Keystone-Education-Center-CS_Comprehensive-Plan.30553335

Keystone Education Center CS Charter School Plan 07/01/2017 - 06/30/2020 Charter School Profile Demographics 425 South Good Hope Road Greenville, PA 16125 (724)588-2511 Federal Accountability Designation: CEO: Date of Local Chartering School Board/PDE Approval: Length of Charter: Opening Date: Grade Level: Hours of Operation: Percentage of Certified Staff: Total Instructional Staff: Student/Teacher Ratio: Student Waiting List: Attendance Rate/Percentage: Enrollment: Per Pupil Subsidy: Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: Priority Mike Gentile 7/2/2012 years 8/26/1997 - 12 7:51 a.m - 2:22 p.m 99.50 % 26 12:1 86.50 % 213 Varies by District 98.50 % 42 Student Profile Group American Indian/Alaskan Native Asian/Pacific Islander Black (Non-Hispanic) Hispanic White (Non-Hispanic) Multicultural Student Count 0.00 0.00 19.72 1.88 76.53 1.88 Instructional Days and Hours Number Of Instructional Days Instructional Hours K (AM) 0.00 0.00 K (PM) 0.00 0.00 K (FT) 0.00 0.00 Elementary 180.00 990.00 Middle 180.00 990.00 Secondary 180.00 1013.00 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 Academic Revovery 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 of students and themselves • 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 the school environment and community • Parents, Students, Community, Teachers, and Administration have a shared responsibility to be actively involved in their students education Educational Community The Keystone Education Center Charter School, the Commonwealth’s first charter school, serves high-risk students in grades through 12 from over 50 school districts in Western Pennsylvania Many of Keystone’s students are involved with county-run agencies and over 40% of our students receive special education services The school was established to provide educational alternatives that address the needs of a wide variety of students who have difficulty functioning 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, to develop marketable skills, and to develop the necessary work ethic needed for post high school success The school will also address the behavioral and emotional 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 20152016 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 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 Name Mark Ferrara Office Member Dawn Gerrish Member Todd Hedderick President Joseph Neuch Member Frank Stratiff Member Address Donation Road, Greenville, PA 16125 Chambers Avenue, Greenville, PA 16125 425 South Good Hope Road, Greenville, PA 16125 531 Reynolds Road, Greenville, PA 16125 79 First Avenue, Greenville, PA 16125 Phone 724-5882500 Email mferrara@greenville.k12.pa.us 724-5882511 dgerrish@yahoo.com 724-5885020 todd_hedderick@keystone.k12.pa.us 724-6463250 joseph_neuch@reynolds.k12.pa.us 724-5882511 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 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) No file has been uploaded Student Enrollment History Enrollment History—Part I School Year 2016 Number of Students at the Beginning of the School Year 168 Number of Students at the End of the School Year Number of Students Expelled Reasons Students Withdrew During the Year Various reasons Number of Students Retained 2015 164 228 2014 217 247 2013 185 270 2012 196 275 2011 233 265 2010 252 261 including returned to home district, dropped out, moved, etc Various reasons including returned to home district, dropped out, moved, etc Various reasons including returned to home district, dropped out, moved, etc Various reasons including returned to home district, dropped out, moved, etc Various reasons including returned to home district, dropped out, moved, etc Various reasons including returned to home district, dropped out, moved, etc Various reasons including returned to 0 0 0 home district, dropped out, moved, etc Enrollment History—Part 2—Enrollment by Grade by School Year Schoo l Year 2016 2015 2014 2013 2012 2011 2010 K 18 23 19 22 19 22 20 31 29 48 35 37 39 25 41 52 49 59 51 40 10 29 56 50 66 63 62 59 11 55 43 47 54 44 46 52 12 38 39 46 34 52 50 49 Planning Committee Name Frank Amato Jeff Calvin Heather Chambers Doug England Kendra Gaub Mike Gentile Dawn Gerrish Jay Hewitt Edward MacElroy Joel McDowell Kimberly Multari Matthew Nelson Tesha Roberts Lester Smith Wanda Stallsmith No Teacher No Teacher Ron Thompson Josh Thompson Role Community Representative Ed Specialist - Instructional Technology Middle School Teacher - Regular Education High School Teacher - Regular Education Building Principal Administrator Parent Community Representative Middle School Teacher - Regular Education Business Representative High School Teacher - Special Education Administrator Middle School Teacher - Regular Education Business Representative Parent Elementary School Teacher - Regular Education Elementary School Teacher - Regular Education High School Teacher - Regular Education Ed Specialist - School Counselor Core Foundations Standards Mapping and Alignment Elementary Education-Primary Level Standards Mapping Alignment 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 American School Counselor Association for Students Early Childhood Education: Infant-Toddler⟶Second Grade English Language Proficiency Interpersonal Skills School Climate Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent 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 Standards Mapping Alignment Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent 10 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 American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent Non Existent 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 Middle Level Standards 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 American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate Mapping Alignment Non Existent Needs Improvement Developing Developing Non Existent Needs Improvement Developing Developing Developing Developing Developing Needs Improvement Developing Needs Improvement Developing Needs Improvement Developing Non Existent Developing Developing Non Existent Non Existent Developing Non Existent Developing Needs Improvement Developing Needs Improvement Developing Needs Improvement Developing Non Existent Developing Developing Non Existent Non Existent Developing Non Existent 87 Description: The review of the mapping and revision process will occur during the month of June 2019 From the review, schedules and dates for the 2019/2020 schoolyear will be determined Indicator of Implementation: Meeting agenda will indicate the action step occurred Start Date: 6/10/2019 End Date: 6/14/2019 Program Area(s): Supported Strategies: • • • Curriculum Mapping Standards Aligned System - Curriculum Framework Effective Practices for Teaching Academic Vocabulary Goal #6: Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement Indicators of Effectiveness: Type: Interim Data Source: Walk-through Data Meetings Specific Targets: Walk-through data will indicate the correlation to lesson planning and monthly curriculum mapping in relation to PA Academic Standards, Eligible Content, and Assessment Anchors utilized within bestpractice based instruction with a goal of the principal meeting with 100% of the faculty observed during the same week to discuss observations from the walk-through and changes necessary for student success in a timely manner Type: Annual Data Source: Year-end Material Requisition Documents 88 Specific Targets: All faculty (100%) will provide an academic material requisition form to the building principal for consideration of purchase and acquisition for appropriate materials that will ensure that PA Academic Standards, Eligible Content, and Assessment Anchors are covered and assessed within the daily instruction to ensure student success on the PSSA and Keystone Exam Strategies: Data Walkthroughs Description: Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations Resource: http://effectivestrategies.wiki.caiu.org/Using+Data SAS Alignment: Assessment, Instruction Weekly Team Meetings Description: Conduct weekly data team meetings that have a specific focus and product each week Resource: http://effectivestrategies.wiki.caiu.org/Using+Data SAS Alignment: Assessment, Instruction Implementation Steps: Data Walkthroughs: Step - Weekly Schedule Description: The Principal will identify days for the data walkthroughs within the week Indicator of Implementation: The Calendar will indicate the action step occurred Start Date: 8/21/2017 Program Area(s): End Date: 6/1/2018 89 Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Classroom Observation Description: The building principal will conduct a brief weekly walkthrough of the scheduled classrooms while looking for best-practices within quality instruction, PA Academic Standards, student concerns, and infrastructure/material issues Indicator of Implementation: Classroom walkthrough completion will indicate the action step occurred Start Date: 8/28/2017 End Date: 6/1/2018 Program Area(s): Teacher Induction, Special Education, Educational Technology Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Organization of Noticed Accomplishment and Concerns Description: The principal will organize information and data from the data walkthrough to include noticed accomplishments and concerns within the classroom Indicator of Implementation: Pre-meeting/email notes will indicate implementation of this action step Start Date: 8/28/2017 End Date: 6/1/2018 90 Program Area(s): Teacher Induction Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Weekly Teacher Contact Meeting/Email Description: The principal will meet with the observed teacher and/or email the teacher of the results from the data walkthroughs The meeting/email highlight the noticed accomplishments, concerns, and provide opportunity for teacher response Indicator of Implementation: The meeting schedule/email will indicate implementation of the action step Start Date: 9/1/2017 End Date: 6/1/2018 Program Area(s): Professional Education, Teacher Induction, Student Services Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Weekly Team Meeting Description: The building principal will conduct weekly staff meetings to discuss building issues, data walkthrough findings, and needs of the faculty as a whole Indicator of Implementation: Emailed meeting minutes to all school personnel will indicate the action step occurred 91 Start Date: 9/1/2017 End Date: 6/1/2018 Program Area(s): Professional Education, Teacher Induction Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Material Requisition Description: The principal will supply all faculty with material requisition forms on the first weekly meeting in May All faculty will have the month of May to locate materials that they would like considered for purchase to ensure students will experience success in the classroom Indicator of Implementation: The dissemination of the requisition forms on the meeting agenda will indicate the action step occurred Start Date: 5/1/2018 End Date: 5/31/2018 Program Area(s): Supported Strategies: • Weekly Team Meetings Data Walkthroughs: Step - Revisit for the 2018/2019 School-Year Description: The administration will review the walkthrough procedures and requisition procedures, including calendar dates, for the 2018/2019 school-year Indicator of Implementation: The meeting agenda will indicate the action step occurred 92 Start Date: 6/18/2018 End Date: 6/22/2018 Program Area(s): Supported Strategies: • • Data Walkthroughs Weekly Team Meetings Data Walkthroughs: Step - Revisit for the 2019/2020 School-Year Description: The administration will review the walkthrough procedures and requisition procedures, including calendar dates, for the 2018/2019 school-year Indicator of Implementation: The meeting agenda will indicate the action step occurred Start Date: 6/17/2019 End Date: 6/21/2019 Program Area(s): Supported Strategies: • • Data Walkthroughs Weekly Team Meetings 93 Appendix: Professional Development Implementation Step Details LEA Goals Addressed: Start 8/25/2017 Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students End Title 8/25/2017 Career Survey/Exploration/Planning: Step - Overview of the Tool During August In-Service Person Responsible Guidance Department Knowledge SH Strategy #1: Common Assessment within Grade/Subject Strategy #2: Career Survey/Exploration/Planning through Bridges.com Description The Bridges.com survey information will be explained during the August in-service to all faculty and administration This explanation will include the information that the faculty will need to support the student in their career path S EP 30 Indicator of Implementation: The in-service agenda/sign-in sheet will indicate the implementation of the action step Provider Keystone Charter School Guidance Department Type School Entity App Yes The faculty and administration will gain knowledge related to the Bridges.com Career Choices Planner in regard to the interests and pathways for the post-secondary option of the students Faculty and administration will gain knowledge related to the outcomes and goals of every student so that support can occur 94 Supportive Research The use of the Bridges.com Career Choices Planner aligns to the College and Career Readiness programming in the school under the safe and supportive school section Through the programming in the Bridges.com, a single assessment program, the student exploration will create specific information necessary for the school to provide supports and interventions necessary for successful post-secondary options Through the Common Assessment and practice guides within all grades students will develop a continuum of exploration and research http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf? Designed to Accomplish For classroom teachers, school counselors and education specialists: For school and district administrators, and other educators seeking leadership roles: Empowers educators to work effectively with parents and community partners Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making LEA Whole Group Presentation Training Format Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Participant Roles Dir School counselors New Staff Grade Levels Middle (grades 6-8) High (grades 9-12) 95 Parents Analysis of student work, with administrator and/or peers Journaling and reflecting Follow-up Activities LEA Goals Addressed: Start 8/24/2017 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 End Title 8/24/2017 Collins Writing Program: Step - August In-service Revisit Person Responsible Administration Knowledge Evaluation Methods SH Participant survey Portfolio Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Strategy #2: Instructional Coaching Description The Collins Writing Program will be revisited from the previous four years of training and use S EP 30 Indicator of Implementation: The in-service agenda will reflect implementation Provider Keystone Charter School Type School Entity App No Teachers will revisit the Collins Writing Program model that the Charter School has adopted Through this revisit the teachers will have the opportunity to collaborate on past successes and failures associated with Collins use in the classroom, gain knowledge, and acquire ways to incorporate the types of writing in the daily lessons 96 Supportive Research The Collins Writing Program utilizes a systemic approach to writing that will ensure all students receive consistent language and instruction across the classrooms hhtp://www.collinsed.com/PDFs/research_base_cwp.pdf Designed to Accomplish For classroom teachers, school counselors and education specialists: For school and district administrators, and other educators seeking leadership roles: Enhances the educator’s content knowledge in the area of the educator’s certification or assignment Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning LEA Whole Group Presentation Training Format Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Participant Roles Dir School counselors Paraprofessional Grade Levels Middle (grades 6-8) High (grades 9-12) 97 New Staff Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Lesson modeling with mentoring Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans 98 Charter School Level Affirmations We affirm that this Charter School Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa Code, Chapters 4, 12, 49 and Article 711 We also affirm that the contents are true and correct and that the plan was placed for public inspection in the Charter School offices and in the nearest public library until the next regularly scheduled meeting of the Board or for a minimum or 28 days whichever comes first We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas No signature has been provided President, Board of Trustees No signature has been provided Superintendent/Chief Executive Officer 99 Affirmation for Compliance with the Public Official & Employee Ethics Act The original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and reenacted in 1989 by Act of 1989 and in 1998 by Act 93 of 1998 (See Act of 1989, 65 P.S §401, et seq and Act 93 of 1998, Chapter 11, 65 Pa.c.s §1101 et seq.) The Act provides that public office is a public trust and that any effort to realize personal financial gain through public office is a violation of that trust The Act was passed to strengthen the faith and confidence of the people of the Commonwealth in their government The Act established the State Ethics Commission to administer and enforce the provisions of the Act and to provide guidance regarding the standards established by the Act The Keystone Education Center CS assures that it will comply with the requirements of the Public Official and Employee Ethics Act (the “Ethics Act”) and with the policies, regulations and procedures of the Pennsylvania State Ethics Commission Additional information about the “Ethics Act” is available on the Ethics Commission’s website at: http://www.ethics.state.pa.us/ No signature has been provided President, Board of Trustees No signature has been provided Superintendent/Chief Executive Officer