New Media Technology CS Charter School Plan 07/01/ /30/2018

Transcription

1 New Media Technology CS Charter School Plan 07/01/ /30/2018

2 2 Charter School Profile Demographics 8034 Thouron Ave Philadelphia, PA (267) 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: Focus Reuben Mills 9/7/ years 9/7/ :00 a.m. to 3:30 p.m % 29 15: % 455 $8,419 (for regular ed)/ $22,312 (for special ed) % 66 Student Profile Group American Indian/Alaskan Native Asian/Pacific Islander Black (Non- Hispanic) Hispanic White (Non- Hispanic) Multicultural Student Count Instructional Days and Hours Number Of K (AM) K (PM) K (FT) Elementary Middle Secondary Instructional Days

3 3 Instructional Hours Planning Process After the completion and submission of our School Improvement Plan this past June 2014, we met as a leadership team to conduct an overview of the comprehensive planning process and reviewed the requirements. We discussed and decided who would be added to the planning committee, who would be responsible for developing each section of the plan, how we would support one another, and hold each other accountable. We then determined a working calendar/document including the breakdown of sections that we shared so that we could submit deliverables, review, modify, provide direction, support, clarification when needed, and monitor each other s progress. We decided who would be responsible for inputting the data into the comp plan application, created the necessary accounts, assigned group access, and completed a thorough review that included using the Check Comprehensive Plan for Issues tool within the application. The completed Comprehensive Plan is the result of the collective effort of the planning committee with input from the CEO and Board of Trustees. The completed Comprehensive Plan was submitted to the CEO and Board for final review, input, and approval. Mission Statement The New Media Technology Charter School's mission is to provide a student- centered learning community that is project- based, technology- driven, and culturally affirming. Vision Statement The school leaders of NMTCS share a vision for academic excellence in the 21st century. New Media's educational model is based on the elements of traditional education, merged with a project based learning framework, which encourages in- depth, hands- on, interdisciplinary studies facilitated by the use of modern learning technologies. The school leaders of NMTCS inspire a shared vision for the integration of cultural awareness, technology, collaborative learning, and to foster an environment that is conducive to the realization of that vision. Students experiencing New Media Technology Charter School's program will understand that life- long learning forms the basis of knowledge and wisdom. They will use their talents and skills to become independent, responsible, and productive members of the community. They will constantly enhance themselves and the environment that surrounds them. The school leaders of NMTCS will accomplish all of the following (standards adapted from the NETS): facilitate the shared development by all stakeholders of a vision for culture, technology, and collaborative learning and widely communicate that vision

4 4 maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long range, and systemic technology plan to achieve the vision foster and nurture a culture of inquiry and innovation using technology as the medium use data to drive instructional and operational decisions provide for a learner- centered environment that uses technology to meet individual and diverse needs of learners facilitate the use of technology to support and enhance instructional methods that develop higher level thinking, decision making and problem solving create and participate in a learning community that stimulates, nurtures and supports staff in using technology or improved productivity maintain awareness of emerging technologies and their potential uses in education implement and use technology- based administrative, management, and operation systems use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning ensure equity of access to technology resources that enable and empower all learners and educators Shared Values New Media Technology Charter School is a community of scholars and direct stakeholders who strive for compassion, practice resilience, engage in school and life with passion, are empowered by the process of challenging our assumptions about the way things are and can be, and act with dedication. New Media Technology Charter School (NMTCS) currently serves grades New Media's educational model is based on the elements of traditional education, mixed with a project based learning approach, which encourages the development of interactive, in- depth, hands- on, interdisciplinary projects. At the core of New Media's academic approach is the fundamental concept that positive RELATIONSHIPS, academic RIGOR and cultural RELEVANCE are essential to a child's growth and development. We demand that our students learn how to think critically, analyze information from valid sources, conduct interdisciplinary research projects and deliver multimedia presentations using modern technology. We believe that educational standards and benchmarks put in place by the school district of Philadelphia and the state of Pennsylvania can be met within our curriculum and through interdisciplinary projects. New Media requires

5 5 that all of its staff engage in WEEKLY STAFF DEVELOPMENT sessions to help the teachers plan, prepare and support the essential elements of project based learning and technology integration. At its earliest conception, New Media Technology Charter School adopted the Seven Attributes of High Achieving Schools that has been used as a framework by EdVisions to create rich teaching and learning environments. The EdVisions Cooperative was one of the first organizations to receive funds through the Bill & Melinda Gates Foundation to replicate models of effective, small, personalized high schools based upon the successful Minnesota New Country School in Henderson, MN. The Gates Foundation identified seven attributes of highly effective schools, all of which were utilized in the planning for NMTCS. They are: Common Focus The learning community of NMTCS focuses on a few important goals highlighting a learner- directed, inquiry based approach to learning that emphasizes the use of technology. High Expectations New Media s high expectations are demonstrated through equitable learning outcomes. All students are expected to demonstrate progressive improvement and to make contributions that evolve around their personal interests. Respect and Responsibility One of the central aspects of the NMTCS program, along with developing lifelong learning, problem solving, critical thinking, and strong communication skills, is character development. At NMTCS, students are encouraged to achieve greater insights into their strengths, needs, and aspirations, and to achieve self- fulfillment grounded in service to others. Personalization New Media s small school population permits a personalized, technology- infused learning environment that is directed at recognizing the strengths and talents of each individual student. Each year a Personalized Learning Plan is created for students to continually define their goals, means, and outcomes. Time for Staff to Collaborate Staff members at NMTCS have numerous opportunities to collaborate in order to plan and strategize on how to best meet student needs. Weekly three- hour professional development sessions allow the teaching staff to collaborate on a consistent basis. Technology as a Tool Since NMTCS has a digital multimedia focus, technology is an integral part of learning every day. Students use technology to collaborate in constructing technology- enhanced models, to prepare publications, and to produce creative presentations. Performance Based Mastery NMTCS will encourage students to reach their highest potential by helping them to assess their mastery in three main areas: content, process, and presentation. The assessment framework includes monitoring of internal and external assessments to inform strategies for improvement of target goals.

6 6 Educational Community Founded in 2004, the New Media Technology Charter School has created an innovative learning community that cultivates collaboration, inquiry, and problem solving through project- based learning supported by digital multimedia technology. The school presently serves 536 students in grades 6-12 of which 98.9% are African American, 75% are considered economically disadvantaged, and 16.9% receive special education services. Our students travel to us from about 24 different zip codes within the Philadelphia community and represent over 10 different countries. We occupy one facility (middle school and high school) that is situated in the Mount Airy section of Northwest Philadelphia where 94.9% of the population is African American, 74.7% of the homes are occupied by owners, and $32,000 is the median income with a 10.6% poverty rate. With project- based learning at the core of New Media s in- house, educational community model, students identify complex problems that inspire and motivate them to conduct investigations over a sustained period of time. A key to the implementation of our project- based model is the emphasis placed on the 6 R s: Relationships, Rigor, Relevance, Respect, Responsibility and Reflection. The stated objectives are: Relationships To learn to develop relationships that are positive, supportive and promotes growth toward productive citizenship. Rigor To create a rigorous school curriculum that challenges students and requires them to delve deeply into projects that answer critical essential questions. Relevance To provide experiences that are relevant to real life and the culture of our students and community. Respect To extend courtesy, kindness and decency to fellow human beings. Responsibility To share in the work and responsibilities of the collective effort to advance the community. Board of Trustees Name Office Address Phone Wanda Bailey- Green President 4000 Gypsy Lane Unit 534 Philadelphia, PA (215) Bdchair@nmtcs.net Tania Member 426 Glen Echo taniarenee1176@hotmail.com

7 7 Leonard- Davidson Road Philadelphia, PA Tracey Mack Member 4917 Woodcrest Avenue Philadelphia, PA Shalimar Thomas Secretary 3511 N. 22nd Street Philadelphia, PA Taba Wilcox Member 3600 Conshohocken Avenue Apartment 2009 Philadelphia PA, Kathleen Williams Member 657 Keely Street Philadelphia, PA Michael Young Vice President One Country Gates Drive Wilmington, DE (215) (215) (215) (302) Board of Trustees Professional Development The 2014 National Charter Schools Conference was held June 29- July 2 in Las Vegas. This conference was hosted by the National Alliance for Public Charter Schools to bring together more than 4,000 charter school teachers, leaders, and advocates to learn practices and policies that make a difference in our classrooms. The National Charter Schools Conference is one of the best professional development opportunities of the year for charter school professionals. Administrators and Board Members were able to: Get advice from other administrators Gather best practices for all areas of work- - learn how to recover from a financial crisis, respond to school violence, or how to use operational assessments to plan for the future

8 8 Meet other charter school board members from across the country Get information on fundraising, financial management, understanding student data, and strategic planning Connect with peers to problem- solve and share best practices The following Board Members attended this Professional Development: Wanda Bailey- Green, President Shalimar Thomas- Secretary Tania Leonard- Davidson- Member Taba Wilcox- Member Tracey Mack- Member Governance and Management The Board of Directors functions primarily as a policy- making body, delegating day- to- day administration to the CEO. The board exercises legal power and responsibility for the school. Its roles and responsibilities include: financial development and management, fiduciary oversight, and programmatic oversight. The board is responsible for: coordination of long- range planning and resource development; overseeing and evaluating the work of the Chief Executive Officer; setting a framework for the budget process and authorizing the annual budget; approving large resource expenditures, significant changes in program or facility use, and expansion into new program areas; exercising final authority over personnel and faculty issues; and, serving as a court of last resort for resolving complaints. An affirmative vote of a majority of the members of the board, duly recorded, showing how each member voted, is used in order to take action on the following subjects pertaining to school management: school calendar; adopting textbooks; appointing or dismissing school administrator or staff members; adopting the annual budget; purchasing or selling land; locating new buildings or changing location; creating or increasing indebtedness; adopting courses of study; designating depositories for school funds; fixing salaries or compensation of administrator, teachers, or other employees of the charter school; and, entering into contracts with and making appropriations to an intermediate unit or school district for the charter school s proportionate share of the cost of services provided or to be provided by the foregoing entities. The Board of Trustees meets monthly. At that time the CEO, Principal, and various members of the staff provide reports and data on a variety of topics. The Board often requests presentations or

9 9 information to be provided at the next scheduled meeting. It is through the processes of the board meetings that governance and management are coordinated. As of February 23, 2010, the Board adopted a revised Business & Finance Policies and Procedures. Pursuant to the policy, the CEO and independent financial management team will meet regularly to review accounting procedures and to monitor compliance with the Internal Controls Policy. Student Enrollment New Media Technology Charter School follows the Pennsylvania Charter School Law regarding student admission. NMTCS does not discriminate in its policies or practices on the basis of intellectual ability, measures of achievement or aptitude, disability, proficiency in English language, or any other basis that would place the school in non- compliance with Public School Code Section A of Act 22. Students currently attending NMTCS are given the opportunity to re- enroll for the next school year by completing and returning the required Student Re- Enrollment Form by the deadline provided. Specific Re- enrollment and Open- enrollment beginning and ending dates are determined by the school each year. Students who miss the deadline and would like to continue at NMTCS will need to complete a new admissions application and participate in the enrollment process with new students seeking admission to the school. The open enrollment period is from January through March. If there are more seats than applicants, then all who have applied by the determined date are enrolled provided all materials have been completed and/or submitted. However, a grade specific public lottery is held when there are more applicants than openings in a particular grade. Each applicant is randomly assigned a number. Those not making the lottery are placed on a Wait List by day and time. The Wait List is good for one year. The school will draw from the Wait List when there is an opening. Letters will be sent to each student notifying them of their status. Families who decline admission or do not respond are removed from the roster and the seat opened to the next student on the Wait List. When contacted, parents have three calendar days to accept the placement. Once all vacant enrollment slots for each grade are filled, enrollment is closed. The NMTCS will host at least one parent orientation to provide information regarding the school and its admission process to new parents as well as finalize student enrollment. Attendance by at least one parent/guardian is mandatory. Students whose parents/guardians fail to attend the new parent orientation will not be guaranteed enrollment. In addition, the following is also required as part of the enrollment process: Be able to prove residency in Pennsylvania by a bill, lease, or mortgage. Identification (State Issued Photo ID) Provide proof of the child's birthday (Birth Certificate).

10 10 Provide transcripts/report cards from their previous school(s)- for placement purposes only. Be up- to- date with all immunizations (unless a signed letter is received from the parents stating they object to immunizations based on their religious beliefs). Parent Communication Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process. Files uploaded: re- enrollment form for school year.doc Re- enrollment deadline letter for 2015 school year.doc Admission Application doc Registration Policy Registration Policy PDF file uploaded. Intent to Enroll Form Intent to Enroll Form (English and all other languages) DOC file uploaded. Student Enrollment History Enrollment History Part I School Year Number of 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 To attend another school To attend another school To attend Number of Students Retained

11 11 another school To attend another school To attend another school Enrollment History Part 2 Enrollment by Grade by School Year School Year K Planning Committee Name Cynthia Banks Jeffrey Bedford Rache Cross Vernon Davis Maria Gritz Maurice Hinson Maura Kane- Santiago Alexis Keisel Christina Knotwell Samantha Luciano Reuben Mills DonYvonne Owens Justin Pascale Lynthia Scott Stanley Smith Sherrice Smullen David Thomas Donyatta Tinson- Smith Role Parent Community Representative Parent Student Services Director/Specialist High School Teacher - Regular Education Business Representative Elementary School Teacher - Regular Education Business Representative Ed Specialist - School Nurse Elementary School Teacher - Special Education Administrator Ed Specialist - School Counselor Administrator Ed Specialist - Other Middle School Teacher - Special Education Middle School Teacher - Regular Education Community Representative Student Curriculum Director/Specialist

12 12 Stacey Wilson High School Teacher - Special Education

13 13 Core Foundations Standards Mapping and Alignment Elementary Education- Primary Level Standards Mapping Alignment Arts and Humanities Non Existent Non Existent Career Education and Work Non Existent Non Existent Civics and Government Non Existent Non Existent PA Core Standards: English Language Arts Non Existent Non Existent PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Non Existent Non Existent PA Core Standards: Mathematics Non Existent Non Existent Economics Non Existent Non Existent Environment and Ecology Non Existent Non Existent Family and Consumer Sciences Non Existent Non Existent Geography Non Existent Non Existent Health, Safety and Physical Education Non Existent Non Existent History Non Existent Non Existent Science and Technology and Engineering Education Non Existent Non Existent Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Non Existent Non Existent Early Childhood Education: Infant- Toddler Second Grade Non Existent Non Existent English Language Proficiency Non Existent Non Existent Interpersonal Skills Non Existent Non Existent School Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": New Media Technology Charter School services scholars in grade Therefore, this category is not applicable. Elementary Education- Intermediate Level Standards Mapping Alignment Arts and Humanities Non Existent Non Existent Career Education and Work Non Existent Non Existent Civics and Government Non Existent Non Existent PA Core Standards: English Language Arts Non Existent Non Existent

14 14 PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Non Existent Non Existent PA Core Standards: Mathematics Non Existent Non Existent Economics Non Existent Non Existent Environment and Ecology Non Existent Non Existent Family and Consumer Sciences Non Existent Non Existent Geography Non Existent Non Existent Health, Safety and Physical Education Non Existent Non Existent History Non Existent Non Existent Science and Technology and Engineering Education Non Existent Non Existent Alternate Academic Content Standards for Math Non Existent Non Existent Alternate Academic Content Standards for Reading Non Existent Non Existent American School Counselor Association for Students Non Existent Non Existent English Language Proficiency Non Existent Non Existent Interpersonal Skills Non Existent Non Existent School Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": New Media Technology Charter School services scholars in grade Therefore, this category is not applicable. Middle Level Standards Mapping Alignment Arts and Humanities Non Existent Non Existent Career Education and Work Non Existent Non Existent Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Needs Needs Improvement Improvement Economics Needs Needs Improvement Improvement Environment and Ecology Non Existent Non Existent Family and Consumer Sciences Non Existent Non Existent Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Needs Needs Improvement Improvement Alternate Academic Content Standards for Math Needs Needs Improvement Improvement Alternate Academic Content Standards for Reading Needs Improvement Needs Improvement

15 15 American School Counselor Association for Students Non Existent Non Existent English Language Proficiency Needs Needs Improvement Improvement Interpersonal Skills Developing Developing School Climate Developing Developing World Language Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Arts and Humanities - Our Arts and Humanities program is non- existent at NMTCS because of the specific mission of our school. Our school's mission is driven by the pursuit of a technologically driven culture, cultural affirmation, and project based learning. Therefore, our mission drives our course selection away from the arts and humanities. Career Education and Work - We do not have any specific classes or strategic partnerships that align with career education and work. This type of specific focus is not supported by our school's mission statement, vision statement, and overarching academic goals. PA Core Standards Math- With our school wide math proficiency rate for the PSSA assessment being 26% and our school wide proficiency rate for our Algebra I Keystone exam being 5%, our PA Core Standards in relation to mathematics needs significant improvement to meet the standard of excellence that NMTCS expects from our scholars. Economics- For the school year NMTCS had Economics course for an upper level history elective. However, after reviewing our course offerings and strategically analyzing the ways in which our course selection practically reflects our mission, we decided to remove our Economics course for the school year. Environment and Ecology & Family and Consumer Sciences- these courses are not offered at NMTCS. During our school year, NMTCS offered Environmental Science class for graduation. This class became Physics for the and school year. In r Science and Technology and Engineering Education- based upon our 6 percent Biology proficiency on the Keystone Assessments and 11 percent proficiency on the school year we are analyzing the ways in which we purse our science and technology education. Alternate Academic Content Standards for Math and Alternate Academic Content Standards for Reading- Our proficiency levels require that we alternate our standards for math and reading. To do so, we have constructed a lunch enrichment program to focus on our math and reading standards. Further resources are required to support our scholar s progress towards reading and math preparedness. Early Childhood Education- this section is not applicable to our school because we service scholars in grades World Language- For the school year, NMTCS made a strategic decision to cancel our world language classes. Ultimately, world languages did not support the realization/fulfillment of our mission

16 16 statement. High School Level Standards Mapping Alignment Arts and Humanities Non Existent Non Existent Career Education and Work Non Existent Non Existent Civics and Government Needs Needs Improvement Improvement PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Needs Needs Improvement Improvement Economics Non Existent Non Existent Environment and Ecology Non Existent Non Existent Family and Consumer Sciences Non Existent Non Existent Geography Needs Needs Improvement Improvement Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Needs Needs Improvement Improvement Alternate Academic Content Standards for Math Non Existent Not answered Alternate Academic Content Standards for Reading Non Existent Not answered American School Counselor Association for Students Non Existent Not answered English Language Proficiency Non Existent Not answered Interpersonal Skills Needs Needs Improvement Improvement School Climate Developing Developing World Language Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Arts and Humanities - Our Arts and Humanities program is non- existent at NMTCS because of the specific mission of our school. Our school's mission is driven by the pursuit of a technologically driven culture, cultural affirmation, and project based learning. Therefore, our mission drives our course selection away from the arts and humanities. Career Education and Work - We do not have any specific classes or strategic partnerships that align with career education and work. This type of specific focus is not supported by our school's mission statement, vision statement, and overarching academic goals. PA Core Standards Math- With our school wide math proficiency rate for the PSSA assessment being 26% and our school wide proficiency rate for our Algebra I Keystone exam being 5%, our PA Core Standards in

17 17 relation to mathematics needs significant improvement to meet the standard of excellence that NMTCS expects from our scholars. Economics- For the school year NMTCS had Economics course for an upper level history elective. However, after reviewing our course offerings and strategically analyzing the ways in which our course selection practically reflects our mission, we decided to remove our Economics course for the school year. Environment and Ecology & Family and Consumer Sciences- these course are not offered at NMTCS. During our school year, NMTCS offered Environmental Science class for graduation. This class became Physics for the and school year. In r Science and Technology and Engineering Education- based upon our 6 percent Biology proficiency on the Keystone Assessments and 11 percent proficiency on the school year we are analyzing the ways in which we purse our science and technology education. Alternate Academic Content Standards for Math and Alternate Academic Content Standards for Reading- Our proficiency levels require that we alternate our standards for math and reading. To do so, we have constructed a lunch enrichment program to focus on our math and reading standards. Further resources are required to support our scholar s progress towards reading and math preparedness. Early Childhood Education- this section is not applicable to our school because we service scholars in grades World Language- For the school year, NMTCS made a strategic decision to cancel our world language classes. Ultimately, world languages did not support the realization/fulfillment of our mission statement. Adaptations Elementary Education- Primary Level No standards have been identified for this content area. Elementary Education- Intermediate Level No standards have been identified for this content area. Middle Level Science and Technology and Engineering Education High School Level Civics and Government Science and Technology and Engineering Education Explanation for any standards checked: Civics and Government- this school year NMTCS added the youth court program to expand the real life takeaways that our civics and government curriculum can have upon on school culture.

18 18 Science and Technology and Engineering Education- New Media Technology Charter has added technology programs, resources, and a technology instructor in the middle school to support our scholars ability to obtain 21st century learning skills that will aid their overall academic skill set. Curriculum Planned Instruction Elementary Education- Primary Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Non Existent Non Existent Non Existent Non Existent Processes used to ensure Accomplishment: New Media Technology Charter School serves scholars in grades Therefore, this field does not apply. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: New Media Technology Charter School serves scholars in grades Therefore, this field does not apply. Elementary Education- Intermediate Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Non Existent Non Existent Non Existent Non Existent Processes used to ensure Accomplishment:

19 19 New Media Technology Charter School serves scholars in grades Therefore, this field does not apply. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: New Media Technology Charter School serves scholars in grades Therefore, this field does not apply. Middle Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Developing Developing Accomplished Needs Improvement Processes used to ensure Accomplishment: The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. NMTCS has worked extensively with other charter school organizations to ensure our objectives are planned courses are identified. We have also pulled resources from the SAS website, engageny website, and commoncorestandards.org to ensure our objectives derive from standards and the common core shifts that needed to ensure the success of our scholars. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Procedures for measurement of mastery of the objectives of planned course, instructional unit or interdisciplinary studies are identified - Our school has been using the MAP assessment for a couple of years, however, the MAP data has never truly been used to allow our staff to measure mastery of objectives and alter our instructional options. Furthermore, we do not have rigorous common assessments for which to measure the mastery of learning objectives and common cores standards. This school year we are looking to partner with an outside agency to support our organization in crafting rigorous, common core aligned, and measurable common assessments. This partnership will be transformative in allowing our school to measure mastery of student learning objectives to make informed data decisions. High School Level Curriculum Characteristics Status

20 20 Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Developing Developing Accomplished Needs Improvement Processes used to ensure Accomplishment: The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. NMTCS has worked extensively with other charter school organizations to ensure our objectives are planned courses are identified. We have also pulled resources from the SAS website, engageny website, and commoncorestandards.org to ensure our objectives derive from standards and the common core shifts that needed to ensure the success of our scholars. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Procedures for measurement of mastery of the objectives of planned course, instructional unit or interdisciplinary studies are identified - Our school has been using the MAP assessment for a couple of years, however, the MAP data has never truly been used to allow our staff to measure mastery of objectives and alter our instructional options. Furthermore, we do not have rigorous common assessments for which to measure the mastery of learning objectives and common cores standards. This school year we are looking to partner with an outside agency to support our organization in crafting rigorous, common core aligned, and measurable common assessments. This partnership will be transformative in allowing our school to measure mastery of student learning objectives to make informed data decisions. 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. New Media Technology Charter School operates under the inclusive model for servicing our special education scholars. Currently, our school provides a mixture of push- in and pull- out services to ensure our scholars are receiving the proper services per their IEP's. Our inclusive educators have an master schedule that holds them accountable for giving strategic inclusive support during the special education scholars that are on their caseload. Special educators work with general education teachers to modify and accommodate curriculum that is assigned in relation to the specifically designed instruction and accommodations that are present in our

21 21 scholars IEP's. Further, special education teachers and general education teachers have a co- teaching responsibility matrix that allows for roles and responsibilities to be evenly rolled out amongst the team. Please see attached: Roles and Responsibilities Gen Ed Teacher Initials Level of Responsibility Spec Ed Teacher Initials Level of Responsi Develop/Maintain lesson plans, formative/summative assessments, and homework Modify or accommodate assignments, tests, lesson plans, and homework Monitor student progress and needs Communicate with parents Communicate with climate team Establish and manage classroom discipline and behavior e.g. (call home with academic/behavior concerns) Develop IEP and monitor current levels of performance Develop plans for effective communication, monitoring, and follow- up of students in inclusive classroom settings. Meet with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs Manage grade book in accordance with NMTCS grade book expectations Hold tutoring sessions/office hours to support the academic, social, and behavioral growth of our scholars Maintains accurate, complete, and appropriate records and files reports promptly Levels of Responsibility Key

22 22 P= Primary (you are the one taking the lead) I= Input into decisions (collaborating to revise the current plan) E= Equal (each role/responsibility is shared and done equally based upon need) S= Secondary ( this specific role/responsibility is not your primary concern, however you can take the lead based upon the need/area of expertise) General Education Teacher Signature Special Education Teacher Signature Date Date Instruction Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Instructional Coaching Regular Lesson Plan Review Administrators Department Supervisors Provide brief explanation of LEA's process for incorporating selected strategies. Formal Classroom Observations Focused on Instruction; Walkthroughs targeted on instruction; Annual Instructional Evaluation; Instructional Coaching- Formal Classroom Observations- Depending on a teachers instructional certification level teachers receive 2 formal observations (1 announced, 1 un- announced) or 1 announced. Teachers also have a pre, post, and summative evaluation conference. The teacher completes this form and provides a copy to the evaluator before the Pre- Observation Conference. The detailed lesson plan, assessments, and any other relevant documents must be attached.

23 23 1. Outline your goals for this lesson. How will you assess your scholar s progress towards your student- learning objective? 2. How will you determine your scholars progress towards the learning objectives/standards? 3. Describe any challenges you are having with this class and describe how you are addressing these challenges. 4. Describe any physical characteristics of the classroom that negatively impact learning. (Examples: excessive heat, excessive external noise, and classroom areas obstructed from view) 5. Provide any additional comments or information you would like to share with your evaluator (optional). Teachers get weekly feedback on their lesson plans from building administrators and department chair representatives. The feedback is given on a google document which allows comments to posted, edited, resolved, and time- stamped. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Peer Evaluation and Coaching- New Media Technology charter schools program for peer evaluation and coaching is being crafted through a partnership with outside consultation. Furthermore, a critical look at our master schedule is being implemented to alter the master schedule to elicit shared common planning time for the school year to support peer evaluation and coaching.

24 24 Responsiveness to Student Needs Elementary Education- Primary Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status If necessary, provide further explanation. (Required explanation if column selected was New Media Technology Charter School serves scholars in grades Therefore, this section is not applicable. Elementary Education- Intermediate Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status If necessary, provide further explanation. (Required explanation if column selected was New Media Technology Charter School serves scholars in grades Therefore, this section is not applicable. Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

25 25 gifted students. If necessary, provide further explanation. (Required explanation if column selected was No further explanation necessary. High School Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was No further explanation necessary. Recruitment Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. New Media Technology Charter School works with various organizations to recruit and assign the most effective teachers to meet the need of our scholars. After a teacher is hired at NMTCS, the leadership team decides where the teacher will be most effective. Each year NMTCS leadership team members assess the strengths of our teaching staff. A needs assessment is taken to advise the placement of our teachers. Like the Singapore model of teacher placement, we place our best teachers with our scholars who have the great academic needs. Each summer our teaching staff is re- organized to secure that the teachers with the best results for raising our scholar s achievement levels are tracked with our scholars who need teachers with a track record for producing success. Assessments

26 26 Local Graduation Requirements Course Completion Total Courses English Mathematics Social Studies Science Physical Education Health Music, Art, Family & Consumer Sciences, Career and Technical Education Electives Minimum % Grade Required for Credit (Numerical Answer) Local Assessments Standards W A T D N A T D A P S W Other Arts and Humanities X Career Education and Work Civics and Government X PA Core Standards: English X Language Arts PA Core Standards: Literacy in History/Social Studies, X Science and Technical Subjects PA Core Standards: X Mathematics Economics Environment and Ecology X Family and Consumer Sciences Geography Health, Safety and Physical X Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading X X X X

27 27 World Language 2015 and beyond Graduation Requirement Specifics Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply) English Language Arts Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam Algebra I Biology Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam Methods and Measures Summative Assessments Summative Assessments EEP EEI ML HS Projects X X Test X X Student Portfolios X Benchmark Assessments Benchmark Assessments EEP EEI ML HS NWEA MAP X X IREADY Reading and Math X X Formative Assessments Formative Assessments EEP EEI ML HS Exit Tickets X X Journal Writing X X Quizzes Cold Call Diagnostic Assessments

28 28 Diagnostic Assessments EEP EEI ML HS NWEA MAP X X IREADAY Reading and Math X X Validation of Implemented Assessments Validation Methods EEP EEI ML HS External Review Intermediate Unit Review LEA Administration Review Building Supervisor Review X Department Supervisor Review Professional Learning Community Review Instructional Coach Review X X Teacher Peer Review Provide brief explanation of your process for reviewing assessments. Teachers have to submit their assessments with their lesson plans, at least two weeks before they plan to administer the assessment. The assessments are reviewed by the Principals which are also serving as instructional coaches. The feedback determines the modifications that have to be made prior to the administration of the assessment. 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. N/A Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. Data from standardized assessments, benchmark assessments, diagnostic assessments and other school wide assessments are collected, disaggregated, and disseminated by the Assistant Principal. Teachers receive the data organized in a manner to illicit discussion and make instructional decisions. Teachers discuss this data within their Village (grade) teams. Teachers also work with their instructional coach (principals) to analyze data and make instructional decisions. The data used in these instructional meetings also includes the formative data teachers collect in the classroom. To further enhance the process and gradually transition responsibility and increase ownership of