflects sound educational practice  Has a high probability of improving student achievement  Has sufficient District leadership and support to ensure successful implementation With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the Pennsylvania Department of Education grant formal approval to implement the school level plan submitted by ______for the ______- ______school-year.

Signature Date President, Board of Trustees

Signature Date Chief School Administrator