DOCSLIB.ORG

2019 Greatphillyschools High Academic Growth Schools.Xlsx

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2019 Greatphillyschools High Academic Growth Schools.Xlsx High Academic Growth Schools on the 2019 GreatPhillySchools Ratings Profile The 93 public district and charter schools that have shown significant student growth on state assessments over the most recent three years‐‐2016, 2017 & 2018. (The 44 schools in blue also had the High Academic Growth indicator on their 2018 GreatPhillySchools Ratings Profile.) Alexander Adaire School Allen M. Stearne School Aloysius L. Fitzpatrick School AMY Northwest (Academy for the Middle Years) Andrew Hamilton School Andrew Jackson Elementary School Anne Frank Elementary School Boys' Latin of Philadelphia Charter School: Middle School Campus C.C.A Baldi Middle School Charles W. Henry School Christopher Columbus Charter School: North Campus Christopher Columbus Charter School: South Campus Community Academy of Philadelphia CS D. Newlin Fell School Delaplaine McDaniel Elementary School Dr. Tanner G. Duckrey School Eliza B. Kirkbride Elementary School Esperanza Academy Charter High School Esperanza Academy Charter Middle School Feltonville Intermediate School Folk Arts‐Cultural Treasures Charter School Francis Hopkinson School Franklin Towne Charter Elementary School Franklin Towne Charter High School Freire Charter Middle School General George A. McCall Elementary School George W. Sharswood Elementary School Gilbert Spruance Elementary School Girard Academic Music Program (GAMP) Henry C. Lea Elementary School Hon. Luis Munoz Marin Elementary School Independence Charter School (ICS) J. Hampton Moore School John F. Hartranft School John H. Taggart School John Hancock Demonstration Elementary School John Hancock Demonstration Middle School‐Gen. J. Harry LaBrum Campus Joseph J. Greenberg Elementary School Julia Ward Howe Academics Plus School Juniata Park Academy KIPP West Philadelphia Preparatory Charter School Laura H. Carnell School Lewis C. Cassidy Academics Plus School Louis H. Farrell School Mariana Bracetti Academy Charter School Mastery Charter Gratz Prep Middle School Mastery Charter School: Clymer Elementary Mastery Charter School: Francis D. Pastorius Mastery Charter School: Frederick Douglass Elementary Mastery Charter School: Hardy Williams Elementary Mastery Charter School: Hardy Williams High School Mastery Charter School: Harrity Elementary Mastery Charter School: Mann Elementary Mastery Charter School: Shoemaker Campus Mastery Charter School: Thomas Elementary Mastery Charter School: Thomas High Campus Middle Years Alternative School for the Humanities Morton McMichael School Multicultural Academy Charter School Northwood Academy Charter School Olney Elementary School Overbrook Educational Center Pan American Academy Charter School Parkway Center City Middle College High School Paul L. Dunbar Promise Academy Paul Robeson High School for Human Services Penn Alexander School People for People Charter School Philadelphia E&T Charter High School Philadelphia Performing Arts: A String Theory Charter School (East & West Campuses) Philadelphia Performing Arts: A String Theory Charter School (Vine Street Campus) Potter‐Thomas Promise Academy Rhawnhurst Elementary School S. Weir Mitchell Elementary School Samuel Gompers Elementary School Sankofa Freedom Academy Charter School Shawmont School Southwark School Stephen Decatur Elementary School Tacony Academy Charter Elementary School The Philadelphia Charter School for Arts and Sciences Thomas G. Morton School Thomas K. Finletter Academic Plus School Thurgood Marshall School Universal Alcorn Elementary School Universal Alcorn Middle Years Academy Universal Bluford Charter School Universal Creighton Charter School Universal Institute Charter School Universal Vare Charter School Vare‐Washington School William H. Loesche Elementary School Young Scholars Charter School.
Load more

Recommended publications
  • Beyond the Established Norms: a New Kind of Union Activism
    BEYOND THE ESTABLISHED NORMS: A NEW KIND OF UNION ACTIVISM LOCAL 3 • AFL-CIO Philadelphia Federation of Teachers Health & Welfare Fund’s Professional Development 1974-2014 PFT HEALTH & WELFARE FUND AND TEMPLE UNIVERSITY The PFT Health & Welfare Fund’s ER&D program and Temple Univer- sity worked together to provide PFT members with three graduate level courses to improve their effectiveness in the classroom. The courses offered were Beginning Reading Instruction, Foundations for Effective Teaching and Managing Student Behavior. The Fund acknowledges the following members of the Educational Issues PARTNERSHIP WITH CHEYNEY UNIVERSITY team for their role in the creation of Beyond the Established Norms: Camina Ceasar, Sandra Dunham, Marcia Hinton, Joyce Jones, Rosalind Jones Johnson, In 2008, the PFT Health & Welfare Fund and Cheyney University worked together to provide Philadel- phia teachers with high quality, peer-led professional development at Cheyney University’s urban cam- and Linda Whitaker. pus in Philadelphia. CHEYNEY UNIVERSITY PARTNERSHIP Rosalind Jones Johnson, keynote speaker for Cheyney University’s graduation hooding ceremony joins Dr. Michelle Vitale, President of Cheyney University and Dr. John Williams, Dean of Graduate Studies. Published January 2015 59 Table of Contents History Introduction . 4 Programs for Teaching Annual Conference . 6 QuEST Schools . 8 Philadelphia QuEST Professional Development . 12 Pennsylvania Department of Education Act 48 Provider . 13 Customized Professional Development . 13 On-Site School Support . 14 ER&D (Educational Research and Dissemination) . 16 New Unionism . 20 PFT Health & Welfare Fund and Cheyney University of Pennsylvania Collaborative . 20 PFT Health & Welfare Fund Did Not Get the Credit it Deserved . 23 Programs Philadelphia QuEST Reading Recovery .
    [Show full text]
  • 2020 ISP Conference Program Book (Click)
    2020 Pennsylvania Title I Improving Schools Performance Conference January 26-29, 2020 • Sheraton Station Square, Pittsburgh, PA Sponsored by: Pennsylvania Department of Education (PDE) and Pennsylvania Association of Federal Program Coordinators (PAFPC) also Step By Step Learning Major Sponsor & Exhibitors Major Sponsor Step By Step Learning Exhibitors 95 Percent Group, Inc. Benchmark Education Company Educational Technology Consultants, Inc. Heinemann Publishing Company Istation MIND Research Institute OSS/Kroy Product Center Renaissance Learning, Inc. Teacher Created Materials ThinkStretch Take a break and visit our vendors: Monday 10:45-11:15 and 3:30-4:00 Tuesday 9:30-10:00 and 2:30-3:00 ii Table of Contents Major Conference Sponsor & Exhibitors .............................................................................................................. ii 2019 Title I Distinguished Schools ............................................................................................................................iv Theme & Purpose ..........................................................................................................................................................1 About the Conference Agenda ..............................................................................................................................2 Selecting Sessions to Attend ................................................................................................................................... 2 Daily Planner ...................................................................................................................................................................3
    [Show full text]
  • School Cluster List
    APPENDIX G: SCHOOL CLUSTERS Providers may use the updated grid, along with public and charter school enrollment numbers and prior average utilization of behavioral health services, to estimate number and types of staff needed to adequately meet the needs of children in their clusters of interest. School enrollment information can be found at the School District of Philadelphia website here. Based on prior year utilization of behavioral health services, providers may calculate 2-7% of the total enrollment as an estimate of the number of children participating in behavioral health treatment. Providers may apply the 2% to “Model” schools, 4% to “Reinforce” schools, and 7% to “Watch” and “Intervene” schools. Please note that prior utilization is not a guarantee of future utilization. Charter schools are marked in red italics. Region 1 Cluster ZIP Code Level Grade Band Climate Score Elementary and Middle Schools Carnell, Laura H. 1 19111 Elem K to 5 Intervene Fox Chase 1 19111 Elem K to 5 Model Moore, J. Hampton School 1 19111 Elem K to 5 Model Crossan, Kennedy C. School 1 19111 Elem K to 5 Reinforce Wilson, Woodrow Middle School 1 19111 Middle 6 to 8 Reinforce Mathematics, Science & Technology II-MaST II Rising Sun 1 19111 Elem K to 4 Tacony Academy Charter School - Am. Paradigm 1 19111 Elem-Mid K to 8 Holme, Thomas School 2 19114 Elem K to 6 Reinforce Hancock, John Demonstration School 2 19114 Elem-Mid K to 8 Reinforce Comly, Watson School 2 19116 Elem K to 5 Model Loesche, William H. School 2 19116 Elem K to 5 Model Fitzpatrick, A.
    [Show full text]
  • Performance Audit ______
    PERFORMANCE AUDIT ____________ The School District of Philadelphia Philadelphia County, Pennsylvania ____________ May 2016 Dr. William R. Hite, Jr., Superintendent Ms. Marjorie G. Neff, SRC Chairperson School District of Philadelphia School District of Philadelphia 440 North Broad Street 440 North Broad Street Philadelphia, Pennsylvania 19130 Philadelphia, Pennsylvania 19130 Dear Dr. Hite and Ms. Neff: Our performance audit of the School District of Philadelphia (District) evaluated the application of best practices in the areas of academics, governance, finance, data integrity, and textbook inventory. In addition, this audit determined the District’s compliance with certain relevant state laws, regulations, contracts, and administrative procedures (relevant requirements). This audit covered the period July 1, 2008 through June 30, 2014, except as otherwise stated and was conducted pursuant to Section 403 of The Fiscal Code, 72 P.S. § 403, and in accordance with the Government Auditing Standards issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain sufficient, appropriate evidence to provide a reasonable basis for our findings and conclusions based on our audit objectives. We believe that the evidence obtained provides a reasonable basis for our findings and conclusions based on our audit objectives. During our audit, we found significant instances of failing to apply best practices and noncompliance with relevant requirements, as detailed in our six audit findings. A summary of the results is presented in the Executive Summary section of the audit report. Our audit findings and recommendations have been discussed with the District’s management, and their responses are included in the audit report.
    [Show full text]
  • Resolution Summary
    Final SCHOOL REFORM COMMISSION PUBLIC MEETING RESOLUTION SUMMARY JANUARY 19, 2017 I. SCHOOL REFORM COMMISSION SRC-1 (PRESENTED FOR REVIEW DECEMBER 15, 2016) Proposed Adoption of Policies #105.1 – Curriculum Review by Parents/Guardians and Students, #107 – Adoption of Planned Instruction, 113 – Special Education, #113.1 Discipline of Students with Disabilities, #113.2 – Behavior Support, #113.3 – Screening and Evaluations for Students with Disabilities, #113.4 – Confidentiality of Special Education Student Information, #122 – Extracurricular Activities, #123 – Interscholastic Athletics, #123.1 Concussion Management, #123.2 – Sudden Cardiac Arrest, #805.1 – Relations with Law Enforcement Agencies RESOLVED, that the School Reform Commission hereby adopts the following SRC Policies, in the forms attached, effective January 20, 2017: Policy 105.1 – Curriculum Review by Parents/Guardians and Students Policy 113.2 – Behavior Support Policy 113.4 – Confidentiality of Special Education Student Information Policy 123.1 – Concussion Management Policy 123.2 – Sudden Cardiac Arrest Policy 805.1 – Relations with Law Enforcement Agencies; and be it FURTHER RESOLVED, that the School Reform Commission hereby adopts amendments to the following SRC Policies, in the forms attached, effective January 20, 2017: Policy 107 – Adoption of Planned Instruction Policy 113 – Special Education Policy 113.1 – Discipline of Students with Disabilities Policy 113.3 – Screening and Evaluations for Students with Disabilities Policy 122 – Extracurricular Activities Policy 123 – Interscholastic Athletics Description: The School Reform Commission establishes general parameters in which the daily operations of the School District are to be governed. As such, the policies (listed above and attached) have been revised and updated to align with current local, state and federal law.
    [Show full text]
  • User Guide 2018-2019 School Progress Report User Guide
    2018-2019 SCHOOL PROGRESS REPORT User Guide 2018-2019 School Progress Report User Guide Welcome This guide is intended to help you understand the various components that make up the SPR and will cover the following topics: Topic Content Page SPR Components This section provides an overview of the SPR layout and its main 3 & Scoring Overview components. It also provides details on how each metric and domain are scored. Report Types There are four SPR report types. This section explains how a 7 school's report type is determined. Domains The SPR is organized into four domains: Achievement, Progress, 8 Climate, and (for high schools only) College & Career. This section provides a brief overview of each domain. Domain Weights This section explains how each domain is weighted. Because the 9 District is committed to ensuring that all students are learning, the Progress domain is weighted most heavily. Performance Tiers This section explains how a school's progress at the overall, 10 domain, and metric levels is categorized into four performance tiers: Intervene, Watch, Reinforce, and Model. Appendices Additional information on metric definitions; floors, targets, and 11 points possible; peer groups; and schools with consecutive years of overall score improvement. Page 1 2018-2019 School Progress Report User Guide SPR Components & Scoring Overview School Demographics & Performance Tiers Each School Progress Report begins with some basic information about the specific school being evalu- ated. It is formatted as in the sample below. School Name, Address, and The left side of the school demographics section provides all relevant contact Contact Information information for the school being evaluated, including address, phone and fax numbers, and the school's website.
    [Show full text]
  • School District of Philadelphia Quarterly School Manager Report
    School District of Philadelphia Quarterly School Manager Report FOR THE PERIOD ENDED SEPTEMBER 30, 2020 November 13, 2020 The School District of Philadelphia’s Quarterly School Manager Report for the period ended September 30, 2020 represents forward-looking statements and any such statements inherently are subject to a variety of risks and uncertainties that could cause actual results to differ materially from those that have been projected. Such risks and uncertainties which could affect the revenues and obligations of the School District include, among others, reduced governmental allocations, changes in economic conditions, mandates from other governments, and various other events, conditions and circumstances, many of which are beyond the control of the School District. Such forward-looking statements speak only as of the date of this presentation, November 13, 2020. The School District disclaims any obligation or undertaking to release publicly any updates or revisions to any forward-looking statement contained herein to reflect any changes in the School District’s expectations with regard thereto or any change in events, conditions or circumstances on which any such statement is based. If you have a disability and the format of any material on our web pages interferes with your ability to access the information or you have a question regarding the School District’s website accessibility, please contact us via any of the following means for assistance: The School District of Philadelphia Office of Family and Community Engagement 440 N. Broad Street, Suite 114 Philadelphia, PA 19130-4015 Email: [email protected] Tel: (215) 400-4000 Fax: (215) 400-4181 To help us respond in a manner most helpful to you, please indicate the nature of the accessibility problem, the web address of the requested material, your preferred format in which you want to receive the material (electronic format (ASCII, etc.), standard print, large print, etc.), and your contact information (name, email, telephone, and physical mailing address).
    [Show full text]
  • Mileage, Off-Campus Teaching Sites
    Off Campus Teaching Sites MapQuest Driving Shortest Distance/Suggested Route Starting Point: 400 East 2nd Street Mileage (One Mileage (Round Active School District Address way) Trip) Allegheny Intermediate Unit #3 475 East Waterfront Drive, Homestead, PA 15120 222 445 Annville‐Cleona Area School District 520 S White Oak Street, Annville, PA 17003 69 137 Annville Elementary School 205 S. White Oak Street, Annville, PA 17003 68 136 Cleona Elementary School 50 E Walnut St, Cleona, PA 17042 66 132 Annville Cleona Junior/Senior High School 500 South White Oak Street, Annville, PA 17003 69 137 Appalachia IU 8 4500 6th Avenue, Altoona, PA 16602 132 264 Bellefonte Area School District 318 North Allegheny Street, Bellefonte, PA 16823 80 159 Bellefonte Area High School 830 E. Bishop Street, Bellefonte, PA 16823 79 158 Bellefonte Area Middle School 100 North School Street, Bellefonte, PA 16823‐2396 79 158 Bellefonte Elementary 100 West Linn Street, Bellefonte, PA 16823 80 159 Benner Elementary 490 Buffalo Run Road, Bellefonte, PA 16823‐9789 82 165 Marion Walker Elementary 100 School Drive, Bellefonte PA 16823‐9032 70 140 Pleasant Gap Elementary 230 South Main Street, Pleasant Gap PA 16823 83 165 Bensalem Township School District 3000 Donallen Drive, Bensalem, PA 19020 140 280 Belmont Hills Elementary School 5000 Neshaminy Boulevard, Bensalem, PA 19020 139 278 Cornwells Elementary School 2215 Hulmeville Road, Bensalem, PA 19020 141 282 Samuel K. Faust Elementary School 2901 Bellview Dr, Bensalem, PA 19020‐1311 138 276 Benjamin Rush Elementary School 3400 Hulmeville Road, Bensalem, PA 19020 141 281 Russell C. Struble Elementary School 4300 Bensalem Blvd, Bensalem, PA 19020 143 285 Valley Elementary School 3100 Donallen Dr, Bensalem, PA 19020‐1838 140 280 Robert K.
    [Show full text]
  • No Choice John Barry School 30.73 19.79 49.48 William C
    Column Averages → 31.65 22.02 46.33 School Name PreK-2 Hybrid Choice PreK-2 Digital Choice PreK-2 Digital - No Choice John Barry School 30.73 19.79 49.48 William C. Bryant School 12.50 7.35 80.15 Joseph W. Catharine School 18.50 7.50 74.00 Benjamin B. Comegys School 9.30 11.63 79.07 Sadie Alexander School 67.69 16.59 15.72 Andrew Hamilton School 17.35 25.51 57.14 Avery D. Harrington School 21.55 16.38 62.07 Henry C. Lea School 22.42 9.09 68.48 William C. Longstreth School 32.04 28.16 39.81 Morton McMichael School 48.05 18.18 33.77 S. Weir Mitchell School 45.65 28.99 25.36 Thomas G. Morton School 21.23 10.85 67.92 Samuel Powel School 0.72 0.00 99.28 John M. Patterson School 31.96 44.29 23.74 James Rhoads School 61.49 32.43 6.08 Martha Washington School 49.15 15.25 35.59 Penrose School 33.90 13.56 52.54 Add B. Anderson School 12.24 10.88 76.87 Alain Locke School 18.94 12.12 68.94 Rudolph Blankenburg School 32.65 38.78 28.57 D. Newlin Fell School 36.30 40.00 23.70 Bache-Martin School 72.16 19.89 7.95 F. Amedee Bregy School 33.80 9.86 56.34 George W. Childs School 33.33 40.31 26.36 Stephen Girard School 30.14 19.18 50.68 General George A.
    [Show full text]
  • The School District of Philadelphia
    The School District of Philadelphia Potential Impact of $94.5M Revenue Reduction on School Budgets Methodology and Notes Key Green Text = Can Be Cut Red Text = Cannot Be Cut Notes: The “Enrollment Teachers” category includes Enrollment Driven Prep Teachers. 2011-12 budget data is post mid-year (December 2011) budget cuts. The Operating Budget Allotment in 2011-12 and 2012-13 is equivalent to the Per School and Per Student Allotments in 2010-11. Enrollment numbers are as projected in the spring preceding each budget year for the purpose of developing school budgets. All data is from the Staffing Management System (SMS). Data is as of 4/26/12. What can and can’t be cut? A decrease in operating revenues would have to be offset by cuts in the Operating Budget only, not in Grants. Grants budget information is shown for reference only. This analysis assumes the Enrollment Driven Teachers category is not cuttable because of maximum class sizes in the PFT collective bargaining agreement. This analysis assumes the following are not “cuttable” in FY13 because of state and federal service requirements; the extent of budget cuts that were already made in FY12; and the time that that would be required to reduce costs by changing the School District’s service model. o Gifted Support o Nursing Services o Special Education – High Incidence and Low Incidence o English as a Second Language (ESOL) o Bilingual Counselor Assistants Why are enrollments and poverty rates provided? Enrollment is important for context for Enrollment Driven Teachers (100% enrollment driven) and Operating Budget Allotment (partially enrollment driven).
    [Show full text]
  • Education Outreach Programs Annual Report 2018–19
    Education Outreach Programs Annual Report 2018–19 PB THE BARNES FOUNDATION 2018–19 EDUCATION REPORT I Contents 2 About the Barnes 4 School Outreach Programs in Philadelphia and Camden 6 Look! Reflect! Connect! (Pre-K) 10 Pictures and Words (Grade 3) 13 Art of Looking (Grade 5–6) 16 Artist Voices (Grade 7) 19 Community Programming 19 Puentes a las Artes / Bridges to the Arts (Ages 3–5) 21 Additional Programming and Resources for Teachers and Students 21 Community Connections 22 STEAM Initiatives 24 High School Partnerships 25 Single-Visit Opportunities 25 Teacher Training 27 2018–19 Education Outreach Donors 28 Participating Schools Photos by Michael Perez, Sean Murray (p. 2) and Darren Burton (p. 19, 26) SECTION HEADER About the Barnes The Barnes Foundation was founded in 1922 by Dr. a teaching method that encouraged students to read Recent Highlights Albert C. Barnes “to promote the advancement of art as an artist does and to study its formal elements • Nearly 1.8 million visitors since 2012 education and the appreciation of the fine arts and of light, line, color, and space. Dr. Barnes wrote that horticulture.” As a nonprofit cultural and educa- his approach to education “comprises the observation • 240,000+ visitors in 2018 tional institution, the Barnes shares its unparalleled of facts, reflection upon them, and the testing of • 18,000+ member households in 2018 art collection with the public, organizes special the conclusions by their success in application. It exhibitions, and presents education and public pro- stipulates that an understanding and appreciation • 4 million+ online visitors engaged since the gramming that fosters new ways of thinking about of paintings is an experience that can come only launch of the new website in 2017 human creativity.
    [Show full text]
  • 15 Years of Arts Education & Advocacy
    15 YEARS OF ARTS EDUCATION & ADVOCACY PICASSO PROJECT: 15 YEARS OF ARTS EDUCATION & ADVOCACY At Picasso Project, we believe that all 15 YEARS OF IMPACT: students deserve access to the arts. This core belief sparked Picasso Project’s inception 15 years ago, when PCCY and a group of concerned citizens 40,750 177 joined together in response to lack of adequate funding students inspired school-based arts for public educaiton and the resultant near elimination of through the arts projects funded arts education from Philadelphia’s public schools. By providing grants to support innovative arts projects in Philadelphia public schools, and advocating for equitable access to arts education, Picasso Project has played a critical role in assuring that Philly’s kids have access to high quality arts education. It is with great pride that we celebrate 15 years of Picasso 813 256 Project and share our story here. As we look back at our teachers initiated arts & community roots, we simultaneously look ahead towards new and innovative arts projects organizations exciting directions for Picasso Project. partnered for projects Tim Gibbon Picasso Project Director Public Citizens for Children and Youth 1 2003 In 2003, the Picasso Project began with support and engagement from the community. Pennsylvania had just completed a “Give Back” initiative in which citizens were sent back “excess” funds collected by the State. At the same time, “Reminding the arts were disappearing from the Philadelphia’s public schools due to lack people of the of funding. A group of concerned individuals, including Vicki Ellis, Lucinda Post, Dennis Barnebey, and Germaine Ingram met with PCCY leadership and launched importance the Give Back the Give Back Campaign to urge citizens to help support the arts of the arts in in our public schools by sending in their ‘Give Back” funds.
    [Show full text]