Charter School Profile

Transcription

1 Universal Audenried Charter School Charter School Plan 07/01/ /30/2017

2 2 Charter School Profile Demographics 3301 Tasker Street Philadelphia, PA (215) Federal Accountability Designation: Priority CEO: Rahim Isalm Date of Local Chartering School Board/PDE Approval: 11/18/2013 Length of Charter: 3 Opening Date: 9/9/2013 Grade Level: 9-12 Hours of Operation: 8a - 3:34p Percentage of Certified Staff: % Total Instructional Staff: 51 Student/Teacher Ratio: 25:1 Student Waiting List: 45 Attendance Rate/Percentage: % Enrollment: 676 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: 165 Student Profile Group American Indian/Alaskan Native 0.00 Asian/Pacific Islander 0.00 Black (Non-Hispanic) Hispanic White (Non-Hispanic) 9.00 Multicultural 2.00 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 The Leadership Team is comprised of teachers, parents, climate staff and school base administrators. The team meets every Wednesday to discuss the comprehensive plan. The members of the team used the Charter School Guiding Questions as a tool to generate conversation, review data and if any deficits exist in the system. The building principal and the assistant principal was responsible for facilitating the planning process. Mission Statement The Mission The Universal Education mission is to provide an unparalleled rich and high quality education for every scholar and to prepare them for college, technical school, entrepreneurships leading to sustainable careers in the 21st Century; and to build altruistic alumni who contribute to the transformation of their communities as future leaders and positive members of society. Vision Statement Universal will be recognized as a change agent and national leader in urban education as evidenced by student awareness of self, high academic achievement, positive school culture, and community transformation wherever we serve. Shared Values Universal Audenried Charter High School's shared values lie in the inherent belief that families, school staff and the school community are the key influencers in the daily lives of students. As a result, UACHS is committed to building a school community that addresses the varied needs of its' students. These needs are addressed by building the following: A safe and secure school environment through the collaboration of non-instructional and instructional staff.

4 4 The development and implementation of a Single School Culture Program that rewards students and staff for contributing and maintaining a spirited school climate. Establishment of an academic standard whereby high expectations are the norm therefore, staff and student progress are recognized in a variety of mediums. School attendance for all are valued by the school community The school community's Family & Student Resource Center is the hub for community outreach for staff, families and external organizations. Professional development for all community members is consistent and on-going for continued growth School Community is the hub for education, athletic, cultural and community activities. Educational Community Universal Audenried Charter High School, (hereafter referred to as UACHS) located in the South Philadelphia section of Philadelphia is an urban school with a population serving up to 561students in grades UACHS is a Title I school wide Project School. Approximately 97% of the students qualify for the free and reduced breakfast and lunch programs. The composition of our school constituency is predominately African American with less than 5% Hispanic, White or Multicultural. On July 1, 2010, the School District of Philadelphia and Universal companies entered into a charter agreement to convert public school, Charles Y. Audenried High school into a public charter school, which is known as the Universal Audenried Charter High School. Government and Infrastructure Portions of South Philadelphia are within Philadelphia City Council Districts 1 and 2. As of 2013 Councilmen Mark Squilla and Kenyatta Johnson represent the two districts. Philadelphia Fire Department operates nine fire stations serving South Philadelphia. Most of South Philadelphia resides in Fire Battalion 1, headquartered at 711 South Broad Street. Portions of South Philadelphia reside in Battalion 4, headquartered at North 4th Street and Arch Street, and Battalion 11, headquartered at 43rd Street and Market Street. The Philadelphia Police Department patrols four districts located within South Philadelphia. The four patrol districts serving South Philadelphia are the 1st, 3rd, 4th, and 17th districts.

5 5 Geography According to the United States Census Bureau, South Philadelphia has an area of 9.7 sq. miles, of which none is water. South Philadelphia is located at N W. Demographics In 2010, the area's population was 168,782. It is home to a diverse population of Italian Americans, Irish Americans, African Americans, Vietnamese Americans, and Mexican Americans, as well as many newer immigrants. Many residents have lived in the neighborhood for decades. Many family-owned businesses are found in South Philadelphia. As of the 2010 Census, there are168,782 people in 78,440 housing units. The population density is 16,771 people per square mile. 46.6% of the population is male, and 53.4% is female. The South Philadelphia area comprises the zip codes of 19145, 19146, 19147, and Data for the zip codes that make up South Philadelphia as of the Census 2000 Summary File: Racial demographics Non-Hispanic White: 110,045 (65.2%) Non-Hispanic Black: 22,616 (13.4%) Hispanic or Latino: 16,371 (9.7%) Two or more races: 9,789(5.8%) Asian: 6,582 (3.9%) Other race: 1,856 (1.1%) American Indian or Alaska Native: 1,350 (0.8%) Native Hawaiian or Other Pacific Islander: 168 (0.1%)

6 6 Transportation I-95runs north and south through South Philadelphia and, in this area, provides commuters with access to Philadelphia International Airport, I-76, the South Philadelphia Sports Complex, and the Walt Whitman Bridge. The Girard Point Bridge section of I-95 crosses over the mouth of the Schuylkill River, where it merges with the Delaware River. I-76 becomes the Schuylkill Expressway at Passyunk Avenue in South Philadelphia and allows access between this section of the city and University City, Center City Philadelphia, 30th Street Station, and the western suburbs. In addition, PA Route 291 serves as a major artery between the area and Delaware County, crossing the Schuylkill River via the Platt Bridge(named for Medal of Honor recipient George C. Platt). Broad Street is part of PA Route 611. SEPTA's Broad Street Line subway services South Philadelphia and provides quick access to Center City and North Philadelphia. A number of SEPTA bus routes also serve South Philadelphia, ferrying commuters to and from Center City and its immediate suburbs, mostly those in Delaware County. Crime In a 2007 Philadelphia Weekly article, the journalist Steve Volk stated that anti-drug activists said that South Philadelphia has secretive recreational drug dealing. More neighborhoods in the region are mixedincome than neighborhoods in some other regions; therefore, many drug dealers hide their activities. As in other parts of the city, drugs have contributed to crime. Primary and secondary schools Public schools Residents are with the School District of Philadelphia's South District. Zoned public high schools in South Philadelphia include South Philadelphia High School, Audenried High School, and Furness High School. Public libraries Free Library of Philadelphia operates six branches in South Philadelphia: Charles Santore, Fumo Family, Queen Memorial, South Philadelphia, Thomas F. Donatucci, Sr. and Whitman. Prior to its 1999 reopening in a new building, the Fumo Branch was known as the Ritner Children's Branch. Community resources include nearby churches, mid-size and small institutions, social service agencies, fast food restaurants, and auto maintenance. The unique feature of UACHS is its ability to partner with local and external corporate and community partners. Under the auspices of Universal Companies, additional resources are generated and provided through collaborations with local politicians, social service agencies and the establishment of a school-based Family Resource Center.

7 7 This center will be the heart of bringing non-academic support programs to the school that includes youth leadership and mentoring, summer school camps, intramural sports and adult learning opportunities. Moreover, social service case management will be available to students and their families for direct or referred services. Board of Trustees Name Office Address Phone Sultan Ahmad Member 1636 Ridge Avenue Philadelphia PA Glenn Ellis Member Box 5531 Yeadon, PA Abdur-Rahim Islam Jermaine Millhouse Claudia Sherrod President Member Member 800 S. 15th Street Philadelphia PA Mainstream Entertainment 1444 Point Breeze Avenue Philadelphia, PA Board of Trustees Professional Development Universal Charter Schools deem it essential to have an informed Board of Trustees. Accordingly, dissemination of information regarding local, state and federal-mandates are provided to the governance board. At every board meeting, essential information is disseminated to the members to ensure all members are aware of the happenings at the charter school. All board members received training on the "PA Governor's Center for Local Government Services- Sunshine Act 65PA.C.S. Chapter 7" and the "Guide to PA Public Officials and Employee Act. Rev. 05/09" Governance and Management Each member was orientated upon induction on the Board of Trustees and given a workshop on the Pennsylvania Sunshine Act.

8 8 The Board of Trustees works in conjunction with our Educational Management Office to ensure that Universal Institute Charter School provides the optimal educational experience for all enrolled students. The Board is responsible for long range planning, establishing policies and procedures and for approving the annual budget. Its members approve senior administrative staff positions and the negotiation and management of contracts. While the final authority and responsibility for the school resides with the Board, their appointed Chief Executive Officer is responsible for maintaining school property, assigning administrators and staff, devising academic and not academic programs, and supervision all aspects of the school's operation. The school's Board of Trustees recognizes and respects the time consuming nature of the School directors' position and that of the Charter school office's staff. Therefore, it encourages charter school personnel to comply in a timely manner with School District deadlines and requests for reports to preclude placing an undue burden on members of the SRC or their staff. Student Enrollment The enrollment requirements are based on the charter agreement between the School District of Philadelphia and Universal Audenried Charter High School. 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.

9 9 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 Transfer to different school Transfer to different school 0 6 Number of Students Retained Enrollment History Part 2 Enrollment by Grade by School Year School Year K Planning Committee Name Josh Anderson Charmaine Bailey Blanchard Diavua Shawna Dorego Elizabeth Fernandez-Vina Eric Holmes Frank Holmes Kelvin Jeremiah Reginald Johnson William McCann Cherie Mercer Tate Mizell Role High School Teacher - Regular Education High School Teacher - Regular Education Administrator High School Teacher - Special Education Administrator Community Representative Community Representative Business Representative Administrator Administrator High School Teacher - Special Education Business Representative

10 10 Justin Moody Ismail Myers Bernadette Peoples Turika Pulliam Eugene Thomas Instructional Coach/Mentor Librarian Ed Specialist - Home and School Visitor Parent Instructional Coach/Mentor Librarian Instructional Coach/Mentor Librarian

11 11 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 Explanation for standard areas checked "Needs Improvement" or "Non Existent": 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,

12 12 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 Explanation for standard areas checked "Needs Improvement" or "Non Existent": Middle 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 English Language Proficiency Interpersonal Skills School Climate World Language

13 13 Explanation for standard areas checked "Needs Improvement" or "Non Existent": High School Level Standards Mapping Alignment Arts and Humanities Developing Career Education and Work Developing Civics and Government Developing PA Core Standards: English Language Arts Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing PA Core Standards: Mathematics Developing Economics Developing Environment and Ecology Non Existent Family and Consumer Sciences Non Existent Geography Developing Health, Safety and Physical Education Developing History Developing Science and Technology and Engineering Education Non Existent Alternate Academic Content Standards for Math Non Existent Alternate Academic Content Standards for Reading Non Existent American School Counselor Association for Students Non Existent English Language Proficiency Developing Interpersonal Skills Developing School Climate Accomplished World Language Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": The students in the high school are received forty-five minutes of instruction from an ELL teacher. Most service is using the pullout model. Intervention math and reading is offered outside of the core curriculum for grade 9. An alternate academic content for standards is not offered for grades for math and reading. Interpersonal skills are embedded in the work base learning for our career academy. 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

14 14 No standards have been identified for this content area. High School Level No standards have been identified for this content area. Explanation for any standards checked: 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 Processes used to ensure Accomplishment: Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: 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

15 15 Processes used to ensure Accomplishment: Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: 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 Processes used to ensure Accomplishment: Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: High School 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 Developing Developing Processes used to ensure Accomplishment: March 2013, High School Curriculum Teams were assembled to develop a scope and sequence for planned courses. The scope and sequence work is still being developed for Spring Semester

16 (3rd and 4th quarters). October 2013, a curriculum audit was done to determine course needs. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: 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. A resource binder is provided to all teachers regarding accommodations. Team teaching mode is adopted a Universal Audenried Charter High School to provide instructional support in the classroom with scholars. Differentiate Instruction is made in lesson plans to meet the needs of all students. All IEPS are standard Aligned. Instruction Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching Instructional Coaching Regular Lesson Plan Review Administrators Building Supervisors Provide brief explanation of LEA's process for incorporating selected strategies. High Yield Strategies were adopted for the high school. The strategies adopted were: Co-Teaching Socratic Seminar Reciprocal Teaching Project base learning

17 17 Text Complexity These strategies were adopted to address the common core. Instructional model adopted was: Small Learning Communities High School Academies Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. 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 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 Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used Status

18 18 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. If necessary, provide further explanation. (Required explanation if column selected.) 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.) 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. The process used to recruit and assign the most effective and highly qualified teachers are the following: Teacher certification for high school Attend teacher recruitment fair Rubric used to interview teacher Rubric used for teacher demonstration

19 19 Written teacher essay Teacher Open House at Universal Audenried Charter High School Assessments Local Graduation Requirements Course Completion SY 14/15 SY 15/16 SY 16/17 Total Courses English Mathematics Social Studies Science Physical Education Health Music, Art, Family & Consumer Sciences, Career and Technical Education Electives Minimum % Grade Required for Credit (Numerical Answer) Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History

20 20 Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading World Language Graduation Requirement Specifics We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following: 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 Summative Assessments EEP EEI ML HS Keystone Exams, Final Exams Benchmark Assessments Benchmark Assessments EEP EEI ML HS Common Core For High School Acuity Formative Assessments Formative Assessments EEP EEI ML HS Teacher made test Diagnostic Assessments Diagnostic Assessments EEP EEI ML HS Common Core For High School Acuity

21 21 Validation of Implemented Assessments Validation Methods EEP EEI ML HS External Review Intermediate Unit Review LEA Administration Review Building Supervisor Review Department Supervisor Review Professional Learning Community Review Instructional Coach Review Teacher Peer Review Provide brief explanation of your process for reviewing assessments. The process of review is done in the following: Data Analysis Form Data Analysis Protocol Form Data Action Plan The teacher and administrator meet to discuss data through analysis and interpretation. An action plan is developed based using information from the item analysis report. 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. Universal Audenried Charter High School has been in existence for 21/2 years. During the school year , the assessments were developed to align with text curriculum being covered in the classroom. The items chose on the assessment aligned with the standards being covered in each of the plan course of Algebra and English. In September 2013, the valid based assessments are pre-formatted aligned with the scope and sequence for English and Algebra. 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 system to collect data is generated from High School Common Core Acuity. The data is analyzed using the classroom item analysis and student performance on the benchmark. Teacher and administrator data protocol analysis form and data action plan is created.

22 22 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. Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards-aligned learning objective. Instructional 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 increase student mastery. Provide brief explanation of the process for incorporating selected strategies. Teacher teams discuss selected identified instructional strategies to increase student mastery. The teachers use the scope and sequence to identify skills to reinforce skills in English. In math the teacher, identifies in the scope and sequence opportunities for skills to spiral back for instruction. The teacher uses the data action plan to create small group and work on identified skill deficits. Opportunities are used to address skills in the current lesson to in order to continue instruction. Provide brief explanation for strategies not selected and how you plan to address their incorporation. Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS Course Planning Guides Directing Public to the PDE & other Test-related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports

23 23 Website Meetings with Community, Families and School Board Mass Phone Calls/ s/Letters Newsletters Press Releases School Calendar Student Handbook Provide brief explanation of the process for incorporating selected strategies. Each year, letters are sent home to families to inform about school progress according to AYP. Principal meets with the SAC to regarding meetings and to give information on school test results. A presentation is done in front of the school board of directors aimed a school performance and data. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Safe and Supportive Schools Programs, Strategies and Actions Programs, Strategies and Actions EEP EEI ML HS Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement School-wide Positive Behavioral Programs Conflict Resolution or Dispute Management Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct Comprehensive School Safety and Violence Prevention Plans Purchase of Security-related Technology Student, Staff and Visitor Identification Systems Placement of School Resource Officers Student Assistance Program Teams and Training Counseling Services Available for all Students Internet Web-based System for the Management of Student Discipline Explanation of strategies not selected and how the LEA plans to address their incorporation: As part of the implementation of the student government, a peer mentor panel will be developed and utilized to assist scholars with transitioning through high school.

24 24 Developmental Services Developmental Services EEP EEI ML HS Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring Compliance with Health Requirements i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RTII/MTSS Wellness/Health Appraisal Explanation of developmental services: Universal Audenried Charter High School is working on full implementation of RTII. The school is still using the CSAP model. Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling-Coping with life situations Small Group Counseling-Educational planning Small Group Counseling-Personal and Social Development Special Education Evaluation Student Assistance Program

25 25 Explanation of diagnostic, intervention and referral services: Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination Explanation of consultation and coordination services: Communication of Educational Opportunities Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides Directing Public to the PDE & Test-related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Website Meetings with Community, Families and Board of Directors Mass Phone Calls/ s/Letters Newsletters Press Releases School Calendar Student Handbook

26 26 Communication of Student Health Needs Communication of Student Health Needs EEP EEI ML HS Individual Meetings Individual Screening Results Letters to Parents/Guardians Website Meetings with Community, Families and Board of Directors Newsletters School Calendar Student Handbook Health and Safety 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 School? Is a certified school nurse on the Charter School staff? Are physical health records and dental records kept according to requirements of the State of Pennsylvania? Does the Charter School comply with all regulations concerning the dispensation of medicines? May Charter School students possess any prescription or nonprescription medication? Are students/parents required to turn over all prescription and nonprescription 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? Is the Charter School in compliance with all pertinent code and license requirements related to Fire Prevention and Fire Drill procedures? Are Fire Drill procedures posted in each classroom and are Fire Drills held at least once a month? Does the Charter School participate in the Federal Free and Reduced Lunch Program? Are all students eligible to participate in Federal Breakfast and Lunch programs? Are all claims and reports associated with Federal Breakfast and Lunch programs submitted as required? Answer Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Description of the responsibilities of the Charter School nurse(s)

27 27 The nurse completes school physicals, checks immunizations for compliance, see sick students, administer medication on file, completes medical forms, and contacts parents regarding medical concerns. Food Service Program Describe unique features of the Charter School meal program UACHS participates in the National School Lunch Program, which includes breakfast, lunch and afterschool meals. An external provider prepares and serves hot meals for students on a daily basis. The external provider makes a considerable effort to serve well-balanced meals to 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: UACHS has policies in place to ensure the security and safety of its' students, staff and visitors. Policies include having clearances for volunteers; student immunization, health examinations, anti-harassment (student and staff), lockdown and shelter-in-place procedures, student records and policies which address the health concerns. The school conducts regular safety drills such as monthly fire-drills, lock-down and shelter-inplace. The front entrance only allows entry to the building through one front door. Visitors must scan their bags and walk through a metal detector, then sign in at the front desk. Then the visitor is directed to the office for additional assistance. Security cameras are strategically located throughout the building. Our UACHS Climate Support Staff patrol the building and visit the classrooms every class period. Every exit door has panic bars to prevent illegal entry. The school also has a functioning Student Assistance Program to assist students and families, who are in need of extra assistance. 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 PDF file uploaded. Current School Insurance Coverage Policies and Programs Current Insurance Accord

28 28 The school s current Insurance Accord PDF file uploaded. Certificate of Liability The school s Certificate of Liability PDF file uploaded. Insurance Coverage Details Description of the details of the school s insurance coverage and/or copies of pertinent insurance policies Files uploaded: Ins Certs UACSUBCSUCDCSUICSUVCS 2012.pdf Transportation Describe the charter school s transportation program. Include in the discussion whether the charter school, the school district, or a private company operates the transportation program. Also, include a description of transportation accommodations for special education students and suggestions for improvement to the program: Describe the requirements students must meet in order to be eligible for free transportation. Students: must be a resident of the City in grades: 9th through 12th and the distance they live must be 1.5 miles or more from school. The method of transportation provided is Student Transpasses which are used during the hours of 5:30 AM to 7:00 PM. No evening or weekends use is permitted. Dates transportation is provided when school is in session and the use of Septa is the mode of transportation. Free Transpasses are to be given ONLY to those students whose names appear on the eligibility report provided through the School District of Philadelphia. Free Transportation Eligibility Requirements The requirements students must meet in order to be eligible for free transportation (optional if described in the narrative) No file has been uploaded.

29 29 Student Conduct Charter School s Code of Student Conduct Are the expectations of students, parents, school staff members, and the Board of Trustees delineated by the Code of Student Conduct? Are the rules of conduct explained in student friendly-language? Are the consequences of violations of rules of conduct explained in student-friendly language? Does the Code of Student Conduct apply on school grounds during the school day as well as immediately before and after school hours? Does the Code of Student Conduct apply on school grounds at any other time when a school group is using the school? Does the Code of Student Conduct apply off school grounds and the immediate perimeter of the school building, including any school activity, function, or event? Does the Code of Student Conduct apply during travel to and from school, including actions on any school bus, van, or any other public conveyance? Does 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? Does the Code of Student Conduct require that students who are found in possession of illegal drugs, firearms, or other dangerous weapons, or those who commit acts of misconduct, which disrupt the school s 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? 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? Answer Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes If necessary, provide further explanation. Code of Student Conduct The school s Code of Student Conduct DOC file uploaded. Frequency of Communication Elementary Education - Primary Level Never

30 30 Elementary Education - Intermediate Level Never Middle Level Quarterly High School Level More than once a month Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. The school has weekly CSAP meetings to discuss student concerns. During this meeting members from the FSRC, Community -Related Service Workers attend to discuss the student needs and academic progress. At this meeting a working plan is developed to address the needs of each individual scholar. Community and Parent Engagement Describe the Board of Trustees efforts in promoting opportunities for community and parent engagement in school activities. Parent engagement is done with the Student Advisory Council, Parent and Home Association and the through the FSRC. One time a month a principal round table is held at the high school to address parent questions and concerns. Parents are invited to attend board related activities. 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 Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring After school tutoring programs is offered on Saturdays.

31 31 Preschool Agency Coordination Explain how the LEA coordinates with agencies that serve preschool age children with disabilities. N/A 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting. Materials and Resources Description of Materials and Resources Elementary Education-Primary Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Provide explanation for processes used to ensure Accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

32 32 Elementary Education-Intermediate Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Provide explanation for processes used to ensure Accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Middle Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Provide explanation for processes used to ensure Accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

33 33 High School Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Developing Developing Developing Developing Provide explanation for processes used to ensure Accomplishment. Universal Audenried Charter High School has weekly instructional meeting to address curriculum and instructional material concerns. The administrators complete daily classroom observations to make ensure scholar learning is differentiated and equitable. Administrators have weekly meetings with teachers to review lesson plans and discuss agenda items aimed at instruction. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: SAS Incorporation Elementary Education-Primary 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 Early Childhood Education: Infant-Toddler;Second Grade Status

34 34 English Language Proficiency Interpersonal Skills School Climate Further explanation for columns selected " Elementary Education-Intermediate 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 Status Further explanation for columns selected " 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 Status

35 35 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 World Language Further explanation for columns selected " High School Level Arts and Humanities Career Education and Work Civics and Government Standards PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics 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 Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms