VALLEY FORGE MILITARY CHARTER SCHOOL 2022 The History of Valley Forge Military Academy
In 1928, Lieutenant General Milton G. Baker founded Valley Forge Military Academy. The school was originally housed in an old Victorian building in Devon, the former Devon Park Hotel and it was comprised of 14 staff and 125 cadets its first year. On January 18, 1929 a fire broke out and the school was destroyed. Fortunately, no lives were lost in the incident, but General Baker was faced with the problem of beginning again and finding a new home for his institution.
General Baker found that home in Wayne, in what formerly had been St. Luke’s Preparatory School. VFMAC continues to educate its cadets at this location. The History of Valley Forge Military Academy
Today, Valley Forge Military Academy is an independent, private, college preparatory school for boys in grades 7-12 founded with the purpose of developing boys into young men of character, integrity and discipline. The Academy offers college preparatory academics, credentialed faculty, competitive PIAA athletics, and individual attention, providing cadets with an environment focused on their academic success.
In 1935, Valley Forge Military Junior College was founded as a two-year all boys military junior college and is currently dubbed “The Military College of Pennsylvania™”. The College was created as an extension of the Academy and together the cadets from both schools form one Corps of Cadets. Today, the College is a co-educational, accredited two-year private college.
It is one of only four Army ROTC Early Commissioning Programs (ECP) in the U.S., and the only in the North East. It is also designated as a Center for Academic Excellence in Cyber Defense 2 Year Education by the NSA/DHS. Valley Forge Military Academy
Philosophy - To develop the whole person within an integrated academic and military environment. The campus environment is defined by the application of a military model that prepares students to lead and inspire others beyond graduation in a complex and competitive global environment.
The Five Cornerstones - Since our founding in 1928, we have used the Five Cornerstones as an approach to developing the whole person. These cornerstones have stood the test of time and remain central to our institution today. Academic Excellence, Character Development, Personal Motivation, Physical Development, Leadership.
Corps of Cadets The structure of cadet life is governed by the Corps of Cadets, a cadet-led system which administers the implementation of rules, traditions and many activities. The Corps follows a military structure, headed by a Commandant of Cadets, and with a Chain of Command through which the delegation of authority descends. This system provides cadets with countless opportunities to experience both leading and following well, in the context of their peers. Norman Schwartzkopf - Bob Hope Award Valley Forge Military Academy Unique Facts
Dual Enrollment at Valley Forge Military College The Academy and College are working together on innovative cooperative programs to move past high school Advanced Placement (AP) courses to a Dual Enrollment program as a better path to college. Unlike AP courses, the dual enrollment program introduces high school cadets to the rigors of college coursework early and allows them to graduate with both a diploma and a college transcript. This program is offered to qualified cadets at no additional charge.
Faculty Members Take an Active Interest in Every Student A challenging curriculum, dedicated faculty, small classes and individual attention provide cadets an intense individualized learning experience. Academy teachers are selected not just for their professional credentials but for their tireless dedication. They supervise and assist students in their mandatory evening study periods and work overtime as athletic coaches and advisers of extracurricular activities. Valley Forge Military Academy Cadet Life
The Cadet Life Program assists cadets in developing the social and life skills that will help them throughout their lives.
Within the structure of the Corps of Cadets, there are many programs to make cadet life rich and interesting. Valley Forge Military Charter School Why a Charter School?
As a day-school, VFMCS will provide families in Delaware, Chester, and Montgomery Counties, who cannot otherwise afford a private school education, the chance to attend a school that that will help prepare their child to become a person of character, integrity and discipline. The VFMA model that we will emulate has successfully created a culture that encompasses an academic and co-curricular environment that students use as a springboard for two key career paths: 1. Acceptance into top tier universities, where alumni then go on to achieve successful careers, becoming leaders in business, government, and the military. 2. Admission into one of the federal military service academies or to establish qualifications to apply and win ROTC scholarships. Legal Requirements to Approve a Charter Application
Application Criteria:
The demonstrated, sustainable support for the charter school plan by teachers, parents, other community members and students, including comments received at the public hearing.
The capability of the charter school applicant, in terms of support and planning, to provide comprehensive learning experiences to students pursuant to the adopted charter.
The extent to which the application considers the information requested in section 1719-A and conforms to the legislative intent outlined in section 1702-A.
The extent to which the charter school may serve as a model for other public schools. Charter Schools: Legislative Intent
Charters must accomplish all of the following:
Improve pupil learning.
Increase learning opportunities for all pupils.
Encourage the use of different and innovative teaching methods.
Create new professional opportunities for teachers, including the opportunity to be responsible for the learning program at the school site.
Provide parents and pupils with expanded choices in the types of educational opportunities that are available within the public school system.
Hold the schools established under this act accountable for meeting measurable academic standards and provide the school with a method to establish accountability systems.
School Focus In brief terms, please describe the school mission, educational focus, and other essential characteristics of the proposed charter school.
The focus of the Valley Forge Military Charter School (VFMCS) is to educate children within an academic and military environment to be fully prepared for their responsibilities as citizen leaders who are mentally alert, sound in body, considerate of others, and possessed of the highest sense of duty, honor, loyalty, and courage. VFMCS’ educational focus will be on providing quality instruction to middle school and high school-age students, (i.e., grades 6 through 12), providing them with well- rounded and advanced courses necessary to prepare them for college-level courses and for careers. VFMCS intends to replicate the current, successful school model presented by the Valley Forge Military Academy (VFMA), known for its prestige as a premier educator of character education in America today. VFMA graduates are accepted into top tier universities, and alumni are known to achieve successful careers becoming leaders in business, government, and the military. VFMA students have shown strong academic growth in both English Language Arts (ELA) and Math. VFMCS will use the same model, code of ethics, facilities, and resources within a charter school setting to increase accessibility and provide opportunities for children to thrive and have access to premiere education through a public charter school. School Design
Mission Statement
VFMCS’ mission is to educate students within a challenging academic and structured environment, so they are fully prepared for their responsibilities as citizen leaders who are mentally alert; sound in body; considerate of others; and possessed of the highest sense of duty, honor, loyalty, and courage. To foster the love of country, high moral standards, and strong character traits that will make all a credit to themselves, their families, their alma mater, and their country. School Design
Establishment of a Military Culture VFMCS will establish a military culture not as an end goal but as a tool to be used in achieving the above goals. Student behavior will be guided and documented in a “Guidon” which will include specific expectations for student behavior. Student customs and the code of conduct will be made clear and be part of the student’s early learning process. Some specific examples that will set VFMCS and its students apart from other public schools (including charter schools) include: • Students will be part of a Corps of Students and will earn military ranks. • Students are expected to wear appropriate uniforms on a daily basis. • All communication between students and staff will be modeled after appropriate military protocols reflecting current ranks. • Students will be expected to carry themselves with an appropriate military bearing and to stand at attention. • Co-curricular activities will focus on military history and themes so as to appropriately challenge students as they advance in the ranks. School Design
Establishment of a Conducive Learning Environment VFMCS will use mixed learning environments to blend standards- driven content. VFMCS believes that learning is more meaningful when students feel as if they are part of the learning experience. Each VFMCS environment will focus on five key words that describe the future of education: Convertible, Collaborative, Creative, Competitive, and Cloud-based. Resources offered will be selected to actively engage children and increase their ability to learn and play at the same time. Academic Goals
Goal 1 How the goal will be measured Students will meet each year to determine goals VFMCS will provide students with strong foundations and provide yearly course audits with their guidance in both English and Mathematics. Students will obtain counselors. Goals and audits will be shared with the at least 4 academic credits in these subject areas to parents to provide a road map for student success. meet the requirements of the PA State Standards. - Software (Ex: IXL) will be available to all students - Progressive curriculum will be designed for each for additional practice and tracking of progress. student to complete his credit requirement as well Initial baseline testing will be given with monitoring as provide challenge and direction based on every 6 months. assessments and direct classroom observation. - PSAT and SAT scores will be used as a measure to provide school wide data for curriculum modifications. A strengths and weaknesses plan will be shared school wide with goals in place for how to increase areas of needs Academic Goals
Goal 2 How the goal will be measured VFMCS will provide a personalized approach to Yearly, all students will have access to at least 2 of academic advancement. This will allow students these specific resources to help with academic who want to advance at a quicker pace to advancement. customize this education. Conversely, students who - Low Student to teacher ratio, especially in grade need more support will have the chance to build 6-8 them into their curriculum as well. - Differentiated instructions to include students with IEPs and 504 plans. - Support will be provided to ESL students with - Push in resources available through classroom an ESL curriculum aligned with state stands that aides and special education teachers to work provides metrics for success for each student. with regular education teachers. - Pull out classes with Resource Room and - Students come from many different levels of Learning Support programming readiness. To help level all students and get them - Counseling services to include mental health to achieve the 5 cornerstones, at least 2 supports resources as needed for student success. (if not more) for each student will be provided to - Advanced courses available to students who help guide them to a path of success. want to move through the curriculum faster. Academic Goals
Goal 3 How the goal will be measured To support a rigorous academic environment where All staff files will be maintained as a means to verify top quality teachers show leadership and support of and keep a record of employment. the military model, our goal will be to have credentialed teachers to serve at VFMCS. - All members of the VFMCS team will provide copies of credentials to support the position in - 80% of teacher and support staff will hold PA which they are employed. certification in their field of expertise - Professional Development with advancement - For the teacher who does not meet these objectives will be reviewed annually to outline the criteria, a professional development plan to work time frame of obtaining new credentials. towards certification will be in place and reviewed annually to determine how to obtain - Yearly PD opportunities will be provided to the necessary credentials. give staff opportunities to obtain ACT 48 hours to keep certifications current for all staff. Academic Goals
Goal 4 How the goal will be measured VFMCS will help to prepare students for their post- All student files will be maintained as a means to secondary goals to include: verify transition plans.
- Acceptance into top tier universities where the Students will meet with the guidance counselors students then go to achieve successful careers, each year to track progress of activities and become leaders in business, government, and the placements that will prepare students for their post military. secondary goals.
- Admissions into one of the federal military service academies or to establish qualifications to apply and be awarded ROTC scholarships.
- Secure placement in a vocational school, apprenticeship, or job placement where they can utilize the skills learned at VFMCS Non-academic goals and objectives to promote student performance
Goal 1 How the goal will be measured VFMCS will develop a robust community VFMCS will offer the following to encourage engagement program that encourages civic community engagement and effective parent responsibility, family and community involvement, relationships for its students, families, and community and teaches the ideal of service to the students. members.
The school will offer at minimum of 10 events per - Parents Conferences 2 time per year year to foster both parent involvement and - Parent Advisory Council community engagement for the students. - Informational sessions will be made available each quarter to inform parents about the - Each student will accumulate a minimum of 10 opportunities and increase volunteers. documented community service hours per year. - Send bi-annual customer satisfaction surveys. - Create a community service club that - Families will be encouraged to participate performs both off and on campus service with 2 and be involved in the VFMCS community. events per month. Non-academic goals and objectives to promote student performance
Goal 2 How the goal will be measured VFMCS will have at least 75% of the student body Data will be tracked through the athletic participate in a co-curricular activity that aligns with department and coaching staff to report student the VFMCS cornerstone of physical activities. All participation. students will be encouraged to join at least 1 or more activities each season. At the beginning of each sports season, recruiting will take place through a variety of different Activities can include: methods:
- Member of an official sports team - Tryouts and work out sessions
- Member of intramurals sport - Group meetings
- Member of a school sanctioned fitness club - Demonstrations of specialty activities like judo like judo, karate, or powerlifting. Non-academic goals and objectives to promote student performance
Goal 3 How the goal will be measured VFMCS will build good leaders through a variety of Tier 1: Universal Supports different programming and training opportunities. • Positive Behavioral, Instructional Support This encourages the students to make positive • School-wide student recognition for success choices and become student leaders. A yearly • Social skills seminars led by school counselors suspension rate of under 4% will result from this programming. Tier 2: Secondary Supports • Weekly guidance counselor check ins Tiered Behavioral Supports will be a tool used to • Small group meetings nurture and sustain the personal, behavioral, and • Collaboration between counselors and students social skills of our students. • Support from DCIU for management of IEPs
Tier 3 - Intensive Supports • An IST approach for full school collaboration • Coordinated Behavioral health services • Support from DCIU to initiate and maintain testing • Medical supports as deemed necessary Non-academic goals and objectives to promote student performance
Goal 4 How the goal will be measured VFMCS will create a strong extracurricular program Teachers and other faculty members will serve as for all students. the advisors of these clubs so they will be responsible for tracking. Students will participate in at least 2 of these activities per year. - Monthly calendars will be posted to showcase the clubs with announcements done each day and Clubs to include: posted in PowerSchool.
STEAM - Club fairs will occur to teach the students about Robotics all of the club offerings. Cultural Clubs Chess Club - Students can propose club ideas to create E-Sports students by in for the club program. Drill Team Adventure Club Educational Philosophy
We believe that all students can and will achieve high educational standards when they are made to feel valued, expected to do well, engaged in challenging and meaningful work, and supported by a unified community of teachers, parents, and other concerned and involved adults. It is with this in mind that the curriculum is more rigorous than that of the local and state levels, including but not limited to additional course and credit graduation requirements. The mission and goal for students through the replicated VFMA model is to educate the whole child through new approaches, unique experiences, and innovative environments. The five cornerstones that VFMA uses, which VFMCS will also use are: 1. Academic excellence, 2. Character development, 3. Personal motivation, 4. Physical development, 5. Leadership. Support for Students
Students come to school with different levels of readiness. Some students must become proficient in the English language, while other students must overcome economic or social challenges in order to meet the high standards of the Pennsylvania Common Core. At VFMCS, this support will come through multiple means: Engaging, clear, high quality lessons in the classroom fostered by a low student to teacher ratio (especially in the lower grades). Differentiated instruction so that the learning needs of the broadest range of children are met with the general education classroom. Push-in and pull-out special education and EL instruction. Counseling and social work services provided to students with behavior, social, and/or emotional difficulties. Involving Families
Student success requires teamwork between parents, teachers, and students. We will strive to make parents feel welcome at their children’s school. Teachers, counselors, and other staff members will provide parents with complete and accurate information early in the school year explaining how their students are performing and describing what resources are available to support their student success. We will foster family engagement in our students’ learning by: • Holding parent-teacher conferences twice annually. • Enhanced communication through our website with updated homework assignments and parent resources for supporting student learning at home. • Conducting periodic evening or weekend workshops designed to help parents hone the skills they need to be effective teachers for their children Technology Supports
VFMCS staff will come with the expertise to support student learning with technology. As a result, students will use technology for remediation, differentiation, and learning acceleration. To this end, the VFMCS model for differentiated learning utilizes multiple technologies, in addition to non-technology strategies, to provide personalized learning and communication supports that enable students to access the curriculum. VFMCS will use similar technology supports such as those used at VFMA: • Blended Learning • Student Progress Monitoring and Student Data Track • Access Supports • Communication Supports • Assistive Technology Curriculum and Educational Plan
English Language Arts Credit Requirement: 4 English Language Arts will be comprised of a writing program, literature program, and literacy related skills necessary for success in the 21st century. This comprehensive literacy program at our high school consists of a sequential and cumulative program designed to develop 21st Century readers, writers, speakers, and listeners. Courses emphasize literacy measured by PA Core State Standards. As we seek to foster the development of lifelong literacy learners, VFMCS is dedicated to a research-based literacy program. Students are scheduled for English Language Arts each year of the academic program and will receive one hour of ELA instruction daily. Curriculum and Educational Plan
Mathematics Credit Requirement: 4 Mathematics are designed to prepare our students to become skilled mathematical problem solvers, able to transfer the skills and concepts they learn into tools for finding solutions to problems in any discipline. Every teacher has access to a variety of tools and programs, and math teams create grade and course specific programs of study, optimizing learning time by utilizing flipped, blended, and online skill building programs. The 6-12 mathematics professional learning community focuses on ensuring the content and curriculum at every level meets PA state standards, while utilizing a robust data collection to ensure content spiraling and focus takes place. Curriculum and Educational Plan
Science Credit Requirement: 4 The goal of our science curriculum is to provide instruction in the PA Science and Technology, Environment and Ecology (STEE) Standards consisting of biological sciences, physical sciences, earth and space sciences, technology and engineering education. In addition to instruction in general science and technology skills, students are challenged to be curious and develop a deeper understanding of content via project-based and problem-based learning activities. Curriculum and Educational Plan
Social Studies & Civics Credit Requirement: 4 The goal of the Social Studies Program is to develop citizens who capably participate in a culturally diverse, democratic and global society. The Social Studies Program provides an integrated study of history, geography, civics, economics, and related social science disciplines, with an embedded focus on active learning strategies, research and inquiry skills, as well as reading, writing, and critical thinking. To satisfy high school graduation requirements, students must earn four credits in the core courses, which consist of World History II, United States History II, Government & Economics and Modern World, or AP US History. Students at risk of not meeting graduation criteria will be immediately identified and a monitoring and support system will be put in place. The student will be given an individualized plan so that they will be able to make up credits in a timely manner for graduation.
Student Block scheduling will allow for more flexibility in providing time for students to make up credits. Electives may be waived to Retention allow a student to make up lost credits. The Commandant and the student’s assigned instructor/tutor/coach will check with the student and/or parent on a minimum of a weekly basis to ensure work is being completed and the student is passing the subject material to date. In addition, the counselor will meet with the student regularly to monitor progress towards goal attainment. Students will also be offered summer school and online credit recovery programs. Code of Conduct
A Student Code of Conduct for VFMCS has been developed (see Appendix F in the application) in order to secure the safety and well- being of the entire school community. VFMCS is committed to creating an environment conducive to learning, where respect for fellow community members is paramount. Students are expected to conduct themselves in a mature and responsible fashion during school and at all school functions. Further, when the student is dressed in the VFMCS uniform, s/he is considered to be a representative of VFMCS to the greater community and, therefore, may be accountable to the Code.
VFMCS understands that education is a statutory right and that students must be afforded due process if they are to be excluded from school. College and Career Readiness
Partnerships will be developed with local corporations, businesses, military units, and trade associations in an effort to provide networking and mentorship opportunities for students. A minimum of once per semester, students will have the opportunity to engage with representatives from these fields as part of a career exploration opportunity. Guidance counselors will provide opportunities for inventories to be completed that assist students in making informed decisions about their potential future college/career paths. Technology
Students and staff have access to a variety of platforms, programs, and devices. Technology courses include introductory lessons on typing, coding, and computer skills. Students learn how to build and program through the programs such as Lego Robotics. Students also work on multimedia projects while developing new technology skills that build from year to year. 7th and 8th grade students get a survey of technology courses that will be offer in high school technology electives. Components of video editing, web design, robotics, engineering, photography, animation, and 3D design are infused in the middle school survey of technology course. The 6-8 technology courses prepare students to choose a technology pathway once they get into their high school years. High school courses include: Product Design, Video Production I and II, Video Journalism, 3D Design, Engineering, and Game and App Design. All courses require students to think creatively, problem solve, and build skills that will carry them into careers of the future. Foreign Language
VFMCS requires two credits of foreign language for all high school students. Many students choose Spanish I and II in a traditional classroom setting, however, there are a variety of options for student language.
Through partnerships with universities and online providers, students can take online Spanish I, II, and beyond, American Sign Language, Latin, and French. Flex time
“Flex Time” is a designated 30-minute daily block where students and teachers are able to choose how the flex period will be used, whether for remediation, project work, student study time, or a variety of wellness and extracurricular options. Students and teachers will have the opportunity to plan for these blocks on a day-to-day basis in order to meet the needs and educational interests of students. Examples of flex time period uses may include the following: Remediation for core content Peer tutoring Open gym/exercise blocks Special education progress College visits Club meetings monitoring Personalized learning time Student projects RTII Tier 2/3 interventions Counseling visits or groups Group study time Make-up testing Study skills groups SAT preparation Small group instruction Book clubs Student wellness activities Assemblies Lifelong Learning Skills
A rotation opportunity for students to prepare them to be successful in today’s world. Students will rotate through a series of practical units earning a digital badge for the successful completion of each topic area at each level. These individual digital badges are then stackable to certificates upon graduation if all modules are completed successfully.
Year Year 1 Year 2 Year 3 Year 4 Certificate Semester 1st Media Literacy Digital Literacy Data Intersection of Digital, Media, Fundamentals Fundamentals Literacy & Literacies and and Data Visualization Informed Literacies Decision Making 2nd Inter and Intra Communication Networking Conflict Personal and Personal Skills for Skills and Resolution, Professional Skills Success - Personal Collaboratio Emotional for Success Presentation & n Skills Intelligence Etiquette Skills
3rd Financial Literacy Personal Finance Personal Long Range Financial Basics Decisions - Finance Financial Literacy Budgeting Decisions - Planning Credit 4th Basic Computer Social Media, Programmin Using the Information & Skills for Online Presence g Internet of Computer Academic Things for Technology Skills Success Success Rationale for Proposed Curriculum VFMCS curriculum will be modeled after the current VFMA curriculum. The table below provides all of the courses offered at VFMA that will also be offered at VFMCS.
VFMA Current Curriculum
English Math Science Foreign Language Vocational Social Studies
Leadership MS English (7-8) Pre-Algebra MS Science (7-8) French 1-4 Education MS Social Studies (7-8) Training
English 9 Survey Algebra 1 Physical Science Chinese 1-4 Health Ancient World History
English 10 Spanish 1-2 Drawing Geometry Biology Modern World History American Lit (VFMAOHS) Fundamentals
English 11 British Lit Algebra 2 Chemistry ESL Support Art History US History
Trigonometry/Pre- Customs and American Gov’t and English 12 World Lit Physics ESL US History Calculus Courtesies Economics Digital Music SAT Prep Integrated math Marine Biology World War II Production Environmental Physical VFMC Pre-Calculus Vietnam War Science Education
Pre-Engineering Band Public Speaking
Entrepreneurship Meeting the Needs of Students with Disabilities
VFMCS Charter School will meet the needs of students with disabilities by complying with all applicable federal and state laws and regulations, including: Chapter 711 of Title 22 of the Pennsylvania Code regarding “Charter School and Cyber Charter School Services and Programs For Children With Disabilities;” applicable provisions of the Individuals with Disabilities Education Improvement Act of 2004 (“IDEA”), 20 U.S.C.A. §§ 1400 et. seq. and the applicable implementing regulations at Title 34 CFR Part 300; applicable provisions of Section 504 of the Rehabilitation Act, 29 U.S.C.A. § 794, and its applicable implementing regulations at 34 CFR Part 104; as well as those provisions of the Charter School Law that pertain to the education of students with disabilities, 24 P.S. §§ 17-1701-A, et. seq., and those provisions of the Public School Code of 1949 incorporated therein.
Students with disabilities who are enrolled at VFMCS shall be entitled to a Free Appropriate Public Education (FAPE), including appropriate related services and all of the procedural safeguards guaranteed to them by applicable state and federal laws and regulations. Meeting the Needs of Students with Disabilities
Please see the enclosed special education policies, which are included as part of Appendix B to this application, for further information regarding the proposed education of students with disabilities at VFMCS.
VFMCS will comply with Section 711.5 of Title 22 of the Pennsylvania Code regarding personnel at the School. Persons who provide special education or related services to children with disabilities at VFMCS shall be required to have appropriate certification, notwithstanding section 24 P. S. § 17-1724-A. To the extent they may be required for a particular student or students, VFMCS shall ensure that appropriate educational interpreters are available for students to the extent required by applicable federal and state regulations. To serve as an educational interpreter at VFMCS, consistent with the Sign Language Interpreter/Transliterator State Registration Act (63 P. S. §§ 1725.1—1725.12), an individual shall: (1) Achieve and provide evidence of a score of 3.5 on the Educational Interpreter Performance Assessment (EIPA) for the appropriate grade level to which the person has been assigned (2) Be a qualified sign language interpreter or qualified transliterator under the Sign Language Interpreter or Transliterator State Registration Act and its implementing regulations (3) Provide evidence of a minimum of 20 hours of staff development activities relating to interpreting or transliterating services annually. Meeting the Needs of Students with Disabilities
Percent total special education population: 21.0%
Percent of Special Education Enrollment by Disability
Autism 11.6% Emotional Disturbance 8.5% Hearing Impairment including Deafness 0.9% Intellectual Disability 6.3% Multiple Disabilities 1.0% Orthopedic Impairment 0.2% Other Health Impairment 17.0% Specific Learning Disability 39.8% Speech or Language Impairment 14.1% Traumatic Brain Injury 0.2% Visual Impairment Including Blindness 0.3%
N.B.-Anticipated from average special education populations found in area charter schools, districts (from which VFMCS believes it will draw) and VFMA Extracurricular Activities Potential Offerings at VFMCS:
6-12 Extracurriculars Band Orchestra HS Cheerleading
After School Sports VFMCS CTC- Critical Thinking Club HS Girls' Volleyball Art Club Memory Book HS Boys' Soccer Astronomy Club Middle School Robotics HS Girls’ Soccer Beginning Band MS Announcements HS Girls’ Basketball Beginning Guitar Ensemble MS Student Council MS Softball Chess MS Volleyball Club HS Softball Club Ophelia Newspaper MS Cheerleading Photography Club/Video Creative Kids Club Journalism MS Girls’ Basketball Do Something Club Reading Olympics: 4-6 HS Baseball Drama Club Reading Olympics: 6-8 MS Baseball Environmental Club Red Cross Club HS Boys’ Basketball Fishing Club Robotics Club MS Boys’ Basketball Fishing Club Assistant SADD Yearbook HS Dance Team Shakespeare Society Wii Fitness HS National Honor Society Intermediate Orchestra Upper School Choir HS Student Council Jazz Ensemble HS Video Announcements Tiny Tech Club Needs Assessment
Why is there a need for this type of school?
The VFMCS’s military model stresses the core values of duty, honor, loyalty and courage; promotes physical fitness, pride in appearance and accomplishment, and life-coping skills. Combined with our five cornerstones (Academic Excellence, Personal Motivation, Character Development, Leadership and Physical Development) VFMCS provides a unique structured environment with small class sizes for students who otherwise appear to ‘fail’ when in fact it is because they cannot get the individualized attention or structured environment they need at a public school. VFMCS offers a military environment where all students are created the same, regardless of age, race, creed, etc. We fill the need for a charter school in the state of Pennsylvania that is based on the military model. Location within the greater Philadelphia Metropolitan Area
Location VFMCS intends to use facilities owned and operated by the Valley Forge Military Academy Foundation (VFMAF) located at 1001 Eagle Road, Wayne Pa 19087. VFMCS will enter into a lease agreement with VFMAF for use of their academic buildings, Hart Hall, as well as for other physical plant needs including: • Mess Hall/Dining • Library • Auditorium • Gymnasium • Parade Field • Athletic Fields, and • Others to be determined. Facilities
VFMA Facilities That VFMCS Will Use (noted in yellow) HART HALLS HART HALL NORTH
Hart Hall North: seven classrooms, male/female restroom, and three office spaces. CLASSROOMS 16/17 CLASSROOM 15 WITH OFFICE CLASSROOM 18/19 OFFICE NEAR CLASSROOMS 18/19 STAIRWAYS TO ACCESS 2ND FLOOR CLASSROOMS 2ND FLOOR 19/COMPUTER LAB HART HALL SOUTH
Hart Hall South: Two classrooms, conference room, male/female, office spaces. Two Science labs with chemical storage. CLASSROOMS CHEMISTRY LAB
Entr y door with added security Classroom CHEMISTRY LAB
Lab of fice Fire exit in Chemistr y lab CHEMISTRY LAB
Eye wash/shower station Chemical storage
Eye wash/shower station Chemical stora ge BIOLOGY CLASSROOM
Classroom Classroom Classroom Classroom BIOLOGY
Biology office Emergency exit Biolog y of fice Emergency exit BIOLOGY
EyeEye wa wash/showersh/shower s tatstationion bibiologyolog y BioBiologylog y s tstorageora ge CONFERENCE ROOM RESTROOMS
MeMen’sn’s re restroomsstrooms Urinal, Urinal,toilet, toilet,two twosinks sinks RESTROOMS
LadiesLadiesroom room Two Twotoilets, toilets,two twosinks sinks UTILITIES
MMechanicalechanical ElElectricalectrical RECREATIONAL AREA/ADA ACCESS RECREATIONAL FIELDS Transportation
In addition to transportation provided by students’ districts of residence, VFMCS has access to six buses of different sizes and capabilities owned by the Foundation. The fleet of buses consists of three traditional yellow buses, two passenger vans, and one wrapped small bus. One of the buses is equipped to assist with the transportation of Special Education students.
VFMCS will have the capability to shuttle students from Radnor or St. David’s SEPTA stations and determined points of concentration within the region in the transportation of students who are outside of their district of residence’s ten mile transportation radius. These vehicles may also be used for class trips, sporting events, and extended day activities. Human Resources
VFMCS’s Board of Trustees will have the sole authority and responsibility to create new/additional staff positions and establish salaries and approve candidates for hire. Each new team member will be assigned a mentor. New teachers are supported through our state aligned induction program. An in-house intranet features links, resources and essential information regarding calendars, personnel and request forms. Grade Lead Teachers, 6-12, and Department Chairpersons, meet to support new personnel during common planning times and required before and after-school sessions or team meetings. Instructional Coaches are routinely assigned to meet informally to support all staff. Student/Teacher ratio Year Number of Number of Teachers Student/Teacher Students Ratio 1 100 11 9/1 2 200 14 14/1 3 300 21 14/1 4 400 28 14/1 5 500 35 14/1 Human Resources
All staff are provided opportunities to grow. Administration, teacher leaders, teachers and paraprofessionals each participate in reflective practice based on evaluations, formal and informal. Additionally, interests can be cultivated through participation in conferences, teacher leader roles, and through various partnerships with community-based businesses and universities.
VFMCS is committed to creating a culture of continuous professional learning. Professional development is based on the notion that all teachers are learners and leaders. Teacher learning and development is part of a school-wide design that establishes professional development as a regular, legitimate entity of the school organization. Attractive advertisements in city and local newspapers and magazines.
Electronic mail campaign to those who have applied to Charter and Military schools in the past.
On-going well-advertised Open Houses at the VFMCS school that will provide a tour of the facilities and Recruiting classrooms.
Mailings to targeted overcrowded area schools, as and well as schools throughout the Region. Marketing Advertised open houses and invitations to school events and performances. Plan Radio and television announcements, budget allowing.
Consistent availability for enrollment posted on the school website: http://www.vfmac.edu.
Greater Philadelphia region Montgomery, Chester and Delaware County school fairs. Revenue Synopsis Year One $2.251 million
• Tuition • $1.94 million based on 100 students from surrounding districts • 79 General Education students $1.160 million • 21 Special Education students $782K • Grants • $25k anticipated based on historical data • Contributions from Donors • $10k anticipated Expenses Synopsis Year One $2.199 million
• Direct Service $1.053 million • 11 Teachers • 2 Professional Service FTE (Mental Health, Speech, etc.) • Classroom Technology • Support Services $837K • Administrative, Facilities Selected School Districts ADM
District Regular Special Ed Haverford Township SD (2019-2020) $12,486.69 $34,562.74 Marple Newtown SD (2020-2021) $15,801.97 $45,629.28 Radnor Township SD (2018-2019) $17,312.92 $41,726.61 Tredyffrin-Easttown SD (2020-2021) $14,745.78 $36,745.20 Upper Merion SD (2019-2020) $17,110.77 $37,926.26 Delaware County Selected Districts ADM
District Regular Special Ed Rose Tree Media SD (2018-2019) $17,106.67 $38,998.23 Radnor Township SD (2018-2019) $17,312.92 $41,726.61 Wallingford-Swarthmore SD (2020-2021) $14,952.91 $38,715.47 Chichester SD (2020-2021) $15,453.79 $39,347.29 Interboro SD (2020-2021)_ $14,518.98 $34,727.29 Garnet Valley SD (2020-2021) $15,303.07 $40,601.21 Springfield SD (2020-2021) $12,841.77 $30,376.08 Upper Darby SD (2020-2021) $10,182.59 $30,313.86 Montgomery County Selected Districts ADM
District Regular Special Ed Lower Merion SD (2020-2021) $21,100.93 $48,198.13 Jenkintown SD (2019-2020) $17,007.38 $36,904.63 Colonial SD (2018-2019) $17,841.59 $38,942.11 Cheltenham Township SD (2020-2021) $18,060.73 $43,600.22 Upper Merion Area SD (2019-2020) $17,110.77 $37,926.26 Wissahickon SD (2017-2018) $15,380.44 $36,542.85 Methacton SD (2020-2021) $16,077.35 $38,324.12 Upper Dublin SD (2020-2021) $17,742.84 $37,909.96 Abington SD (2018-2019) $13,972.81 $27,613.76 Lower Moreland Township SD (2020-2021) $14,953.68 $32,735.54 Board of Trustees
Dr. Christine Anne Royce - President Dr. Christine Anne Royce is a Professor in the Department of Teacher Education and Co-Directs the MAT in STEM Education Program at Shippensburg University (PA). Her scholarly focus is on science education, STEM instruction, the integration of children’s literature into science, and integration of digital tools and technology into classrooms for sensemaking. Royce received her Doctorate in Curriculum, Instruction, & Technology Education – Science Education from Temple University. She holds an MA in Curriculum & Instruction from Delaware State University, an MS in Administration & Supervision from the University of Scranton, and an MBA with graduate certificates in Business Analytics and Advanced Business Studies from Shippensburg University. Her BSEd in Elementary Education is from Cabrini College. Board of Trustees
DAVID P. CUMMINS – Vice President He is a Senior Vice President for Serco, Inc., P&L owner of the non-Defense businesses units encompassing approximately 5,000 employees in the U.S. and Canada. He oversees the Transportation business unit, which includes the Federal Aviation Administration’s Federal Contract Tower program. Prior to that he was Senior Vice President of Mobility Solutions for Xerox State and Local Solutions, Inc. (now Conduent) where he led a major strategic growth initiative for Xerox to create an Urban Mobility service line that integrates public and private providers of transportation (transit, taxi, bike- shares, Uber, Lyft, Car2Go, Zip Car, Flitways, Google Maps). Mr. Cummins holds a Masters of Business Administration from University of Michigan and a Master of Arts in International Affairs from George Washington University. Board of Trustees
Theresa A. Bevenour, LDC - Treasurer Ms. Bevenour is a Disbursement Manager for Nobel Learning Communities, Inc. in West Chester, PA where she is responsible for performance and supervision of the Payroll and Accounts Payable Departments to ensure the proper execution of all of the multi-million dollar amounts of disbursements made by the corporation throughout 30 states. She has over 20 years of diverse payroll administration experience with extensive involvement in: Managing, Quality Control/Assurance, Supervising, Leadership, Training, she is a Recognized Subject Matter Expert in Human Resources and Payroll, Customer Service, Developing & Implementing Policies and Procedures, SOX Compliance, Computer, Database, & Enterprise System Skills. She studied Fundamentals of Payroll at Villanova University and holds a Leadership Development Certificate from Penn State Great Valley. Board of Trustees
Colonel Oliver L. Norrell, III - Secretary Colonel Norrell Retired from the Army National Guard after 30 years of service during which time he served as a military lawyer, a logistician, and an advisor to general officers. He commanded two support battalions in the Virginia Army National Guard and served as the Virginia Guard's chief of supply. On active duty, among other assignments, Colonel Norrell was assigned to the National Guard Bureau as the Army Guard Chief of Human Resources. His last assignment on active duty was as the Guard Advisor and instructor at the U.S. Army War College in Carlisle, Pennsylvania. He is a graduate of the University of Virginia, with a Bachelor of Arts degree in Speech Communication and the T.C. Williams School of Law at the University of Richmond, with a Juris Doctorate. In 2016 he was awarded a Ph.D in Public Service Leadership from Capella University. He is also a 1999 graduate of the U.S. Army War College. As a civilian, Colonel Norrell practiced law for 22 years serving in various state and federal positions, primarily as a prosecutor. He has also been employed as an attorney in a Fortune 500 company and in private practice. After retirement from the Army in 2013, Colonel was employed as the Senior Army Instructor at Huguenot High School in Richmond, Virginia. He currently serves as the Director of Army Instruction for the Richmond Virginia Public Schools system. Col. Stuart B. Helgeson, USMCR (Ret)
Colonel Helgeson was named President of Valley Forge Military Academy and College in March of 2020 after previously serving as Chief Operating Officer, Superintendent and Commandant of Cadets. Colonel Helgeson attended Penn State University where he earned his Bachelor’s Degree in Economics. At Penn State he played Varsity Lacrosse and later walked on to the football team as a receiver on the 1986 National Championship and 1987 Citrus Bowl Teams. Upon graduation Colonel Helgeson was commissioned as a Second Lieutenant in the U.S. Marine Corps. During his time on active duty he participated in a wide range of training exercises and operational deployments including Exercise Alpine Warrior, Operation Desert Shield and Desert Storm (Iraq), Operation Provide Promise and Deny Flight (former Yugoslavia) and Continue Hope (Somalia). In 1998 after serving as an instructor at The Infantry Officer Course, Colonel Helgeson was assigned as the Head Coach for the Sprint Football team at the United States Naval Academy. While at the Naval Academy, he and three other Marines biked and ran across America in 27 days to raise money for the Children’s Hopes and Dreams Foundation. In 2000 Colonel Helgeson left active duty for civilian employment with MBNA Bank in Wilmington, DE. In 2004 he joined the Selected Marine Corps Reserve, took command of an Engineer Support Company and completed the Marine Corps Command and Staff College. After assignments as Executive Officer and Commander of 4th Reconnaissance Battalion, he was mobilized and deployed to Afghanistan with the Marine Corps Special Operations Command in 2010. In 2011 he returned to civilian employment with Sechan Electronics, a defense electronics manufacturing service provider based in Lititz, Pennsylvania. In 2013 he was once again mobilized and deployed to Afghanistan and served as Special Operations Coordinator for Helmand and Nimroz provinces. Paul M Lea IV, M.S., Ph.D.
Dr. Paul M. Lea ’87, ’89C became the Dean of Valley Forge Military Academy in July of 2018. In his position, Dr. Lea is responsible for leading our Academy staff as they guide our cadets toward successful futures. Dr. Lea brings more than 28 years of experience to VFMA, and as a member of VFMA Class of 1987 and VFMC Class of 1989, he has unique insight and perspective into what makes Valley Forge great – and how to help our cadets excel. After graduating from VFMC, Dr. Lea served in several leadership positions in Philadelphia’s 1st Squadron/104th Cavalry (PAARNG), including as Company Executive Officer, Scout Platoon Leader and Medical Platoon Leader, where he was responsible for the training and tactical employment of tank or armored reconnaissance units, among other tasks. His past management and operations experience includes positions as Director of Research Operations at New Health Sciences, Inc. in Bethesda, Md.; Senior Director-Research & Clinical Operations at Cangen Biotechnologies in Baltimore, Md.; Systems Engineering and Technical Assistance (SETA) Consultant for ECS-Federal Information Systems Worldwide Corp. in Arlington, Va. He is also the owner of Bench to Bedside Global, LLC, in Annandale, Va., a certified consulting company that provides professional, scientific and technical services to academia, government agencies, hospitals, venture capital firms and others. In addition to his management expertise, Dr. Lea also has a strong background in education, serving on the faculty of North Virginia Community College in Annandale, before becoming the Assistant Dean of Engineering last year. Dr. Lea earned his Postdoctorate in neurophysiology from Georgetown University, a Ph.D. in Physiology from the Uniformed Services University of Health Sciences, a Master’s degree in biology from Villanova University and a Bachelor of Science degree in Biology (cum laude) from Cabrini College. He has also completed an Armor Officer Basic Course and a Scout Platoon Leaders Course at the U.S. Armor School in Fort Knox, Ky. D. Eric Saul-Chief Financial Officer
Mr. Saul started at Valley Forge in June of 2020 as the Chief Financial Officer. Prior to his arrival, Mr. Saul was the Chief Financial Officer at The Delaware College of Art and Design. Prior to that he spent more than a decade as the Executive Director of a Delaware non-profit that specialized in educating marginalized individuals.
He is in the dissertation phase of earning his Ed. D from Immaculata University where he has also served as an Adjunct Professor for more than 20 years. He holds an Master’s of Business Administration from Goldey Beacom College with a concentration in Finance. Lauren Wochok, M.Ed.
Mrs. Lauren Wochok has been a member of the Valley Forge Need Picture Military team for the last 10 years. She has served in a variety of different capacities from the Director of Student Activities, to the Lower School Director (grade 7-9), and most recently the Assistant Dean. Her background is in special education where she hold a BSEd in Special and Elementary Education from Millersville University.
During her time at VFMA, Mrs. Wochok has lead the team in creating learning service plans for students with IEP’s/504’s in collaboration with the teachers and the parents. She is also active in engaging the students in community service and providing educational opportunities off campus and within our local community. Prior to her time at VFMA, she worked in Colonial School District in both general education and special education classes as an English teacher.
She hold a Master in Education Leadership from Cabrini University 20’ and is enrolled in the Principal certification program which will commence in August of 2021. CHARTER SCHOOL