Keystone-Education-Center-CS_Comprehensive-Plan.30553335

Core FoundationsStandards Mapping and Alignment Elementary Education-Primary Level Career Education and Work Non Existent Non ExistentCivics and Government Non Existent Non Existent PA C

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Charter School Plan

07/01/2017 - 06/30/2020

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Charter School Profile

Demographics

425 South Good Hope Road

Greenville, PA 16125

(724)588-2511

Federal Accountability Designation: Priority

Date of Local Chartering School Board/PDE

Hours of Operation: 7:51 a.m - 2:22 p.m

Percentage of Certified Staff: 99.50 %

Total Instructional Staff: 26

Student/Teacher Ratio: 12:1

Attendance Rate/Percentage: 86.50 %

Per Pupil Subsidy: Varies by District

Percentage of Students from Low Income

Families Eligible for a Free or Reduced

Provide the Total Unduplicated Number of

Students Receiving Special Services

(Excluding Gifted) as of Previous December: 42

Student Profile

American Indian/Alaskan Native 0.00

Instructional Days and Hours

Number Of K (AM) K (PM) K (FT) Elementary Middle Secondary

Instructional Days 0.00 0.00 0.00 180.00 180.00 180.00Instructional Hours 0.00 0.00 0.00 990.00 990.00 1013.00

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Planning Process

The planning process of the charter school is on-going with the support of the PDE appointed Academic Recovery Liaison As a single school, the charter school revises the school improvement plan yearly Administrators, Faculty, Parents, Students, and community representatives, with support of the AcademicRevovery Liaison, provide input during various meetings The Academic Recovery Liaison provides

oversight of planning, school function and systems, and data management during bi-weekly meetings at the school Planning submission time-lines are focused on during the meetings to provide an accurate school plan that reflects the unique population and barriers associated with the school for at-risk

students

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

Mission Statement

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

Vision Statement

The Keystone Education Center Charter School has the vision that every student can demonstrate

educational gains while attending the Keystone Education Center Charter School Our focus is that all students will become educated, confident, creative and healthy citizens who are positive contributors to

an ever changing global society

Shared Values

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

• Teachers and administrators must establish high expectation for the behavior and achievement ofstudents and themselves

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

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

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

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

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

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

• Students should understand and respect different cultures, religions, and ethnic groups within theschool environment and community

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

educational experiences, to earn a high school diploma, to develop marketable skills, and to develop the necessary work ethic needed for post high school success The school will also address the behavioral andemotional needs of each child

Some of our graduates enter the workforce immediately following graduation, but some will go on to further education at a four year college, trade/technical school, or the Armed Forces During the 2015-

2016 school year, Keystone sent 8% of its population to the Mercer County Career Center for vocational education In twenty years as a charter school, over 700 students have graduated from the Keystone Education Center Charter School Many of those students would have been high school dropouts

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

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The core beliefs and values of the school community are that Keystone Education Center Charter School is

a second chance for many of our students Due to a multitude of reasons, these students are not

performing in the “traditional school environment” and Keystone offers them a new beginning in an alternative setting

Some of the unique aspects of Keystone Charter School include: small class size; NCTI Programming, counseling groups including teen parenting, drug/alcohol and mental health services; special after-school programs; parenting classes; opportunity for students to earn credits through work study; and a

structured and positive environment with emphasis on accountability Serving students who often have failed in the traditional classroom and are behind academically, the school’s curriculum focuses on basic skills with attention given to life and social skills

Board of Trustees

Mark Ferrara Member 9 Donation

Road, Greenville,

PA 16125

2500

PA 16125

2511

PA 16125

5020

PA 16125

3250

724-646-joseph_neuch@reynolds.k12.pa.us

Frank Stratiff Member 79 First

Avenue, Greenville,

PA 16125

2511

724-588-fstratiff@yahoo.com

Board of Trustees Professional Development

Two board members held a Doctor of Education degree during the 2012-13 school year

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

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

Governance and Management

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

Bi-monthly meetings are held with the School Board

Student Enrollment

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

Parent Communication

Communications to parents regarding registration procedures, dates, and when applicable, a

description of the lottery process

No files have been uploaded.

Registration Policy

Registration Policy

No file has been uploaded.

Intent to Enroll Form

Intent to Enroll Form (English and all other languages)

Student Enrollment History

Enrollment History—Part I

School Year Number of

Students at the Beginning of the School Year

Number of Students at the End of the School Year

Number of Students Expelled

Reasons Students Withdrew During the Year

Number of Students Retained

reasons

0

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including returned to home district, dropped out, moved, etc

reasons including returned to home district, dropped out, moved, etc

0

reasons including returned to

0

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home district, dropped out, moved, etc

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

Jeff Calvin Ed Specialist - Instructional Technology

Heather Chambers Middle School Teacher - Regular EducationDoug England High School Teacher - Regular Education

Edward MacElroy Middle School Teacher - Regular Education

Kimberly Multari High School Teacher - Special Education

Tesha Roberts Middle School Teacher - Regular Education

No Teacher Elementary School Teacher - Regular Education

No Teacher Elementary School Teacher - Regular EducationRon Thompson High School Teacher - Regular Education

Josh Thompson Ed Specialist - School Counselor

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Career Education and Work Non Existent Non ExistentCivics and Government Non Existent Non Existent

PA Core Standards: English Language Arts Non Existent Non Existent

PA Core Standards: Literacy in History/Social Studies,

Science and Technical Subjects Non Existent Non Existent

PA Core Standards: Mathematics Non Existent Non Existent

Environment and Ecology Non Existent Non ExistentFamily and Consumer Sciences Non Existent Non Existent

Health, Safety and Physical Education Non Existent Non Existent

Science and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Non Existent Non ExistentEarly Childhood Education: Infant-Toddler⟶Second

English Language Proficiency Non Existent Non Existent

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

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

Elementary Education-Intermediate Level

Career Education and Work Non Existent Non ExistentCivics 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

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Science and Technical Subjects

PA Core Standards: Mathematics Non Existent Non Existent

Environment and Ecology Non Existent Non ExistentFamily and Consumer Sciences Non Existent Non Existent

Health, Safety and Physical Education Non Existent Non Existent

Science and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Non Existent Non ExistentEnglish Language Proficiency Non Existent Non Existent

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

Middle Level

Career Education and Work ImprovementNeeds ImprovementNeeds

PA Core Standards: English Language Arts Developing Developing

Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing Developing

Family and Consumer Sciences ImprovementNeeds ImprovementNeeds

Health, Safety and Physical Education ImprovementNeeds ImprovementNeeds

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

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World Language Non Existent Non ExistentExplanation for standard areas checked "Needs Improvement" or "Non Existent":

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

High School Level

Career Education and Work Developing Developing

PA Core Standards: English Language Arts Developing Developing

Science and Technical Subjects ImprovementNeeds ImprovementNeeds

PA Core Standards: Mathematics Developing Developing

Family and Consumer Sciences ImprovementNeeds ImprovementNeeds

Health, Safety and Physical Education Developing Developing

Science and Technology and Engineering Education Non Existent Non ExistentAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading ImprovementNeeds DevelopingAmerican School Counselor Association for Students Non Existent ImprovementNeedsEnglish Language Proficiency Non Existent Non ExistentInterpersonal Skills ImprovementNeeds ImprovementNeeds

The Charter school is developing the Family and consumer Science program to include all

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

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

Adaptations

No standards have been identified for this content area.

Middle Level

Explanation for any standards checked:

This narrative is empty.

Curriculum

Planned Instruction

Objectives of planned courses, instructional units or interdisciplinary

studies to be achieved by all students are identified for each subject area Non ExistentContent, including materials and activities and estimated instructional

time to be devoted to achieving the academic standards are identified Non ExistentThe relationship between the objectives of a planned course,

instructional unit or interdisciplinary studies and academic standards

Procedures for measurement of mastery of the objectives of a planned

course, instructional unit or interdisciplinary studies are identified Non ExistentProcesses used to ensure Accomplishment:

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

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

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Curriculum Characteristics Status

studies to be achieved by all students are identified for each subject area Non ExistentContent, including materials and activities and estimated instructional

time to be devoted to achieving the academic standards are identified Non ExistentThe relationship between the objectives of a planned course,

course, instructional unit or interdisciplinary studies are identified Non ExistentProcesses used to ensure Accomplishment:

Middle Level

studies to be achieved by all students are identified for each subject area DevelopingContent, including materials and activities and estimated instructional

time to be devoted to achieving the academic standards are identified DevelopingThe relationship between the objectives of a planned course,

course, instructional unit or interdisciplinary studies are identified DevelopingProcesses used to ensure Accomplishment:

The Charter School requires monthly curriculum mapping from all content teachers to be

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

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Curriculum Characteristics Status

studies to be achieved by all students are identified for each subject area DevelopingContent, including materials and activities and estimated instructional

time to be devoted to achieving the academic standards are identified DevelopingThe relationship between the objectives of a planned course,

course, instructional unit or interdisciplinary studies are identified DevelopingProcesses used to ensure Accomplishment:

The Charter School requires monthly curriculum mapping from all content teachers to be

reviewed by administration Through this, the teachers utilize the SAS frameworks to accomplish alignment to PA Standards and to design common assessments The content department

meetings also include the discussions and inquiry to successful time management of standard implementation and the best-practice techniques needed for instructional time to be best used while maintaining the scope and sequence needed for alignment

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum

Instruction is designed to meet the individual student needs at the Charter School while

ensuring the rigor required for proficiency All educators present lessons, activities, and

assessments that are differentiated using best-practice methods The educators chart and map the methods of differentiation and assessment types in their monthly curriculum mappings

Instruction

Instructional Strategies

• Formal classroom observations focused on instruction

• Walkthroughs targeted on instruction

• Annual Instructional evaluations

• Peer evaluation/coaching

• Instructional Coaching

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Regular Lesson Plan Review

• Administrators

• Building Supervisors

• Department Supervisors

• Instructional Coaches

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

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

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

Responsiveness to Student Needs

Structured grouping practices are used to meet student needs Not ApplicableFlexible instructional time or other schedule-related practices are used

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

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

Structured grouping practices are used to meet student needs Not ApplicableFlexible instructional time or other schedule-related practices are used

Differentiated instruction is used to meet student needs Not Applicable

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Middle Level

Structured grouping practices are used to meet student needs ImplementationFullFlexible instructional time or other schedule-related practices are used

Differentiated instruction is used to meet student needs ImplementationFull

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

Structured grouping practices are used to meet student needs ImplementationFullFlexible instructional time or other schedule-related practices are used

Differentiated instruction is used to meet student needs ImplementationFull

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

Recruitment

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Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk

of not graduating

The charter school strives to maintain 100% HQT status to provide the student with an instructorthat has demonstrated proficiency in the subject area in which they are assigned As a school that requires each student to be identified as at-risk educationally in order to attend, the CharterSchool faculty has been trained in the following to meet the needs of all students: LETRS

modules, Reading Apprenticeship, Collins Writing Program, Poverty Education Strategies,

Classroom Management Techniques, Formative Assessment, Positive Behavior Interventions, Olweus Bullying Prevention, Best Practices for Classroom Success Training also occurs for administration and support staff in the following: Dropout Prevention for the Dropout

Prevention Specialist, Student Assistance Program (SAP), PIIC and PLN Instructional Coaching

Strategies, NCTI (National Curriculum & Training Institute) Programming (Truancy, Dropout

Prevention, Drug and Alcohol, Conflict Resolution, Gang Activity), A.R.T (Aggression ReplacementTraining), and the Bridges.com Career Choices Planner If there is a situation where the teacher needs assistance in the classroom, the instructional literacy coaches will be utilized with the goal

of supporting the instruction in creating an environment for academic success to occur

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Civics and Government X

PA Core Standards: English

PA Core Standards: Literacy in

History/Social Studies, Science and

Family and Consumer Sciences X

Alternate Academic Content

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the followingState academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:

• Completion of secondary level coursework in English Language Arts (Literature), Algebra

I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies

Methods and Measures

Summative Assessments

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Project-based Assessments X X

Benchmark Assessments

Validation of Implemented Assessments

External Review

Intermediate Unit Review

Department Supervisor Review

Professional Learning Community Review

Teacher Peer Review

Provide brief explanation of your process for reviewing assessments

Administrators review the assessments during department meetings The PDE appointed Academic Recovery Liaison (ARL) provides guidance to the administration team regarding

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assessment and the related data analysis In these meetings, assessment types and uses are discussed and evaluated.

Development and Validation of Local Assessments

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

The Charter School does not develop local assessments

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and

effectively for use by LEA leaders and instructional teams

The charter school is required through the School Improvement Planning process which the PDE appointed Academic Recovery Liaison (ARL) provides oversight, to revise the school plan yearly for approval based on annual and interim data sets The administrative team, with the support ofthe PDE appointed Academic Recovery Liaison (ARL), discuss data in relation to the data

walkthroughs provided in the school improvement planning process These data sets include PVAAS, eMetric, SPP, IEP data, Title Subgroup data, Benchmark assessment data, and all

summative and interim local data These discussions ensure that proper analysis of data occurs and all decisions are based on the data Decisions are justified using the summative, diagnostic, formative and benchmark data sets Data and the justifications for decision making are then disseminated to the department teams for review

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not

demonstrated achievement of the academic standards at a proficient level or higher

As a charter school for at-risk students, it is understandable that our students are in the

historically underperforming category with regard to the PSSA and Keystone exams and

therefore not at the grade level or proficiency level of their peers upon enrollment This, along with a very high student transiency/mobility rate create unique issues compared to a traditional school To begin to address the issue of proficiency with regard to the academic standards, the charter school uses previous assessment data through eMetric and DRC for the PSSA and

Keystone Exam This data is telling of why the student is not in their home district and indicates historical failure on the state assessment To gain a realistic snapshot of student performance, the charter school utilizes the Study Island Benchmark assessment as a 4 window benchmark assessment to measure growth on the PA Standards and the Basic Achievement Skills Inventory (BASI) as a district summative assessment The Basic Achievement Skills Inventory Data (BASI) provides useful entry data for the classroom educator on the skills and abilities that the child has

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upon entering their classroom This data is used to approach the deficiencies in the learning progressions The benchmark data is utilized in the classroom to ensure that the child is

receiving the appropriate aligned instruction while providing the matching enrichment through the Study Island programming to move the child toward proficiency

Classroom educators utilize classroom based assessment data that is anchored in the eligible content and PA assessment anchors from the SAS framework Requirements in planning to utilize the PA academic standards focussing on the assessment anchors and eligible content ensure that the child receives instruction based on the goal of moving toward proficiency

Assessment Data Uses

Assessment results are reported out by PA assessment

anchor or standards-aligned learning objective X XInstructional practices are identified that are linked to

student success in mastering specific PA assessment

anchors, eligible content or standards-aligned

learning objectives

Specific PA assessment anchors, eligible content or

standards-aligned learning objectives are identified

for those students who did not demonstrate sufficient

mastery so that teachers can collaboratively create

and/or identify instructional strategies likely to

increase mastery

Instructional practices modified or adapted to

Provide brief explanation of the process for incorporating selected strategies

As a charter school for at-risk students, it is understandable that our students are in the

historically underperforming category with regard to the PSSA and Keystone exams and

therefore not at the grade level or proficiency level of their peers upon enrollment This, along with a very high student transiency/mobility rate create unique issues compared to a traditional school To begin to address the issue of proficiency with regard to the academic standards, the charter school uses previous assessment data through eMetric and DRC for the PSSA and

Keystone Exam This data is telling of why the student is not in their home district and indicates historical failure on the state assessment To gain a realistic snapshot of student performance, the charter school utilizes the Study Island Benchmark assessment as a 4 window benchmark assessment to measure growth on the PA Standards and the Basic Achievement Skills Inventory (BASI) as a district summative assessment The Basic Achievement Skills Inventory Data (BASI) provides useful entry data for the classroom educator on the skills and abilities that the child hasupon entering their classroom This data is used to approach the deficiencies in the learning progressions The benchmark data is utilized in the classroom to ensure that the child is

receiving the appropriate aligned instruction while providing the matching enrichment through the Study Island programming to move the child toward proficiency

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Classroom educators utilize classroom based assessment data that is anchored in the eligible content and PA assessment anchors from the SAS framework Requirements in planning to utilize the PA academic standards focussing on the assessment anchors and eligible content ensure that the child receives instruction based on the goal of moving toward proficiency

After the review and analysis of data, the content area teachers and administration will

determine the appropriate instructional practice and techniques to help students achieve proficiency levels by making the appropriate data-informed change in the classroom

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

incorporation

Distribution of Summative Assessment Results

Course Planning Guides

Directing Public to the PDE & other Test-related

Meetings with Community, Families and School Board X X

Press Releases

Student Handbook

Provide brief explanation of the process for incorporating selected strategies

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

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

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

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Safe and Supportive Schools

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of

Comprehensive School Safety and Violence Prevention

Student, Staff and Visitor Identification Systems X XPlacement of School Resource Officers

Student Assistance Program Teams and Training X XCounseling Services Available for all Students X XInternet Web-based System for the Management of

Explanation of strategies not selected and how the LEA plans to address their incorporation:The Charter School has applied for and did not receive a grant for a School Resource Officer fromthe local police department The Charter School will reapply for the School Resource Officer

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RTII/MTSS X X

Explanation of developmental services:

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Intervention for Actual or Potential Health Problems X X

Small Group Counseling-Coping with life situations X XSmall Group Counseling-Educational planning X XSmall Group Counseling-Personal and Social

Explanation of diagnostic, intervention and referral services:

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Strengthening Relationships Between School

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Personnel, Parents and Communities

Explanation of consultation and coordination services:

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Directing Public to the PDE & Test-related Websites X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Health and Safety

Are all students required to be fully immunized in accordance with the

requirements of the Commonwealth of Pennsylvania and the

requirements of local jurisdictions in order to be admitted to the Charter

Yes

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May Charter School students possess any prescription or

Are students/parents required to turn over all prescription and

non-prescription medication to a Charter School nurse with descriptions

regarding dissemination provided according to a required Charter School

format, and are the medications provided in the original containers with

accurate content and dosage information on the labels?

Yes

Is the Charter School in compliance with all pertinent code and license

requirements related to Fire Prevention and Fire Drill procedures? YesAre Fire Drill procedures posted in each classroom and are Fire Drills

Does the Charter School participate in the Federal Free and Reduced

Are all students eligible to participate in Federal Breakfast and Lunch

Are all claims and reports associated with Federal Breakfast and Lunch

Description of the responsibilities of the Charter School nurse(s)

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

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

• Provide acute care

• Conduct annual health history survey

• Monitor immunization compliance

• Screen vision, dental, and hearing

• Evaluate chronic health problems

• Administer and monitor daily medication

• Review and maintain health records and communicate appropriate health information tostaff

• Perform other duties as required

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Food Service Program

Describe unique features of the Charter School meal program

The School follows the National School Lunch Program and was audited by the Pennsylvania Department of Education in December of 2013 with a subsequent audit to occur during

November 2016 through the January 2017 school year A nutritionally balanced lunch is served

to the students daily Breakfasts and lunches are provided and prepared by the Reynolds School District and are transported to the Charter School The school does participate in the free and

reduced lunch program Breakfast is free to

all students

Safety and Security

Describe the essential Charter School policies, procedures, and practices that are implemented

to provide security and safety for Charter School students, staff, and visitors:

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

Understanding (MOU) is current with local safety and enforcement departments

Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students

Wellness Policy

The school wellness policy

PDF 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

Certificate of Liability

The school’s Certificate of Liability

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Insurance Coverage Details

Description of the details of the school’s insurance coverage and/or copies of pertinent

Cooperating school districts provide transportation to and from the Keystone Education Center Charter School within the 10 mile radius To address students outside the ten mile radius, transportation is by bid proposal, provided by the Charter School Keystone contracts with three outside bus companies for student transportation Special accommodations for special

education students are made upon parental request in accordance with special education law

Free Transportation Eligibility Requirements

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

Student Conduct

Charter School’s Code of Student Conduct Answer

Are the expectations of students, parents, school staff members, and the

Board of Trustees delineated by the Code of Student Conduct? YesAre the rules of conduct explained in student friendly-language? YesAre the consequences of violations of rules of conduct explained in

Does the Code of Student Conduct apply on school grounds during the

school day as well as immediately before and after school hours? YesDoes the Code of Student Conduct apply on school grounds at any other

time when a school group is using the school? YesDoes the Code of Student Conduct apply off school grounds and the

immediate perimeter of the school building, including any school activity,

Does the Code of Student Conduct apply during travel to and from school,

including actions on any school bus, van, or any other public conveyance? YesDoes the Code of Student Conduct apply off school grounds where the

misconduct may reasonably be expected to undermine the proper

disciplinary authority of the school, the safety of students or staff, or

cause disruption within the school?

YesDoes the Code of Student Conduct require that students who are found in

possession of illegal drugs, firearms, or other dangerous weapons, or Yes

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those who commit acts of misconduct, which disrupt the school’s

educational process, be suspended immediately and face possible

expulsion?

Does the Code of Student Conduct specify that If a student becomes

aware that a fellow student is in possession of illegal substances,

firearms, weapons or any items that could endanger his/her safety or the

safety of others, that student has a duty to inform an adult such as a

parent, teacher, counselor, director or staff member?

Yes

Do all disciplinary actions for misconduct include a conference between

the teacher and/or administrator, student, and parents followed by

written notification to the parent or guardian? Yes

If necessary, provide further explanation

Code of Student Conduct

The school’s Code of Student Conduct

Collaboration for Interventions

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

As a Charter School for At-Risk students, there is much collaboration between educational staff, support staff, administration, parents, and student service linkages through surveys,

conferences, meetings, and Student Assistance Program frameworks The addition of PIIC/PLN trained Instructional Literacy Coaches provide a framework for support in the classroom for teachers to meet the various needs of their students Through this collaboration, all involved parties work to develop the most appropriate plan for the child to overcome barriers that hinderacademic performance, appropriate school behavior, and truancy issues

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Community and Parent Engagement

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

The charter school utilizes the parent involvement policy in an effort to provide meaningful engagement to parents of the over 50 school districts attending Continual emphasis on parents becoming an active support in their at-risk child's education remains a struggle The inclusion of Parent Information Nights, Parent Collaborative, and Thanksgiving in a Bag are efforts during the

2016 school year to increase the parent involvement

Keystone Charter School provides many opportunities for community and parent engagement in school related activities Annually, the following activities are provided:

1 Family Technology Nights - Parents and Students come to the school to learn about

computers/technology - 6 week program

2 Parent Nights are held 5 times a year Topics include career planning, financial planning, special education laws, health care, IEP's, etc

3 Family Bingo Nights are held throughout the year Parents, community members and

6 Quarterly Newsletters are sent to all parents and community agencies This includes

highlights of the school, student news, and upcoming events

7 Annual Heart Walk through the American Heart Association which involves staff and various community members

8 Parent Raffle Drawing - Every time a parent enters the school for a meeting, their name goes into a hat for a drawing at the end of the school year

9 Clothing Drive - Held for students and families in need

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

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers,

as well as preschool early intervention programs In addition, describe the community

coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12

1 Child care

2 After school programs

3 Youth workforce development programs

4 Tutoring

The Keystone Charter School works in collaboration with Keystone Community Service

representatives to provide transportation and assistance to those students who need to fulfill

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community service hours Students stay after school to perform community service through their approved community support programs The school also works closely with the local district justices.

Preschool Agency Coordination

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

Materials and Resources

Description of Materials and Resources

Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level

and demonstrates relationships among fundamental concepts and skills Non Existent

A robust supply of high quality aligned instructional materials and

Accessibility for students and teachers is effective and efficient Non ExistentDifferentiated and equitably allocated to accommodate diverse levels of

student motivation, performance and educational needs Non ExistentProvide explanation for processes used to ensure Accomplishment

The Charter School does not offer elementary education

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

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and demonstrates relationships among fundamental concepts and skills Non Existent

Accessibility for students and teachers is effective and efficient Non ExistentDifferentiated and equitably allocated to accommodate diverse levels of

student motivation, performance and educational needs Non ExistentProvide explanation for processes used to ensure Accomplishment

Middle Level

and demonstrates relationships among fundamental concepts and skills Developing

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of

student motivation, performance and educational needs DevelopingProvide explanation for processes used to ensure Accomplishment

The Charter School provides professional development to address the areas listed The

collaboration between educational staff, support staff, and adminstration provide a forum for analysis, support and change to occur

and demonstrates relationships among fundamental concepts and skills Developing

Accessibility for students and teachers is effective and efficient Developing

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Differentiated and equitably allocated to accommodate diverse levels of

student motivation, performance and educational needs DevelopingProvide explanation for processes used to ensure Accomplishment

The Charter School provides professional development to address the areas listed The

collaboration between educational staff, support staff, and adminstration provide a forum for analysis, support and change to occur

SAS Incorporation

PA Core Standards: English Language Arts Not answered

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

Health, Safety and Physical Education Not answered

Science and Technology and Engineering Education Not answeredAlternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answeredEarly Childhood Education: Infant-Toddler→Second Grade Not answered

Further explanation for columns selected "

The Charter School does not offer elementary programming

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Standards Status

PA Core Standards: English Language Arts Not answered

Health, Safety and Physical Education Not answered

Science and Technology and Engineering Education Not answeredAlternate Academic Content Standards for Math Not answeredAlternate Academic Content Standards for Reading Not answeredAmerican School Counselor Association for Students Not answered

The Charter School does not offer elementary programming

Middle Level

Arts and Humanities

Implemented inless than 50% ofdistrictclassroomsCareer Education and Work

Implemented inless than 50% ofdistrictclassroomsCivics and Government

Implemented in50% or more ofdistrictclassrooms

PA Core Standards: English Language Arts

Technical Subjects

Implemented inless than 50% ofdistrictclassrooms

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PA Core Standards: Mathematics

Implemented in50% or more ofdistrictclassroomsEconomics

Implemented inless than 50% ofdistrictclassroomsEnvironment and Ecology

Geography

Implemented in50% or more ofdistrictclassroomsHealth, Safety and Physical Education

Implemented inless than 50% ofdistrictclassroomsHistory

Implemented in50% or more ofdistrictclassroomsScience and Technology and Engineering Education

Implemented in50% or more ofdistrictclassroomsAlternate Academic Content Standards for Math

Implemented in50% or more ofdistrictclassroomsAlternate Academic Content Standards for Reading

Implemented in50% or more ofdistrictclassroomsAmerican School Counselor Association for Students ImplementationLevel of

is Unknown

Interpersonal Skills

Implemented inless than 50% ofdistrictclassroomsSchool Climate

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

Arts and Humanities

Implemented inless than 50% ofdistrictclassroomsCareer Education and Work

Implemented in50% or more ofdistrictclassroomsCivics and Government

PA Core Standards: English Language Arts

Technical Subjects

PA Core Standards: Mathematics

Implemented in50% or more ofdistrictclassroomsEconomics

Implemented inless than 50% ofdistrictclassroomsEnvironment and Ecology

Implemented in50% or more ofdistrictclassroomsFamily and Consumer Sciences

Implemented inless than 50% ofdistrictclassroomsGeography

Implemented inless than 50% ofdistrictclassroomsHealth, Safety and Physical Education

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Implemented inless than 50% ofdistrictclassroomsScience and Technology and Engineering Education

Implemented inless than 50% ofdistrictclassroomsAlternate Academic Content Standards for Math

Implemented inless than 50% ofdistrictclassroomsAlternate Academic Content Standards for Reading

Implemented inless than 50% ofdistrictclassroomsAmerican School Counselor Association for Students

Interpersonal Skills

Implemented inless than 50% ofdistrictclassroomsSchool Climate

Implemented inless than 50% ofdistrictclassroomsWorld Language

Implemented in50% or more ofdistrictclassroomsFurther explanation for columns selected "

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

Fiscal Solvency Policies

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

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

receivables

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Accounting Systems

Explain what accounting system the charter school uses

Please note that the charter school is required to have a system that integrates with the

Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting and reporting

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

conformity with these principles

Professional Education

Characteristics

Charter School’s Professional Education

Enhances the educator’s content knowledge in the

area of the educator’s certification or assignment X XIncreases the educator’s teaching skills based on

effective practice research, with attention given to

Increases the educator's teaching skills based on

effective practice research, with attention given to

interventions for gifted students

Provides educators with a variety of classroom-based

assessment skills and the skills needed to analyze and

Empowers educators to work effectively with parents

and community partners

Charter School’s Professional Education

Provides the knowledge and skills to think and plan

strategically, ensuring that assessments, curriculum,

instruction, staff professional education, teaching

materials and interventions for struggling students

are aligned to each other, as well as to Pennsylvania’s

academic standards

Provides the knowledge and skills to think and plan

strategically, ensuring that assessments, curriculum,

instruction, staff professional education, teaching

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materials and interventions for gifted students are

aligned to each other, as well as to Pennsylvania's

academic standards

Provides leaders with the ability to access and use

appropriate data to inform decision making X XEmpowers leaders to create a culture of teaching and

Instructs the leader in managing resources for

Provide brief explanation of your process for ensuring these selected characteristics

The Charter School administration and faculty will ensure the use of selected characteristics through collaboration of professional development, through professional learning communities, department meetings, and faculty meetings Through educator needs assessments, professionaldevelopment is designed to meet the needs of the teacher within the school setting As part of the school improvement plan, the charter school outlines interventions that will provide

educators the appropriate support for the at-risk student population

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

incorporation

The Charter School will outline the components in the Parental Involvement Policy and align professional education opportunities to meet the components of the plan As a charter school with over 50 school districts attending, working with parents is a continual concern that is addressed in all school-wide planning

The charter school does not provide education to gifted student per the charter mission for students that are behaviorally, academic, and truant Gifted students are referred to the

chartering district - Reynolds School District

Educator Discipline Act 126, 71

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined

Questions

The LEA has conducted the training on:

10/7/2016

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The LEA plans to conduct the training on approximately:

Strategies Ensuring Fidelity

• Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening

• Using disaggregated student data to determine educators’ learning priorities

• Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further

alignment

• Professional Development activities are developed that support implementation of strategies identified in your action plan

• Clear expectations in terms of teacher practice are identified for staff implementation

• An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative

• The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development

• Administrators participate fully in all professional development sessions targeted for their faculties

• Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation

• The LEA has an ongoing monitoring system in place (i.e walkthroughs, classroom

observations)

• Professional Education is evaluated to show its impact on teaching practices and studentlearning

Provide brief explanation of your process for ensuring these selected characteristics

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

Tiêu đề	Keystone Education Center CS Charter School Plan
Trường học	Keystone Education Center
Chuyên ngành	Charter School Plan
Thể loại	charter school plan
Năm xuất bản	2017
Thành phố	Greenville

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