Vida Charter School Comp Plan 28-Day Public Review

Vida Charter School Charter School Comprehensive Plan July 1, 2016 – June 30, 2019

Ms. Cynthia Maldonado - Director

Vida Charter School

October 2015 2

Charter School Profile

Demographics Eisenhower Center 120 E Broadway Gettysburg, PA 17325 (717) 334-3643

AYP Status: None CEO: Cynthia Maldonado Date of Local Chartering School Board/PDE Approval: 11/3/2014 Length of Charter: 5 years Opening Date: 1/2/2010 Grade Level: K-6 Hours of Operation: 8:15AM - 3:15PM Percentage of Certified Staff: 78.00 % Total Instructional Staff: 25 Student/Teacher Ratio: 10:1 Student Waiting List: 0 Attendance Rate/Percentage: 95.00 % Enrollment: 229 Weighted Averages - Regular Education $9715 and Per Pupil Subsidy: Special Education $20,090 Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 67.00 % Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 22 Student Profile Group Student Count American Indian/Alaskan Native 0.00 Asian/Pacific Islander 1.00 Black (Non-Hispanic) 1.00 Hispanic 122.00 White (Non-Hispanic) 85.00 Multicultural 20.00

Instructional Days and Hours Number Of K (AM) K (PM) K (FT) Elementary Middle Secondary Instructional Days 0.00 0.00 181.00 181.00 0.00 0.00 Instructional Hours 0.00 0.00 995.50 995.50 0.00 0.00

Planning Process VIDA Charter School

Comprehensive Planning Framework

School Year 2014- 2015

Timeline for Comprehensive Plan

As a Phase 1 Charter School, VIDA Charter School will be submitting their Comprehensive Plan to PDE on November 30, 2015.

October 2014 - Announcement to staff about development of Comprehensive Plan. Reflection sessions with Board and Staff.

October – June 2015 – Collect data, needs assessment as per comprehensive plan.

January - June 2015 – Translation of information into the PDE Off-line Comprehensive Plan Web-Tool.

May 4, 2015 – Steering Committee Session with representative stakeholders –Goals & Strategies.

May– July 2015 Action Plans Developed.

July/August 2015 Plans Finalized.

August/September 2015 – Comprehensive Plan inputted into PDE Web Tool.

October 2015 until November 2015 –Comprehensive Plan on display for 28 days for public review.

November 16, 2015 –Comprehensive Plan Approved by VIDA Charter School Board of Trustees.

November 17, 2015 – Comprehensive Plan to be submitted electronically to PDE.

Mission Statement

Vida Charter School Mission

Our school’s purpose is to educate students in Spanish and English. We promote academic excellence and intellectual curiosity for families who value cross-cultural understanding and healthy lifestyles.

Vision Statement

Vida Charter School Vision

The vision for Vida Charter School is to become a leader in dual language immersion education in Pennsylvania through

• Disciplined use of our comprehensive plan,

• Strategic allocation of our resources and,

• Ongoing investments in highly qualified staff.

Shared Values Vida Charter School Shared Values

We believe that….

A nurturing and safe school environment creates a strong foundation for diversity, bilingual learning, and intellectual growth.

Students grow through a balance of curiosity, challenge, and dedication to learning.

Engaged learning requires a positive school culture and a robust curriculum.

It is the school’s responsibility to set high expectations for all students and staff.

Health is fundamental to learning: physically, emotionally, and socially.

Norms- Developed by the students of the Vida Charter School:

1. Be respectful.

2. Be responsible.

3. Be safe.

4. Be positive.

5. Listen.

Educational Community Vida Charter School is a small, public, regional charter school located at 120 East Broadway Street, in Gettysburg, Pennsylvania. It is one of two public charters schools operating in Adams County.

Vida’s education program is a Dual Language Spanish/English curriculum rooted in Healthy Lifestyles. Vida helps the whole child be successful.

The Vida Staff is committed to working collaboratively with one another to provide results oriented instruction that focuses on the success and achievement of every Vida student.

Our shared mission and vision is focused on the work we do together to encourage the social, emotional, and academic growth of all our students.

Board of Trustees Name Office Address Phone Email Cynthia Vice 429 South 717.633.757 [email protected] Bowen President Center 0 Street Hanover, PA 17331 Josef Member 244 717-693- [email protected] Brandauer Springs 4926 Ave. Gettysburg PA 17325 Kathleen Member 541 [email protected] Cunniffe Reading 484.802.034 Avenue 8 West Reading, 6

PA 19611 Amanda Board 218 North [email protected] Kittelberger Chair Stratton 717.334.918 Street 0 Gettysburg, PA 17325 LynnMarie Treasure 63 Kaitlyn [email protected] Leonard r Drive 717.646.028 Hanover, 5 PA 17331 Cynthia CEO 120 E. 717-334- [email protected] Maldonado Broadway 3643 m Gettysburg PA 17325 Donald Member 61 East 717-334- [email protected] Marritz Broadway 7156 Gettysburg PA 17325 Maurico Member 20 North 717-334- [email protected] Novoa Washingto 3643 n Street, Apt. B Gettysburg PA 17325 Melissa Member 1012 717-386- [email protected] Rosenberge Goodyear 0913 r Road, Gardners PA 17324 Susan Secretary 1191 Ridge 717.334.204 [email protected] White Road 4 Gettysburg, PA 17325

Board of Trustees Professional Development Vida Board of Trustees of Vida Charter School has training, which happens three times a year. At the start of the year there is a general orientation. We also hold an annual retreat for the purpose of providing professional development to new and returning trustees. Topics covered include Board Governance and Policies including a review of the Sunshine Law and the Public Officials Act, fiscal responsibilities, legal duties, and strategic planning. We generally bring in a consultant to do this. Additionally we use a 7 company called Board on Track to help Board Members become acquainted with and proficient at being on a Charter School Board of Trustees.

Governance and Management The Vida Charter School board serves the public trust to see to it that Vida achieves appropriate results for students and their families at a cost that is within the means of the charter school, and that Vida avoids unacceptable actions and situations. The job of the Board is to represent the "public trust" of Vida Charter School. The Board determines and requires appropriate organizational performance throughout Vida through policy governance. Using a governance style consistent with Board policies, the Board continually improves its performance through attention to Board education, related to charter school laws, requirements of the charter authorizer, to teaching and learning designs, and to broad based input and deliberation. The Board will instruct the Executive Director through written policies that prescribe the organizational ends to be achieved and describe organizational situations and actions to be avoided, allowing the Executive Director to use any reasonable interpretation of these policies. The day-to-day operation of the organization including maintaining relationships with the School Districts of Gettysburg and Hanover and PDE is delegated to the Executive Director.

Student Enrollment To enter Vida Charter School in kindergarten, students must reside within Pennsylvania and must have their fifth birthday by the kindergarten cutoff date (September 1st) for the school district in which the child legally resides.

In order to enroll, the parents must complete a registration packet, and present proof of residence, copy of the child's birth certificate, and a current copy of the child's immunizations.

Parent Communication Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process. Files uploaded:

• Enrollment Process.docx Registration Policy Registration Policy DOC file uploaded. Intent to Enroll Form Intent to Enroll Form (English and all other languages) DOC file uploaded.

Student Enrollment History

Enrollment History—Part I School Year Number of Number of Number of Reasons Number of Students at Students at Students Students Students the the End of the Expelled Withdrew Retained Beginning of School Year During the the School Year Year 2009 29 27 0 move away, 0 return to home district 2010 91 85 0 move away, 0 return to home district 2011 165 165 0 move away 0 from area, return to home district 2012 210 218 0 Moved into 2 the area, wanted Dual Language Immersion 2013 215 219 0 Moved into 0 the area, wanted Dual Language Immersion 2014 237 229 0 move away 0 from area, return to home district, home schooling

Enrollment History—Part 2—Enrollment by Grade by School Year School K 1 2 3 4 5 6 7 8 9 10 11 12 Year 2009 10 7 8 4 2010 36 18 15 10 12 9

2011 46 52 22 19 16 10 2012 47 48 55 28 18 13 9 2013 41 44 42 41 26 14 11 2014 45 46 49 42 36 26 8

Planning Committee Name Role Cindi Bowen Board Member Mary Cañedo Elementary School Teacher - Regular Education Amelia Contreras Business Representative Maria Gellman Elementary School Teacher - Regular Education Blair Gill Business Representative Forrest Haffey Middle School Teacher - Regular Education Audrey Hess Ed Specialist - Other Ellie Hurst Elementary School Teacher - Regular Education Jackie Kapfhammer Elementary School Teacher - Regular Education Ryan Kerney Parent Lynn Leonard Board Member Cynthia Maldonado Administrator Don Marritz Community Representative Christie Miller Administrator High School Teacher N/A to Charter School High School Teacher - Regular Education High School Teacher N/A to Charter School High School Teacher - Regular Education JoAnn Perotti- External Facilitator/Bucks County Intermediate Unit Staff Member Intermediate Unit Tania Reyes Elementary School Teacher - Regular Education Vicente Rico Parent Melissa Rosenberger Parent Arturo Sanjuan Middle School Teacher - Regular Education Eric Seidel Community Representative Jerrod Smith Middle School Teacher - Special Education Amanda Staub Ed Specialist - School Counselor Sue White Board Member 10

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level Standards Mapping Alignment Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Developing Developing Science and Technical Subjects PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Non Existent Non Existent Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing Early Childhood Education: Infant- Non Existent Non Existent Toddler→Second Grade English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": We have non-existent in the spaces where in the Early-Elementary portion of our School I believe we don't need to teach to those standards. Also our Special Ed. teacher teaches to the same standards as the rest of the staff uses. We also have Spanish Language Arts and are working towards similar standards in Spanish Language Arts as we are doing in English Language Arts.

Elementary Education-Intermediate Level Standards Mapping Alignment Arts and Humanities Developing Developing 11

Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Developing Developing Science and Technical Subjects PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": Our Special Ed. teacher teaches to the same standards as the rest of the staff uses. We also have Spanish Language Arts and are working towards similar standards in Spanish Language Arts as we are doing in English Language Arts.

Middle Level Standards Mapping Alignment Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Developing Developing Science and Technical Subjects PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent 12

American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing World Language Developing Developing

High School Level Standards Mapping Alignment Arts and Humanities Non Existent Non Existent Career Education and Work Non Existent Non Existent Civics and Government Non Existent Non Existent PA Core Standards: English Language Arts Non Existent Non Existent PA Core Standards: Literacy in History/Social Studies, Non Existent Non Existent Science and Technical Subjects PA Core Standards: Mathematics Non Existent Non Existent Economics Non Existent Non Existent Environment and Ecology Non Existent Non Existent Family and Consumer Sciences Non Existent Non Existent Geography Non Existent Non Existent Health, Safety and Physical Education Non Existent Non Existent History Non Existent Non Existent Science and Technology and Engineering Education Non Existent Non Existent Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Non Existent Non Existent English Language Proficiency Non Existent Non Existent Interpersonal Skills Non Existent Non Existent School Climate Non Existent Non Existent World Language Non Existent Non Existent

Explanation for standard areas checked "Needs Improvement" or "Non Existent": Vida doesn't have High School.

Adaptations

Elementary Education-Primary Level • Arts and Humanities • Career Education and Work 13

• Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Elementary Education-Intermediate Level • Arts and Humanities • Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Middle Level • Arts and Humanities • Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

High School Level No standards have been identified for this content area. Explanation for any standards checked: 14

Vida Charter School has just developed, expanded and improved the existing PA academic standards across content areas.

Curriculum

Planned Instruction

Elementary Education-Primary Level Curriculum Characteristics Status Objectives of planned courses, instructional units or interdisciplinary Accomplished studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional Developing 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 Accomplished are identified. Procedures for measurement of mastery of the objectives of a planned Developing course, instructional unit or interdisciplinary studies are identified.

Processes used to ensure Accomplishment: We recently looked at all curriculum core standards and decided who will teach them and where they will be taught. We are presently working on revamping our report card to align with our new curriculum standards.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: No standards were checked for needs improvement or non-existent.

Elementary Education-Intermediate Level Curriculum Characteristics Status Objectives of planned courses, instructional units or interdisciplinary Accomplished studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional Developing 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 Accomplished are identified. Procedures for measurement of mastery of the objectives of a planned Developing course, instructional unit or interdisciplinary studies are identified.

Processes used to ensure Accomplishment: 15

We recently looked at all curriculum core standards and decided who will teach them and where they will be taught. We are presently working on revamping our report card to align with our new curriculum standards.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: No standards were checked for needs improvement or non-existent.

Middle Level Curriculum Characteristics Status Objectives of planned courses, instructional units or interdisciplinary Accomplished studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional Developing 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 Accomplished are identified. Procedures for measurement of mastery of the objectives of a planned Developing course, instructional unit or interdisciplinary studies are identified.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: No standards were checked for needs improvement or non-existent.

High School Level Curriculum Characteristics Status Objectives of planned courses, instructional units or interdisciplinary Not answered studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional Not answered 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 Not answered are identified. Procedures for measurement of mastery of the objectives of a planned Not answered course, instructional unit or interdisciplinary studies are identified.

Processes used to ensure Accomplishment: 16

Vida Charter School is K-6

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Vida Charter School is K-6

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.

The staff at Vida differentiates all subjects as we are a dual language immersion school and have students at all levels in every class. We use Daily 5 and Math Rotation Stations to ensure differentiation in Language Arts and Math.

Instruction

Instructional Strategies • Formal classroom observations focused on instruction • Walkthroughs targeted on instruction • Annual Instructional evaluations • Instructional Coaching

Regular Lesson Plan Review • Administrators Provide brief explanation of LEA's process for incorporating selected strategies. We have a goal setting/self review in the fall. Each teacher has a formal observation by the Executive Director in the fall and the spring as well. The spring observation is also the annual review in which we discuss what each teacher needs/wants to work on for the coming year and what he or she will need in order to be successful.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. We have a very small school so we have not had coaches per se. I would like to add specific coaching by the Reading Specialist and the ESL teacher next year. I believe coaching will assist teachers to ensure they meet the goals the school and they have set out for themselves.

Responsiveness to Student Needs 17

Elementary Education-Primary Level Instructional Practices Status Full Structured grouping practices are used to meet student needs. Implementation Flexible instructional time or other schedule-related practices are used Full to meet student needs. Implementation Full Differentiated instruction is used to meet student needs. Implementation A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students.

If necessary, provide further explanation. (Required explanation if column selected was Our school has such a wide variety of learners that teachers need to differentiate instruction. We are a dual language school with 50% native Spanish speakers and 50% native English speakers. It is necessary to differentiate, have flexible groups and to allow for flexible scheduling so all students' needs are met.

Elementary Education-Intermediate Level Instructional Practices Status Full Structured grouping practices are used to meet student needs. Implementation Flexible instructional time or other schedule-related practices are used Full to meet student needs. Implementation Full Differentiated instruction is used to meet student needs. Implementation A variety of practices that may include structured grouping, flexible Full scheduling and differentiated instruction are used to meet the needs of Implementation gifted students.

Middle Level Instructional Practices Status Full Structured grouping practices are used to meet student needs. Implementation Flexible instructional time or other schedule-related practices are used Full to meet student needs. Implementation Differentiated instruction is used to meet student needs. Full 18

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

High School Level Instructional Practices Status Structured grouping practices are used to meet student needs. Not Applicable Flexible instructional time or other schedule-related practices are used Not Applicable to meet student needs. Differentiated instruction is used to meet student needs. Not Applicable A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of Not Applicable gifted students.

If necessary, provide further explanation. (Required explanation if column selected was We do not have High School at Vida.

Recruitment

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

We search for certified teachers bilingual in Spanish and English. The teachers need to be fluent in both languages with demonstrated ability to teach in K-6. We advertise nationwide through NABE, CARLA, Indeed, and Monster. We also advertise locally in the Gettysburg Times and the Hanover Sun. We follow Pennsylvania hiring practices and advertise for a minimum of two weeks. We interview all qualified candidates using the same process for each candidate.

Assessments

Local Graduation Requirements Course Completion SY 16/17 SY 17/18 SY 18/19 19

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 Standards WA TD NAT DA PSW Other Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English

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

Graduation Requirement Specifics 20

• We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following: Not Applicable. Our LEA does not offer High School courses.

Methods and Measures

Summative Assessments Summative Assessments EEP EEI ML HS We are using the end of unit tests in Pearson for Math, FOSS for Science, Journeys for Language Arts in X X X English and Santillana for Language Arts in Spanish. We also use the PSSA's at 3-6 grade. X X

Benchmark Assessments Benchmark Assessments EEP EEI ML HS Our Benchmark Assessments are the DRA and Fountas & Pinnell for Reading. We also use NWEA for X X X Benchmark assessments in Reading and Math.

Formative Assessments Formative Assessments EEP EEI ML HS We are using the end of unit tests in Pearson for Math, FOSS for Science, Journeys for Language Arts in English and Santillana for Language Arts in Spanish. X X X We also have classroom observations and checklists to monitor student learning.

Diagnostic Assessments Diagnostic Assessments EEP EEI ML HS Our Benchmark Assessments are the DRA and Fountas & Pinnell for Reading. We also use NWEA for Benchmark assessments in Reading and Math. X X X Teacher made assessments in Kinder to assess where students are when they enter school.

Validation of Implemented Assessments Validation Methods EEP EEI ML HS External Review Intermediate Unit Review 21

LEA Administration Review Building Supervisor Review Department Supervisor Review Professional Learning Community Review X X X Instructional Coach Review Teacher Peer Review

Provide brief explanation of your process for reviewing assessments. We use the PLC process to look at teacher-made assessments.

Development and Validation of Local Assessments

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

Vida does not use locally developed assessments. We use tests from our curriculums and nationally normed assessments.

Collection and Dissemination

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

The students take the NWEA and the CPAA at least twice a year. The results are shared with families and we are standardizing their use at conferences and potentially in report cards. We also send home the PSSA test results in the fall. Curricular assessments are sent home periodically when a unit is finished. Student report cards are sent home quarterly.

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.

Vida uses the RTI process. If students are not meeting expectations, the student is referred to our Cooperative Team to determine what can be done to assist the student in becoming successful.

Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA X X X 22 assessment anchor or standards-aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific PA assessment X X X 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 X X X mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery. Instructional practices modified or adapted to X X X increase student mastery.

Provide brief explanation of the process for incorporating selected strategies. We have recently realigned the curriculum taught with the PA Common Core. We purchased new, current curriculums to ensure that students are being taught an aligned curriculum. Teachers assess student levels and differentiate for the needs of each child.

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

Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS Course Planning Guides X X X Directing Public to the PDE & other Test-related X X X Websites Individual Meetings X X X Letters to Parents/Guardians X X X Local Media Reports X X X Website X X X Meetings with Community, Families and School Board X X X Mass Phone Calls/Emails/Letters X X X Newsletters X X X Press Releases X X X School Calendar X X X Student Handbook X X X

Provide brief explanation of the process for incorporating selected strategies. Vida Charter School utilizes all of the above summative assessments to the public.

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

Safe and Supportive Schools

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

Explanation of strategies not selected and how the LEA plans to address their incorporation: Peer Helper Programs - During the 2014-15 school year we first implemented our elementary guidance program and hired a full time guidance counselor. We continue to develop and design our guidance services, and in the future we hope to implement a peer conflict resolution group with our 6th grade students. The idea is that they be trained by our guidance counselor and have availability to serve as conflict resolution facilitators for younger students in the building. These 6th graders would only serve to resolve "minor" conflicts between younger students, while adults would handle more serious conflicts. Purchase of Security-related Technology - our building is equipped with a secure doorbell/voice communication system, and with cameras at the front entrance. We do not feel there is any need for additional security systems at this time. Vida Charter School rents the building and is co-tenant with another charter school. In 2016 Vida will take over the entire building when the other school relocates, and at that time our safety team will discuss additional security measures that may need to be implemented. Placement of School Resource Officers - as a small elementary school, we do not feel the need to place School Resource Officers in our building. This is not customary at other local elementary schools.

Developmental Services Developmental Services EEP EEI ML HS Academic Counseling X X Attendance Monitoring X X Behavior Management Programs X X Bullying Prevention X X Career Awareness X Career Development/Planning X Coaching/Mentoring Compliance with Health Requirements –i.e., X X Immunization Emergency and Disaster Preparedness X X Guidance Curriculum X X Health and Wellness Curriculum X X Health Screenings X X Individual Student Planning X X Nutrition X X Orientation/Transition X X RTII/MTSS X X Wellness/Health Appraisal X X

Explanation of developmental services: Academic skills are introduced to student’s in-group lessons facilitated by our Guidance Counselor. As needed, small groups also meet to learn about school success and study skills.

We have been working with Big Brothers/Big Sisters and attempting to get a mentoring program started at our school. The possibility of bringing this program to our school depends upon the school budget, as we will need to contribute $10,000 to the organization.

Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications X X Administration of Medication X X Assessment of Academic Skills/Aptitude for Learning X X Assessment/Progress Monitoring X X Casework Crisis Response/Management/Intervention X X Individual Counseling X X Intervention for Actual or Potential Health Problems X X Placement into Appropriate Programs X X Small Group Counseling-Coping with life situations X X Small Group Counseling-Educational planning X X 25

Small Group Counseling-Personal and Social X X Development Special Education Evaluation X X Student Assistance Program

Explanation of diagnostic, intervention and referral services: Vida¹s Student Assistance Program is in development. Vida is just beginning its second year with a school guidance counselor (fall 2015), and she is becoming SAP trained as will three other staff members. We plan to implement the program fully in the 2015-16 school year.

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

Explanation of consultation and coordination services: The school has a variety of consultation and coordination services that are integrated into all levels of our educational programs.

Communication of Educational Opportunities Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides Directing Public to the PDE & Test-related Websites X X Individual Meetings X X Letters to Parents/Guardians X X Local Media Reports X X Website X X 26

Meetings with Community, Families and Board of X X Directors Mass Phone Calls/Emails/Letters X X Newsletters X X Press Releases School Calendar X X Student Handbook X X

Communication of Student Health Needs Communication of Student Health Needs EEP EEI ML HS Individual Meetings X X Individual Screening Results X X Letters to Parents/Guardians X X Website Meetings with Community, Families and Board of

Directors Newsletters X X School Calendar Student Handbook X X

Health and Safety Health and Safety Answer Are all students required to be fully immunized in accordance with the requirements of the Commonwealth of Pennsylvania and the Yes requirements of local jurisdictions in order to be admitted to the Charter School? Is a certified school nurse on the Charter School staff? Yes Are physical health records and dental records kept according to Yes requirements of the State of Pennsylvania? Does the Charter School comply with all regulations concerning the Yes dispensation of medicines? May Charter School students possess any prescription or non- No 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 Yes 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 Yes requirements related to Fire Prevention and Fire Drill procedures? Are Fire Drill procedures posted in each classroom and are Fire Drills Yes held at least once a month? 27

Does the Charter School participate in the Federal Free and Reduced Yes Lunch Program? Are all students eligible to participate in Federal Breakfast and Lunch No programs? Are all claims and reports associated with Federal Breakfast and Lunch Yes programs submitted as required?

Description of the responsibilities of the Charter School nurse(s) The school nurse specializes in advancing the well-being, academic success, and life-long achievement of students. To that end, the school nurse will facilitate positive student responses to normal development, promote health and safety, intervene with actual and potential health problems, provide case management services, and actively collaborate with others to build student and family capacity for adaptation, self-management, self-advocacy, and learning. The school nurse will identify and treat health disorders among students and provide instruction in the maintenance of good health and disease prevention. The nurse must evaluate the physical conditions of students and refer students to appropriate resources as needed. Decisions made by the nurse require discretionary judgment and analysis. Job responsibilities include:

• Assist to develop policies, procedures and work standards for school health program

• Monitor compliance of school health program with federal, state and local laws, regulations and policies

• Prepare health reports for school director

• Collaborate with other child-support agencies in designing and providing a school health program

• Serve as a resource person on health issues

• Provide staff development on health-related topics for school staff and volunteers

• Screen and conduct health appraisals for students and staff

• Provide follow-up evaluations on students

• Recommend correction action where problems are identified

• Correspond with parents on health needs of children

• Record immunizations, health findings and other relevant health data

• Perform such other tasks and assume such other responsibilities as may come up from time to time, as assigned

Food Service Program

Describe unique features of the Charter School meal program

Vida Charter School contracts with Gettysburg Area School District (GASD) to provide our food services. We rent our school building from GASD, and the food service workers are all employees of GASD. We have a strong partnership with the GASD food service director, who helps to plan our breakfast and lunch menus, administers the free and reduced lunch program, and monitors the point of sale system. GASD has assisted us in particular as we serve a high number of students who are eligible for free/reduced meals. These applications are provided in both English and Spanish, and low balance letters are also translated when necessary. GASD has been responsive to our needs and requests for information, and has shared guidance so that Vida can improve our own services to families regarding meals and lunch balances. GASD's food service director has served on Vida's wellness committee and over the years, she has been very open to our special requests for healthy lunch choices including fresh produce and choices like hummus and sunflower seed butter. Vida has also received USDA Fresh Fruit and Vegetable program grants for two separate school years after applying in conjunction with GASD. With the grant, all Vida students have had an opportunity to taste a wide variety of fresh fruits and vegetables three days per week during two school years. As we have shared the building and the food services with another charter school, we have had to collaborate with that school and with GASD to coordinate the times for meal services and the flow of traffic in the cafeteria. Starting in the 2016-17 school year, when we occupy the whole building and the other school relocates, our food service program and meal times will adjust accordingly to meet the needs of our growing student enrollment.

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:

Policies, procedures and practices related to security and safety can be found in our Parent and Student handbook within this section of the online tool. Security - Vida Charter School building doors are closed and locked at all times, except for the student arrival time of 8:15-8:45am on school days. School visitors must ring our doorbell, identify themselves via voice and on camera screen, and enter main office. All visitors sign in and take a visitor's badge. Volunteers (including college students, parent volunteers, and community members) must have three background clearances in order to work directly with students. These clearances include the PA Child Abuse History Clearance, the PA State Police Criminal Background check, and the FBI Fingerprinting. All staff and volunteer clearances must be updated every three years. Safety - Vida Charter School created our All Hazards Plan in collaboration with a consultant from Intermediate Unit 13, who specializes in school safety. We revisit the plan annually and will need to provide ongoing training to all school staff on emergency preparedness and response. We also have a school safety committee, which meets quarterly to address school safety concerns and make recommendations for improvements to policies and practices related to safety. Vida Charter School conducts monthly fire drills, and each school year we conduct two 29 additional drills (such as shelter-in-place and lockdown). These drills are timed and documented. As co-tenants sharing our building, we occasionally collaborate with Gettysburg Montessori Charter School to address safety issues. We also communicate with GASD, our landlord, regarding maintenance and security concerns. GASD typically addresses these concerns in a timely manner.

Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students Wellness Policy The school wellness policy DOC file uploaded. Health Reimbursement Policy The school policy regarding Health Reimbursement DOCX file uploaded.

Current School Insurance Coverage Policies and Programs Current Insurance Accord The school’s current Insurance Accord PDF file uploaded. Certificate of Liability The school’s Certificate of Liability PDF file uploaded. Insurance Coverage Details Description of the details of the school’s insurance coverage and/or copies of pertinent insurance policies Files uploaded:

• VIDA CurrentInsuranceAccord.pdf

Transportation

Describe the charter school’s transportation program. Include in the discussion whether the charter school, the school district, or a private company operates the transportation program. Also, include a description of transportation accommodations for special education students and suggestions for improvement to the program: Describe the requirements students must meet in order to be eligible for free transportation. 30

Free transportation for most of our students is the responsibility of the home district of residence. The sending districts required to provide transportation for Vida Charter School students are Bermudian Springs, Conewago Valley, Fairfield, Gettysburg, Hanover, Littlestown, and Upper Adams. Currently Vida Charter School contracts with a transportation provider and pays for daily transportation for our students from Spring Grove and Southwestern school districts, which fall outside the radius and are not required to provide transportation. Therefore students from Spring Grove and Southwestern currently have free transportation to Vida Charter School.

Students who have special needs for transportation according to their IEPs or 504 plans may be transported on a van, and this is arranged through their district of residence.

Many parents opt to transport their own children to and from school.

Free Transportation Eligibility Requirements The requirements students must meet in order to be eligible for free transportation (optional if described in the narrative) No file has been uploaded.

Student Conduct Charter School’s Code of Student Conduct Answer Are the expectations of students, parents, school staff members, and the Yes Board of Trustees delineated by the Code of Student Conduct? Are the rules of conduct explained in student friendly-language? Yes Are the consequences of violations of rules of conduct explained in Yes student-friendly language? Does the Code of Student Conduct apply on school grounds during the Yes school day as well as immediately before and after school hours? Does the Code of Student Conduct apply on school grounds at any other Yes 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 Yes 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 Yes conveyance? Does the Code of Student Conduct apply off school grounds where the misconduct may reasonably be expected to undermine the proper Yes 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 Yes educational process, be suspended immediately and face possible expulsion? Does the Code of Student Conduct specify that If a student becomes Yes 31 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 Yes written notification to the parent or guardian?

If necessary, provide further explanation. No further explanation is necessary. Code of Student Conduct The school’s Code of Student Conduct DOCX file uploaded.

Frequency of Communication Elementary Education - Primary Level

• More than once a month Elementary Education - Intermediate Level

• More than once a month Middle Level

• More than once a month High School Level

• Not Applicable

Collaboration for Interventions

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

Classroom teachers meet regularly with other support staff to discuss planning and individual students' needs. Weekly professional learning community meetings by grade level provide one opportunity for collaboration. These weekly PLCs can include instructional assistants, the special education teacher, reading specialist, and specials teachers. Our school also utilizes a "Collaborative Team" process (aka Child Study Team) to identify students who are in need of additional academic or behavioral supports beyond the regular classroom instruction. Through this process, the collaborative team identifies goals for each student and strategies to be implemented to help the student reach the goals. The collaborative team includes the Executive Director, guidance counselor, reading specialist, and classroom teachers. Other individuals may join the collaborative team if necessary, including 32 the nurse, specials teachers, instructional assistants, and parents.

Community and Parent Engagement

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

The Vida Charter School Board of Trustees promotes community and parent engagement in school activities by inviting participation of both parents and members of the community in the strategic planning process of the school and in ongoing issues or questions being addressed by school administration. There are currently parents serving on the Board of Trustees and Vida¹s by-laws do not place restrictions on parents as board members. Parent engagement is encouraged through frequent meetings designed specifically for parents throughout the school year. Vida uses parent and staff surveys to solicit school community feedback and those results are reviewed and tracked by the Board of Trustees. There is a parent leadership group co-led by parents that provides valuable feedback to the school and board regarding parent and community engagement. Members of the community are encouraged in newsletters and other public announcements to attend regular and special board meetings and committee meetings.

Community Coordination

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

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

Vida Charter School does not currently coordinate with infant and toddler centers. However we are improving our coordination with preschool centers including our local Head Start programs. We have communicated with Head Start regarding our recruitment and registration processes, and we have invited preschoolers to visit and tour our kindergarten classrooms. We have received developmental assessment data for some entering kindergarteners that attended Head Start programs. Local preschools have helped us to advertise our kindergarten registration process by disseminating flyers for our school. We seek to develop stronger relationships with Head Start and other preschool centers in the future, and we are interested in attending parent events to talk specifically about our school and its unique Dual Immersion curriculum. 33

Vida Charter School collaborates with Manos Unidas, an organization that runs an afterschool program at our school. This afterschool program is open to all Vida Charter School students, and is offered at a low cost based on a sliding scale. Vida Charter School staff provides information and referral to Manos Unidas and helps families to register children for the program. The school cafeteria and gym are shared with Manos Unidas free of charge. This program serves children by assisting with homework, providing a daily snack, and caring for children during the afterschool hours.

Preschool Agency Coordination

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

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

Vida Charter School does not operate a pre-kindergarten program. When parents complete the registration process, we identify students who receive early intervention services through our local Intermediate Unit. Our registration packet includes questions regarding the child's background and special needs. Most parents who register their children also visit our school in advance, take a tour, and have time to meet one-on-one with a staff member. This provides an opportunity to identify when a student may have a need for special services or accommodations. With the parents' signed consent, Vida Charter School obtains educational records, including IEPs when applicable, from the child's prior school or from the Intermediate Unit. Vida's special education teacher reviews the students' information prior to the start of school, and if necessary arranges a meeting with the parents prior to the child's start date. To ensure a smooth transition into the school setting, Vida Charter School offers several opportunities for new students and their families to visit the school prior to the first day of classes. These visits can include one-on-one visits to the classroom, and open house/back-to- school night type events where more children and families are present. In addition, the kindergarten teachers set individual appointments in mid-August for incoming kindergarteners to be screened for pre-literacy and early math skills.

Materials and Resources 34

Description of Materials and Resources

Elementary Education-Primary Level Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level Developing and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and Developing resources available Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of Developing student motivation, performance and educational needs

Provide explanation for processes used to ensure Accomplishment. As a Dual Immersion (Spanish/English) elementary program, we are continuously looking to augment the quantity and quality of instructional resources for all content areas (language arts, mathematics, science, and social studies) in both English and Spanish. As our school has grown over the past five years, our student enrollment has also grown and each year we have hired new staff to accommodate the increased enrollment. Teachers will work together during three days of professional development in June 2015 to review our curriculum and identify/prioritize needs for instructional resources to support our curriculum. We are particularly interested in seeking research-based intervention materials for Spanish language arts. These resources would assist in supporting students (both native Spanish- and native English-speaking) who are performing below grade level in Spanish literacy. We currently have intervention resources in English and we utilize interventions through our RTII process to identify, serve, and monitor progress for students who are in need of academic supports. Vida Charter School employs a full-time Special Education teacher to help us meet the instructional needs of our learners with IEPs and to assist in the process of evaluation, identifying, and reviewing/revising IEPs. We also contract with the Lincoln Intermediate Unit to provide Speech and Occupational Therapy services to students who need those supports.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: No rows were checked for needs improvement or non-existent.

Elementary Education-Intermediate Level Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level Developing and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and Developing resources available Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of Developing student motivation, performance and educational needs

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: No rows were checked for needs improvement or non-existent.

Middle Level Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level Developing and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and Developing resources available Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of Developing student motivation, performance and educational needs

Provide explanation for processes used to ensure Accomplishment. Vida Charter School teachers will meet for three days of professional development in June 2015 to examine our school-wide curriculum and identify needs for the purchase of instructional resources. Our school is still in its growth phase and we have had fewer students in the intermediate grade levels up until this year. As our larger cohorts of students move up through the grade levels, we recognize a need to improve our instructional resources in both English and Spanish in the upper grades (especially grades 4-6). Particularly for our older students, we will also consider our technology and infrastructure needs, as we recognize ever-increasing internet- based learning opportunities for our students. We recently transitioned to working with an educational technology consultant who is guiding us to better utilize the technology tools we possess. As we increase the use of technology with students, we will also work to establish a curriculum to teach the proper and safe use of technology systematically throughout our grade 36 levels. After identifying and purchasing additional resources for instruction, we will pursue training opportunities to ensure smooth implementation of any new curricular resources.

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

No rows were checked for needs improvement or non-existent.

High School Level Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level Non Existent and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and Non Existent resources available Accessibility for students and teachers is effective and efficient Non Existent Differentiated and equitably allocated to accommodate diverse levels of Non Existent student motivation, performance and educational needs

Provide explanation for processes used to ensure Accomplishment. This narrative is empty.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: We are not chartered to serve students in grades 7-12

SAS Incorporation

Elementary Education-Primary Level Standards Status Full Arts and Humanities Implementation Implemented in 50% or more of Career Education and Work district classrooms Implemented in 50% or more of Civics and Government district classrooms Full PA Core Standards: English Language Arts Implementation PA Core Standards: Literacy in History/Social Studies, Science and Full 37

Technical Subjects Implementation Full PA Core Standards: Mathematics Implementation Implemented in 50% or more of Economics district classrooms Full Environment and Ecology Implementation Implemented in 50% or more of Family and Consumer Sciences district classrooms Implemented in 50% or more of Geography district classrooms Full Health, Safety and Physical Education Implementation Implemented in 50% or more of History district classrooms Full Science and Technology and Engineering Education Implementation Implemented in 50% or more of Alternate Academic Content Standards for Math district classrooms Implemented in 50% or more of Alternate Academic Content Standards for Reading district classrooms Full American School Counselor Association for Students Implementation Implemented in 50% or more of Early Childhood Education: Infant-Toddler→Second Grade district classrooms Full English Language Proficiency Implementation Full Interpersonal Skills Implementation Full School Climate Implementation

Further explanation for columns selected " 38

Staff report that the SAS tools are difficult to navigate and that they are unfamiliar with them. Also, half of our teachers teach in Spanish instructional settings and they utilize online and print resources, which offer the standards, content in Spanish.

Elementary Education-Intermediate Level Standards Status Full Arts and Humanities Implementation Implemented in 50% or more of Career Education and Work district classrooms Implemented in 50% or more of Civics and Government district classrooms Full PA Core Standards: English Language Arts Implementation PA Core Standards: Literacy in History/Social Studies, Science and Full Technical Subjects Implementation Full PA Core Standards: Mathematics Implementation Implemented in 50% or more of Economics district classrooms Full Environment and Ecology Implementation Implemented in 50% or more of Family and Consumer Sciences district classrooms Implemented in 50% or more of Geography district classrooms Implemented in 50% or more of Health, Safety and Physical Education district classrooms Implemented in 50% or more of History district classrooms Full Science and Technology and Engineering Education Implementation Implemented in Alternate Academic Content Standards for Math 50% or more of district 39

classrooms Implemented in 50% or more of Alternate Academic Content Standards for Reading district classrooms Full American School Counselor Association for Students Implementation Full English Language Proficiency Implementation Full Interpersonal Skills Implementation Full School Climate Implementation

Further explanation for columns selected " Staff report that the SAS tools are difficult to navigate and that they are unfamiliar with them. Also, half of our teachers teach in Spanish instructional settings and they utilize online and print resources which offer the standards content in Spanish.

Middle Level Standards Status Full Arts and Humanities Implementation Implemented in 50% or more of Career Education and Work district classrooms Implemented in 50% or more of Civics and Government district classrooms Full PA Core Standards: English Language Arts Implementation Implemented in PA Core Standards: Literacy in History/Social Studies, Science and 50% or more of Technical Subjects district classrooms Full PA Core Standards: Mathematics Implementation Implemented in 50% or more of Economics district classrooms Full Environment and Ecology Implementation Implemented in Family and Consumer Sciences 50% or more of district 40

classrooms Full Geography Implementation Full Health, Safety and Physical Education Implementation Implemented in 50% or more of History district classrooms Full Science and Technology and Engineering Education Implementation Implemented in 50% or more of Alternate Academic Content Standards for Math district classrooms Implemented in 50% or more of Alternate Academic Content Standards for Reading district classrooms Full American School Counselor Association for Students Implementation Full English Language Proficiency Implementation Full Interpersonal Skills Implementation Full School Climate Implementation Full World Language Implementation

Further explanation for columns selected " This narrative is empty.

High School Level Standards Status Arts and Humanities Not Applicable Career Education and Work Not Applicable Civics and Government Not Applicable PA Core Standards: English Language Arts Not Applicable PA Core Standards: Literacy in History/Social Studies, Science and Not Applicable Technical Subjects PA Core Standards: Mathematics Not Applicable Economics Not Applicable Environment and Ecology Not Applicable Family and Consumer Sciences Not Applicable Geography Not Applicable 41

Health, Safety and Physical Education Not Applicable History Not Applicable Science and Technology and Engineering Education Not Applicable Alternate Academic Content Standards for Math Not Applicable Alternate Academic Content Standards for Reading Not Applicable American School Counselor Association for Students Not Applicable English Language Proficiency Not Applicable Interpersonal Skills Not Applicable School Climate Not Applicable World Language Not Applicable

Further explanation for columns selected " Vida Charter is a K-6 school.

Fiscal Solvency Policies

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

The school board adopts an annul budget in June prior to the upcoming fiscal year. All purchasing and expense allocation throughout the fiscal year must align with the budget. The administration and board monitors’ fiscal activity, as related to the annual budget, on a monthly basis. Monthly reviews also include accounts receivable and accounts payable.

Accounting Systems

Explain what accounting system the charter school uses.

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

The school maintains its books on a fund accounting basis in accordance with GAAP. It maintains a chart of accounts based on the Pennsylvania State Chart of Accounts for PA Public Schools, and all PDE reports are filed in this format. Quick Books Accounting Software is used to classify, capture and report income and expenditures.

Professional Education

Characteristics

Charter School’s Professional Education EEP EEI ML HS 42

Characteristics Enhances the educator’s content knowledge in the X X X area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to X X X interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention given to X X X interventions for gifted students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and X X X use data in instructional decision making. Empowers educators to work effectively with parents X X X and community partners.

Charter School’s Professional Education EEP EEI ML HS Characteristics Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching X X X materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching X X X materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards. Provides leaders with the ability to access and use X X X appropriate data to inform decision making. Empowers leaders to create a culture of teaching and X X X learning, with an emphasis on learning. Instructs the leader in managing resources for X X X effective results.

Provide brief explanation of your process for ensuring these selected characteristics. We are educating the whole child; body, mind and emotionally. Professional Development for teachers includes training for teachers to work with the whole child. We are a Responsive Classroom school. We have aligned the curriculum and are working together in PLC's to look at data to see how to improve student learning and educator instruction. We also work on Mindfulness and healthy bodies through daily PE or Music and Movement and brain breaks.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. Vida Charter School is a K-6 school. 43

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

Questions The LEA has conducted the required training on: 10/13/2014 Totaled 3 hours of training

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

Questions The LEA has conducted the training on: 9/17/2015 totaled 4 hours of training

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

Questions Not Applicable for our school entity

Strategies Ensuring Fidelity • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. • Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. • Professional Development activities are developed that support implementation of strategies identified in your action plan. • Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. • The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. • Administrators participate fully in all professional development sessions targeted for their faculties. • Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). 44

• Professional Education is evaluated to show its impact on teaching practices and student learning. Provide brief explanation of your process for ensuring these selected characteristics. We are using PLC's at Vida. We will be utilizing the PLC more fully this year to ensure best teaching practices are used and that students are provided the best teaching possible.

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

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

• Inductees will assign challenging work to diverse student populations.

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

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

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

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

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

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

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

We have utilized the local IU to help us facilitate the induction process with our new staff.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. 45

All strategies were selected.

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

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

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

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

• Classroom assessment data (Formative & Summative).

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

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• 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).

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

By utilizing the services of the IU and providing a Mentor teacher to all new teachers we are ensuring that all the characteristics are assessed in our Induction program.

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

All strategies were selected.

Mentor Characteristics • Pool of possible mentors is comprised of teachers with outstanding work performance. • Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. 46

• 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. Provide brief explanation of your process for ensuring these selected characteristics. Our Mentor teacher is a level two teacher. She is a fabulous, exemplary teacher and a wonderful coach. The mentee teachers meet regularly with her.

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

Induction Program Timeline Aug- Oct- Dec- Feb- Apr- Jun- Topics Sep Nov Jan Mar May Jul Code of Professional Practice and Conduct for X Educators Assessments X X X Best Instructional Practices X Safe and Supportive Schools X Standards X Curriculum X Instruction X Accommodations and Adaptations for diverse X learners Data informed decision making X Materials and Resources for Instruction X

If necessary, provide further explanation. No further explanation.

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program. 47

I have a Mentor teacher for the new teachers who meets with them regularly. We have also contracted with the LIU to receive Induction guidance through them. The Mentees about once a month for several hour for guidance from the IU.

Recording Process

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

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

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

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

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

• Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification. 48

Assurances

Brick and Mortar Charter Schools

The physical charter school has verified the following Assurances:

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

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

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

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

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

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

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

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

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

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

• The school will select students on a random basis from a pool of qualified applicants when the number of attendance slots available is less than the number of applicants (in compliance with §17-1723-A (a)) 49

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

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

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

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

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

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

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

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

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

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

Cyber Charter Schools

No policies or procedures have been identified.

Safe and Supportive Schools

The LEA has verified the following Assurances:

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

• Free Education and Attendance (in compliance with § 12.1)

• School Rules (in compliance with § 12.3)

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

• Discrimination (in compliance with § 12.4)

• Corporal Punishment (in compliance with § 12.5)

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

• Freedom of Expression (in compliance with § 12.9)

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

• Hair and Dress (in compliance with § 12.11)

• Confidential Communications (in compliance with § 12.12)

• Searches (in compliance with § 12.14)

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

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

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

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

• Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503) 51

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

• Acceptable Use Policy for Technology Resources

• Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available. 52

Needs Assessment

Charter School Accomplishments

Accomplishment #1: Instituted a Healthy Lifestyles Curriculum, which includes Running Club and Fitness Friday, which resulted in the Healthier US Silver School award.

Accomplishment #2: Implemented Responsive Classroom resulting in first ever school-wide social and cultural expectations.

Accomplishment #3: Received the Highmark Foundation award for our Anti-Bullying program at our school.

Accomplishment #4: Received a $45,000 grant for performance by a rural school.

Accomplishment #5: Increased and regularized Governance training for Board members. Expanded Board from 5 to 9 members.

Accomplishment #6: Implemented quarterly exams in both languages to see growth in English and Spanish language.

Accomplishment #7: Created and implemented an Arts and Music program.

Accomplishment #8: Changed our Science program to include a deeper study of the Science curriculum, more FOSS unit and to align with the PA common core. Our Science results for the PSSA’s increased dramatically to 87%.

Accomplishment #9: Implemented RTI and hired a Spanish speaking Reading Specialist who is also a certified in ESL to ensure our Spanish speaking students are successful in our dual language program.

Charter School Concerns

Concern #1: There is a need for continuing to improve Student Achievement in the following areas:

• Curriculum: Best Practices, Research Based, Scope & Sequence for all grade levels, Common Core and Spanish Resources

• Testing: PSSA/NWEA - RTI Process -PLC

• Appropriate Technology: Equipment and Training

• Responsive Classroom: Involve the entire school community

• Healthy Lifestyle: As it relates to Student Achievement

Concern #2: There is a need to improve Effective/School Management in the following areas

• Development of a master schedule

• Common planning time/PLC

• Development of a school level committees

• Development of consistent policies and procedures

• Increase Board/Staff collaboration

Concern #3: There is a need for improved Community Engagement in the following areas:

• Educate community about VIDA

• Develop school relationships with districts

• Role of Board in Governance & Oversight

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching 54

Charter School Level Plan

Action Plans

Goal #1: Student Achievement

Indicators of Effectiveness:

Type: Annual

Data Source: Ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Specific Targets: Implementation of a standards aligned curriculum framework across all classrooms for all students.

Strategies:

Student Achievement as it relates to Curriculum, Testing, Appropriate Technology, Responsive Classroom, and Healthy Lifestyle.

Description:

Utilizing Scope and Sequence, Vida Charter School will continue with the development the year long curriculum map that aligns with the PA Common Core.

Vida Charter School will continue with RTI testing that is consistent utilizing solid data, intervening early and conducting training for all staff including assistants.

Vida Charter School will continue to provide staff development on all aspects of technology training including typing/keyboard, Internet safety, smart boards, and the development of grade level goals for technology.

Vida Charter School will continue to develop the Healthy Lifestyle Wellness Committee curriculum component composed of staff, parents and students 55

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

Implementation Steps:

Student Achievement as it relates to curriculum, testing, appropriate technology, responsive classroom and healthy lifestyle.

Description:

Utilizing Scope and Sequence, Vida Charter School will continue with the development the year long curriculum map that aligns with the PA Common Core.

Vida Charter School will continue with RTI testing that is consistent utilizing solid data, intervening early and conducting training for all staff including assistants.

Vida Charter School will continue to develop the Healthy Lifestyle Wellness Committee curriculum component composed of staff, parents and students

Start Date: 8/1/2014 End Date: 6/29/2018

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

Supported Strategies:

• Student Achievement as it relates to Curriculum, Testing, Appropriate Technology, Responsive Classroom, and Healthy Lifestyle.

Goal #2: Effective/School Management

Indicators of Effectiveness: 56

Type: Annual

Data Source: Ensuring school-wide use of data that is focused on school improvement and the academic growth of all students

Specific Targets: School-wide use of data that is focused on school improvement and the academic growth of all students

Strategies:

Effective/School Management as it relates to the development of a master schedule, common planning time/PLC, development of a school level committees, development of consistent policies and procedures and increasing board/staff collaboration

Description:

Vida Charter School will improve Shared/Common Planning time within grade levels, with other grade levels for vertical planning, improve upon coaching and modeling lessons and increase the amount of shared planning time.

Vida Charter School will improve upon a master schedule that is created with the ultimate goal of uninterrupted instructional time, ensuring teacher involvement, ensuring enough time to teach all subjects in both languages. Also ensure that the assemblies, and artist in residence etc. do not take too much time from academics.

Vida Charter School will improve upon the development of its School level committees by increasing staff and board collaboration, encourage staff to attend one board meeting and develop other ways a school committee can be successful in improving relationships.

Vida Charter School will improve upon the continued development of consistent policies and procedures by soliciting input from stakeholder for policy development. Vida will revamp the discipline policy to ensure consistency with the behavior issues of our students. It will inform and educate parents/staff of all changes in policies and procedures as soon as they take place.

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

Implementation Steps: 57

Description:

Vida Charter School will improve upon the continued development of consistent policies and procedures by soliciting input from stakeholder for policy development. Revamp the discipline policy to ensure consistency with the behavior issues of our students. Inform and educate parents/staff of all changes in policies and procedures as soon as it takes place.

Start Date: 8/1/2014 End Date: 6/29/2018

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

Supported Strategies:

• Effective/School Management as it relates to the development of a master schedule, common planning time/PLC, development of a school level committees, development of consistent policies and procedures and increasing board/staff collaboration

Goal #3: Community Engagement

Indicators of Effectiveness:

Type: Annual

Data Source: There is a system in place that fully ensures a partnership with the school community that leads achievement growth and continuous improvement.

Specific Targets: There is a system in place that fully ensures a partnership with the school community that leads achievement growth and continuous improvement in the action plan.

Strategies:

Community Engagement as it relates to educating the community about VIDA, developing school relationships with districts and the role of the board in governance & oversight.

Description:

Vida Charter School will improve upon increasing the communication and visibility about the school through advertisements, articles in the newspapers about the school - to include but not limited to: Heritage Festival, Salsa on the Square, PGL Dinner, Migrant workers event at Gettysburg College.

Vida Charter School will improve upon returning to grassroots communication with staff being key communicators to the community.

Vida Charter School will improve upon educating the whole community about the school budget and mission of the school.

Vida Charter School will improve upon using technology to quickly translate announcements in alternate languages, providing Spanish and English classes for the community including child care/activities.

Vida Charter School will improve upon showcasing student achievements.

Vida Charter School will improve upon increasing diversity on the Vida Board of Trustees.

SAS Alignment: Materials & Resources, Safe and Supportive Schools 59

Implementation Steps:

Community Engagement as it relates to educating the community about VIDA, developing school relationships with districts and the role of the board in governance & oversight.

Description:

Vida Charter School will improve upon returning to grassroots communication with staff being key communicators to the community.

Vida Charter School will improve upon educating the whole community about the school budget and mission of the school.

Vida Charter School will improve upon showcasing student achievements.

Vida Charter School will improve upon increasing diversity on the Vida Board of Trustees.

Start Date: 8/1/2014 End Date: 6/29/2018

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

Supported Strategies:

• Community Engagement as it relates to educating the community about VIDA, developing school relationships with districts and the role of the board in governance & oversight.