Ad Prima CS Charter School Plan 07/01/ /30/2018

Ad Prima CS Charter School Plan 07/01/2015-06/30/2018

2 Charter School Profile Demographics Ad Prima Charter Schools Administrative Office 1920 N. 63 rd Street Philadelphia, PA 19151 (215)883-0638 Phone (215)921-4690 Fax AYP Status: None CAO: Niya L. Blackwell, Esquire Date of Local Chartering School Board/PDE Approval: 4/4/2004 Length of Charter: 5 years Opening Date: 9/7/2004 Grade Level: K-8 Hours of Operation: 8 am - 4 pm Percentage of Certified Staff: 92.20 % Total Instructional Staff: 56 Student/Teacher Ratio: 13:1 Student Waiting List: 810 Attendance Rate/Percentage: 88.00 % Enrollment: 726 Per Pupil Subsidy: $7,950.30 regular ed; $24,106.57 special ed Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 100.00 % Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 51 Student Profile Group American Indian/Alaskan Native 1.00 Asian/Pacific Islander 8.00 Black (Non-Hispanic) 548.00 Hispanic 83.00 White (Non-Hispanic) 17.00 Multicultural 69.00 Student Count

3 Instructional Days and Hours Number Of K (AM) K (PM) K (FT) Elementary Middle Secondary Instructional Days 0.00 0.00 178.00 182.00 182.00 0.00 Instructional Hours 0.00 0.00 1296.50 1326.50 1326.50 0.00 Planning Process Ad Prima Charter School remains committed to its initial mission and vision; however, the administration and staff constantly search for ways to improve upon the curriculum and methodology that are employed. While the school has experienced success in many areas, it is our belief that there is always room for improvement. A committee of teachers and administrators periodically reviews the curriculum and assessment results in light of the school s mission, best practices in education, the needs of our students, and the changing requirements of state and federal statutes. It determines what changes, if any, are needed to assure that students master the concepts, skills, and knowledge that have been outlined at each grade level by state and national standards, and by assessments mandated by state and local agencies. It reviews mastery level resources for teaching the required skills, paying particular attention to achieving compatibility between the resources and assessment tools and the standards and course content. It examines the teaching/learning methodologies that are used to assure that they actively engage students in their own learning and that they integrate knowledge and skills to the degree practicable. Finally, they review the assessments that are used within the school to measure learning to assure that they include appropriate measures that employ such strategies as problem-solving, portfolios, projects requiring complex thinking, etc. If, in the course of this review, the committee identifies areas that need improvement, it devises a plan for remedying the situation and presents it to the Chief Executive Officer, who then determines what further action is needed. If the proposed improvements require significant change, or unusual expenditures, they will be presented to the school s Board of Directors for their approval. Once approved, knowledgeable staff members will be chosen to write curriculum, to select materials, to train staff, and to execute other needed functions. Should the plan achieve only a portion of its goals during its first year, it will be reviewed, revised as necessary, and then carried over into another year. This process has been followed in the implementation of Everyday Mathematics, K-12 Science, and in the effort that the staff is making to improve students oral language skills. Mission Statement The mission of the Ad Prima Charter School is to provide children in grades K-8 with a safe learning environment, instruction in peaceful conflict resolution, and a strong academic and social foundation through a comprehensive, literacy -rich curriculum. The school will strive for an absolute standard of achievement that meets and exceeds state and national standards. The program will provide for: 1) accountability of all participants; 2) equal educational opportunity for students of diverse backgrounds; 3) multiple approaches to academic success that fit the needs of individual students; 4) a comprehensive core curriculum incorporating best practices for instructional approaches and methods, as well as zero

4 tolerance for violence; 5) increased time in basic skills; 6) academic support group for children performing below basic; and 7) small class size. Vision Statement Ad Prima s vision is to create a learning atmosphere which provides students with a strong academic curriculum and training in mediation and dispute resolution so that they are prepared for a high quality secondary education and are skilled at preventing hostile situations through conflict resolution, constructive communication, problem solving, and negotiation. An Ad Prima graduate will have attained a strong, meaningful education that will enable that student to compete successfully with the best students from other public and private schools. Some distinguishing characteristics will be: 1) proficiency in the academic skills outlined in the Pennsylvania Standards, 2) ability to coexist peacefully with others, and 3) competency in the use of communication technology. This student will demonstrate an understanding of one world language other than his/her native tongue and a familiarity with the diverse cultures of the world, and a commitment to improving conditions in the local and global communities. Shared Values Ad Prima Charter School believes that all students can reach their full academic and social potential when given the opportunity to learn and grow in a peaceful, fair, and respectful environment. Academic achievement, respect for others, and the development of social skills which foster conflict resolution are highly valued within the community. Educational Community Policy for the school is set by the Board of Directors and the CEO is responsible for overall governance. Our Administration, Principals, and staff are responsible for the day-to-day management of the school and our students. The educational community of Ad Prima Charter School is urban (based in the City of Philadelphia) and primarily low income (all students qualify for the universal breakfast and lunch). Our students and the immediate neighborhoods surrounding our locations are racially and ethnically diverse. The communities are home to many small and locally-owned businesses and city recreational centers and libraries are located nearby. Ad Prima s students are able to participate in community events and programs offered by the City of Philadelphia, recreational centers, and neighborhood organizations. Our students and staff are welcomed in their respective communities by the local residents; many students reside within the immediate vicinity, and our mission and vision extend to the greater community.

5 Board of Trustees Name Office Address Phone Email Nicole Hargrove Deborah Smithey Verlaine M. Sweet-Comrie Octavia Tokley Harriett Williams Member President Member Secretary Treasurer Board of Trustees Professional Development The Board of Trustees receives periodic instruction on legal issues and governance from the law offices of McKenna. Governance and Management The Board of Trustees will have the ultimate responsibility to ensure that Ad Prima Charter School is operating in compliance with its charter and all applicable state and federal laws and regulations. It must be aware, to the fullest extent possible, of all matters that pertain to the philosophy, mission, and goals of the school and it must assure that the decisions of the Board conform to the principles of creating a school focused on achieving the highest levels of social and academic skills. The Board of Trustees will be responsible for the duties that include, but are not limited to, the following: filling vacancies on the Board; matters relating to the By-Laws, including adopting, repealing or amending; hiring, firing, and setting salaries for the CEO and Charter staff; all matters related to budgets and school finances; reviewing the annual budget; reviewing and approving financial disbursements; authorizing the selling or leasing of property; setting policies for the school. The Board will communicate with the school community through the CEO. Generally, matters involving the staff, students, parents, and community that require Board action will be brought to its attention by the CEO. Any of these groups may make a written request to appear before the Board. Arrangements will be made for them to speak at the next scheduled Board meeting. The School s Board of Trustees recognizes and respects the time consuming nature of the Principals' position and that of the Charter School Office s staff. Therefore, it encourages Charter School personnel to comply in a timely manner with the School District deadlines and requests for reports to preclude placing an undue burden on members of the SRC or their staff. Further, appropriate personnel from the Charter School attend School District training sessions several times a year.

6 Student Enrollment All enrollment procedures comply with state law and the requirements of the chartering school district. Students are admitted to Ad Prima Charter School without prejudice of any kind. To be eligible for admission, a student must provide: 1) proof of appropriate residency, 2) proof of age, 3) a completed application form, and 4) proof of immunization. Whenever there are more eligible applicants than there are available seats, the school conducts a lottery. Lotteries are conducted by grade. The names of all available applicants for a grade are placed in an appropriate receptacle and enough names are drawn to fill the number of vacant seats in that grade. Names of applicants are stored and the lottery process is repeated as needed. Children are eligible for Kindergarten if they have attained the age of five years before the first day of October. First graders or beginners (i.e. children entering the lowest grade of the primary school above the Kindergarten level) are eligible for admission if they have attained the age of six years before the first day of October. Parent Communication Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process. Files uploaded: Student Parent Handbook.pdf Registration Policy Registration Policy PDF file uploaded. Intent to Enroll Form Intent to Enroll Form (English and all other languages) DOCX 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 1213 407 439 0 moved/changed 5 Number of Students Retained

7 schools 1112 380 397 0 moved/changed schools 1314 549 520 0 Transferring to new school 1415 603 645 3 Transferring to new school, moving out of state/district, transportation issues 0 11 6 Enrollment History Part 2 Enrollment by Grade by School Year School Year K 1 2 3 4 5 6 7 8 9 10 11 12 1112 56 89 68 42 41 39 19 13 13 0 0 0 0 1213 68 48 90 65 40 37 28 18 13 0 0 0 0 1314 80 95 70 88 67 44 34 37 24 0 0 0 0 1415 84 90 89 69 76 67 40 35 36 0 0 0 0 1516 97 118 96 99 77 75 70 51 43 0 0 0 0 Planning Committee Name Samantha Bakeoven Niya Blackwell Jamal Bogle Shorline Brown Sharaine Brown Aldo Cavalli Holy Cross Church Overhill Florist Jason Hudnut Crystal Jones Maggie Lewis OmniVest Management, LLC Lisa McLish Role High School Teacher - Regular Education High School Teacher - Regular Education Elementary School Teacher - Special Education Administrator Administrator Parent Building Principal Administrator Community Representative Business Representative Special Education Director/Specialist Middle School Teacher - Regular Education Middle School Teacher - Regular Education Business Representative Administrator

8 Dolores Mohammed Brenna Murphy Terri O'Brien Sara Preston Stephanie Rehrig Megan Simmons Dane Smith Michelle Wiggins Community Representative Instructional Coach/Mentor Librarian Ed Specialist - School Nurse Elementary School Teacher - Regular Education Elementary School Teacher - Regular Education Middle School Teacher - Regular Education Parent Ed Specialist - School Counselor

9 Core Foundations Standards Mapping and Alignment Elementary Education-Primary Level Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career Education and Work Non Existent Non Existent Civics and Government Non Existent Non Existent PA Core Standards: English Language Arts Accomplished Accomplished PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Accomplished Accomplished 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 Developing Developing 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 Accomplished Accomplished English Language Proficiency Accomplished Accomplished Interpersonal Skills Non Existent Non Existent School Climate Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": The social studies and science standards are not currently mapped to the Common Core State Standards. At Ad Prima, social studies is a kindergarten through eighth grade subject, not history. Moving forward Ad Prima is looking to implement a Homeroom, focusing on interpersonal skills. Standard areas such as economics, environment and ecology, family and consumer sciences, geography, and history are not elementary subjects. Elementary Education-Intermediate Level Standards Mapping Alignment Arts and Humanities Accomplished Accomplished

10 Career Education and Work Non Existent Non Existent Civics and Government Non Existent Non Existent PA Core Standards: English Language Arts Accomplished Accomplished PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Accomplished Accomplished 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 Needs Needs Improvement Improvement 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 Accomplished Accomplished Interpersonal Skills Accomplished Accomplished School Climate Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": The social studies and science standards are not currently mapped to the Common Core State Standards. At Ad Prima, social studies is a kindergarten through eighth grade subject, not history. Moving forward Ad Prima is looking to implement a Homeroom, focusing on interpersonal skills. Standard areas such as economics, environment and ecology, family and consumer sciences, geography, and history are not elementary subjects. Middle Level Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career Education and Work Non Existent Non Existent Civics and Government Accomplished Accomplished PA Core Standards: English Language Arts Accomplished Accomplished PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Accomplished Accomplished 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 Needs Needs Improvement Improvement History Non Existent Non Existent

11 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 Accomplished Accomplished Interpersonal Skills Non Existent Non Existent School Climate Accomplished Accomplished World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": Last school year, there was a health program without student assessment. This year the current administration is focusing curriculum development on a new health program. They are looking to develop and implement this program for middle level students. High School 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 English Language Proficiency Non Existent Non Existent Interpersonal Skills Non Existent Non Existent School Climate Non Existent Non Existent World Language Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Ad Prima does not have a High School program. Adaptations

12 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 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: Ad Prima has not developed, expanded, or improved existing Pennsylvania academic standards. 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 Developing Developing Developing Developing Processes used to ensure Accomplishment: Ad Prima emphasizes the use of many policies in order to ensure Accomplishment. Teachers in the same grade level have a shared planning period. The daily schedule is created to ensure the use of every minute possible. Since CC pushes literacy, teachers and students utilize the literacy coach and more time is given to literacy during the school day. Units are woven together and teachers make use of scaffolding to remain up-to-date with the school s pacing calendar. Additionally, Ad Prima focuses instruction on data-dives and continuously develops their system of lesson planning. Educators are observed through on-going formal and informal observations; previously only one formal and informal observation was required. Ad Prima also has teacher coaches in place for as needed remediation. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

13 N/A 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 Developing Developing Developing Developing Processes used to ensure Accomplishment: Ad Prima emphasizes the use of many policies in order to ensure Accomplishment. Teachers in the same grade level have a shared planning period. The daily schedule is created to ensure the use of every minute possible. Since CC pushes literacy, teachers and students utilize the literacy coach and more time is given to literacy during the school day. Units are woven together and teachers make use of scaffolding to remain up-to-date with the school s pacing calendar. Additionally, Ad Prima focuses instruction on data-dives and continuously develops their system of lesson planning. Educators are observed through on-going formal and informal observations; previously only one formal and informal observation was required. Ad Prima also has teacher coaches in place for as needed remediation. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: N/A 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 Developing Developing Processes used to ensure Accomplishment: Ad Prima emphasizes the use of many policies in order to ensure Accomplishment. Teachers in the same grade level have a shared planning period. The daily schedule is created to ensure the

14 use of every minute possible. Since CC pushes literacy, teachers and students utilize the literacy coach and more time is given to literacy during the school day. Units are woven together and teachers make use of scaffolding to remain up-to-date with the school s pacing calendar. Additionally, Ad Prima focuses instruction on data-dives and continuously develops their system of lesson planning. Educators are observed through on-going formal and informal observations; previously only one formal and informal observation was required. Ad Prima also has teacher coaches in place for as needed remediation. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: N/A 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 Non Existent Non Existent Non Existent Non Existent Processes used to ensure Accomplishment: Ad Prima does not have a high school program. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Ad Prima does not have a high school program. 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. At both sites, two intervention teachers provide support for students who are below proficiency. The interventionist provides push-in and pull-out services to students. Students are observed and recommended to receive additional support by the intervention teacher and the regular classroom teacher. Parents receive an interest letter for their student receiving the

15 additional remediation. Students in grades 5-8 have an intervention period (study hall) for fortyfive minutes at the end of each school day. Instruction Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Instructional Coaching Regular Lesson Plan Review Administrators Building Supervisors Provide brief explanation of LEA's process for incorporating selected strategies. Formal classroom observations and instructional evaluations are performed by Ad Prima s School Directors twice a year. There is no current formal process regarding walkthroughs targeting instructions. These walkthroughs can occur every day. The Instructional Coach provides feedback on instructional coaching. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Ad Prima has plans to address the instructional strategies not currently utilized to ensure standards-aligned instruction and consistency. They will combine new positions to perform observations and walkthroughs. Walkthroughs will be lead by same-grade peers. Informal observations will occur on a weekly basis with immediate feedback. Teachers will be required to submit lesson plans to their principal weekly. The principal will then review the plans and provide feedback for the teachers, on both the lesson plans and their observations. This process involves setting measurable and realistic goals for teachers through a professional improvement plan. If no progress has been made toward these goals, the instructional coach will refer to the CAO. Teachers will be assigned to ELA coaches for additional support. Veteran and new teachers will be matched according to grade bands (K-2, 3-5, and 6-8). Additionally, new teachers will receive onsite professional development. Responsiveness to Student Needs Elementary Education-Primary Level Instructional Practices Structured grouping practices are used to meet student needs. Status Implemented in 50% or more of district classrooms

16 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. Full Implementation Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was Ad Prima Charter School is working on the development of a Talented and Gifted program. This new program is currently being outlined and monitored. Students are pulled out of regular instruction once a week in an ELA and Math supplemental setting. The program also emphasizes the use of project-based learning. 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 Implemented in 50% or more of district classrooms Full Implementation Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was Ad Prima Charter School is working on the development of a Talented and Gifted program. This new program is currently being outlined and monitored. Students are pulled out of regular instruction once a week in an ELA and Math supplemental setting. The program also emphasizes the use of project-based learning. 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. Status Implemented in 50% or more of district classrooms Full Implementation Implemented in

17 A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was Ad Prima Charter School is working on the development of a Talented and Gifted program. This new program is currently being outlined and monitored. Students are pulled out of regular instruction once a week in an ELA and Math supplemental setting. The program also emphasizes the use of project-based learning. 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 If necessary, provide further explanation. (Required explanation if column selected was Ad Prima does not have high school students. 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. Ad Prima utilizes their Title I teachers as interventionists. In the future, Ad Prima Charter School hopes to acquire a specialist to ensure all staff are highly effective. In November of 2015, Ad Prima will initiate an after school program focusing on student intervention and literacy skills. At both sites, two intervention teachers provide support for students who are below proficiency. The interventionist provides push-in and pull-out services to students. Students are observed and recommended to receive additional support by the intervention teacher and the regular classroom teacher. Parents receive an interest letter for their student receiving the additional remediation. Students in grades 5-8 have an intervention period (study hall) for fortyfive minutes at the end of each school day. Assessments

18 Local Graduation Requirements Course Completion SY 15/16 SY 16/17 SY 17/18 Total Courses 8.00 8.00 8.00 English 1.00 1.00 1.00 Mathematics 1.00 1.00 1.00 Social Studies 1.00 1.00 1.00 Science 1.00 1.00 1.00 Physical Education 0.50 0.50 0.50 Health 0.50 0.50 0.50 Music, Art, Family & Consumer Sciences, Career and Technical 2.00 2.00 2.00 Education Electives 1.00 1.00 1.00 Minimum % Grade Required for Credit (Numerical Answer) 76.00 76.00 76.00 Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities X X Career Education and Work Civics and Government PA Core Standards: English Language Arts X X PA Core Standards: Literacy in History/Social Studies, Science and X X Technical Subjects PA Core Standards: Mathematics X X Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education X X History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading World Language X X

19 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:. Our LEA does not offer High School courses. Methods and Measures Summative Assessments Summative Assessments EEP EEI ML HS Weekly tests X X X Unit tests X X X Portfolios X Projects X X X Benchmark Assessments No methods or measures have been identified for Benchmark Assessments Formative Assessments Formative Assessments EEP EEI ML HS Exit tickets X X X Quick checks for understanding X X X Thumbs up/thumbs down X X X Think-pair-share X X X Group work X X X Independent work X X X Diagnostic Assessments Diagnostic Assessments EEP EEI ML HS PSSA X X Validation of Implemented Assessments Validation Methods EEP EEI ML HS External Review Intermediate Unit Review X X LEA Administration Review

20 Building Supervisor Review X X X Department Supervisor Review Professional Learning Community Review Instructional Coach Review X X X Teacher Peer Review X X X Provide brief explanation of your process for reviewing assessments. Ad Prima reviews all final assessments. Teachers are required to submit lesson plans to their principal weekly. The ELA coach reviews K-4 ELA plans with a closer lens and provides feedback for the teachers, on both the lesson plans and their observations. If there have been no improvements, the coach will refer to the principal. The building principal will also review grades 5-8 plans. 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. Ad Prima does not participate in the locally administered assessment process. Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. Ad Prima has multiple methods for collecting and disseminating student data, including progress monitoring. On a weekly basis, teachers review with grade partners to ensure vertical alignment, share a common planning time, and meet and review with an instructional coach. Also, at the conclusion of each unit teachers perform data dives. 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. Peers and instructional coaches focus on identifying and assisting these students. Teachers scaffold instruction into the next week. Data dives show the students who have not reached proficiency or higher after analyzing summative assessments. Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards-aligned learning

21 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. X X X X X X Provide brief explanation of the process for incorporating selected strategies. Ad Prima stresses teacher coaching and feedback. Provide brief explanation for strategies not selected and how you plan to address their incorporation. Ad Prima will incorporate the strategies not selected by providing teachers with a common planning time and the use of data-dives. Also, Ad Prima will shift to standards-based grading and reporting. Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS Course Planning Guides X X X Directing Public to the PDE & other Test-related Websites Individual Meetings X X X Letters to Parents/Guardians X X X Local Media Reports Website Meetings with Community, Families and School Board X X X Mass Phone Calls/Emails/Letters X X X Newsletters Press Releases School Calendar Student Handbook Provide brief explanation of the process for incorporating selected strategies. Ad Prima utilizes report cards, parent-teacher conferences, Title I records, IEP meetings, and Principal reports.

22 Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Moving forward, Ad Prima will continue using the strategies they currently use and will also provide parent partnership nights, Illuminate parent portal, and Title I meetings. 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 X X X Comprehensive School Safety and Violence Prevention Plans Purchase of Security-related Technology X X X Student, Staff and Visitor Identification Systems Placement of School Resource Officers Student Assistance Program Teams and Training Counseling Services Available for all Students X X X Internet Web-based System for the Management of Student Discipline Explanation of strategies not selected and how the LEA plans to address their incorporation: Positive behavioral programs have been implemented for some grades, remaining grades to come. There are currently no identified MOU s, which will be rectified moving forward. We plan to develop conflict resolution program. No safety and violence prevention curricula, due to K-8 students. Currently visitors must sign into each school building, however, Ad Prima is working towards using a visitor identification system. School resource officers and SAP does not apply to students in grades K-8. Ad Prima s school information system, Illuminate has an information management for student discipline. We are working towards using Illuminate for managing student discipline. Developmental Services Developmental Services EEP EEI ML HS Academic Counseling X X X Attendance Monitoring X X X Behavior Management Programs X X X Bullying Prevention X X X

23 Career Awareness Career Development/Planning Coaching/Mentoring Compliance with Health Requirements i.e., Immunization X X X Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum X X X Health Screenings X X X Individual Student Planning Nutrition X X X Orientation/Transition X X X RTII/MTSS X X X Wellness/Health Appraisal X X X Explanation of developmental services: In November 2015, Ad Prima emergency procedures will be completed. The 63rd street site has partnered with Overbrook School of the Blind. The Frankford location is working with Holy Innocence, St. John of Arc, for emergency evacuations. Wellness and health appraisals are within compliances. The School Nurse conducts student screenings and oversee student medications, etc. Orientation and transition programs are conducted by teachers at the school wide level. Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications X X X Administration of Medication X X X Assessment of Academic Skills/Aptitude for Learning X X X Assessment/Progress Monitoring X X X Casework X X X Crisis Response/Management/Intervention X X X Individual Counseling X X X Intervention for Actual or Potential Health Problems X X X Placement into Appropriate Programs X X X Small Group Counseling-Coping with life situations X X X Small Group Counseling-Educational planning X X X Small Group Counseling-Personal and Social Development X X X Special Education Evaluation X X X Student Assistance Program Explanation of diagnostic, intervention and referral services: N/A

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

25 Individual Meetings X X X Individual Screening Results X X X Letters to Parents/Guardians X X X Website X X X Meetings with Community, Families and Board of Directors Newsletters School Calendar X X X Student Handbook Dental hygenist/education X X X Ronald McDonald rental van X X X Eye Insititute Dr. Varner - screenings X X X Wills Eye free exam/2 pair glasses X X X 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 No Yes Yes Yes Yes No Yes Yes Yes NA NA Description of the responsibilities of the Charter School nurse(s)

26 The School Nurse serves in a pivotal role to provide experienced care to the students. The nurse also promotes health education, the prevention of illness and disabilities, and early detection and correction of health problems. The School Nurse is qualified to conduct health assessments and referral to a pediatrician, ophthalmologist, etc. Food Service Program Describe unique features of the Charter School meal program At Ad Prima all students qualify for universal breakfast and lunch. Breakfast is served to students from 7:20 to 8:00 am. Lunch is served in three periods from 10:45 am to 1:00 pm. 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: Visitors must be let into each school building through a door buzzer. Visitors report to the office, where they must sign-in and receive an identification tag. Ad Prima Charter School's transportation policy is clearly outlined in the student/parent handbook. All other security and safety procedures are also outlined in the student/parent handbook. Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students Wellness Policy The school wellness policy PDF file uploaded. Health Reimbursement Policy The school policy regarding Health Reimbursement DOCX file uploaded. Current School Insurance Coverage Policies and Programs Current Insurance Accord The school s current Insurance Accord PDF file uploaded. Certificate of Liability The school s Certificate of Liability PDF file uploaded.

27 Insurance Coverage Details Description of the details of the school s insurance coverage and/or copies of pertinent insurance policies Files uploaded: Insurance Coverages and Policies.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. The School District of Philadelphia free public busing for all students, including special education students. 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. 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 Answer Yes Yes Yes Yes Yes Yes Yes Yes Yes

28 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? Yes Yes If necessary, provide further explanation. N/A Code of Student Conduct The school s Code of Student Conduct PDF file uploaded. Frequency of Communication Elementary Education - Primary Level More than once a month Elementary Education - Intermediate Level More than once a month Middle Level More than once a month High School Level Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Interventionist teachers provide push-in and pull-out support for students. Needs are identified by the Interventionist and regular classroom teacher. Additionally, students are pulled-out of the classroom if they are at least one grade level behind their same-age peers. Special education evaluations are completed on an as needed basis. Grades K-4 educators have a common planning period for collaboration.