Boys Latin of Philadelphia CS · 2015 0 0 0 0 0 0 139 135 0 156 102 112 103 2016 0 0 0 0 0 0 130...

Boys Latin of Philadelphia CS

Charter School Plan

07/01/2017 - 06/30/2020

2

Charter School Profile

Demographics

5501 Cedar Avenue Philadelphia, PA 19143 (215)387-5149 Federal Accountability Designation: Focus CEO: David Hardy Date of Local Chartering School Board/PDE Approval: 6/22/2012 Length of Charter: 5 years Opening Date: 7/1/2007 Grade Level: 6-12

Hours of Operation: 6th-8th grade - 8:00am to 4:00pm; 9th - 12th Grade - 8:00am - 5:00pm

Percentage of Certified Staff: 86.00 % Total Instructional Staff: 58 Student/Teacher Ratio: 15:1 Student Waiting List: 210 Attendance Rate/Percentage: 95.00 % Enrollment: 814 Per Pupil Subsidy: $8487 Regular / $25,624 Special Education Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: 78.00 % Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: 79

Student Profile

Group Student Count

American Indian/Alaskan Native 0.00

Asian/Pacific Islander 1.00

Black (Non-Hispanic) 804.00

Hispanic 3.00

White (Non-Hispanic) 0.00

Multicultural 6.00

Instructional Days and Hours

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

3

Instructional Days 0.00 0.00 0.00 0.00 172.00 172.00

Instructional Hours 0.00 0.00 0.00 0.00 1114.00 1114.00

Planning Process Boys’ Latin’s planning process is ongoing and iterative. Our strategic planning is done in partnership with

our Board of Directors, faculty, parents, and community organizations. Additionally, it is based on

student feedback and student data. These groups establish goals each year that we collectively strive

toward. The goals are revisited throughout the year during Professional Development sessions; post-

conferences; board meetings; Extended Family Network Parent meetings; and faculty meetings to ensure

progress is being made. Progress is measured by ongoing data collection and feedback from all

aforementioned groups.

Mission Statement We prepare boys for success in college and beyond, using as our foundation a classical Latin

education, the positive influence of brotherhood, and rich relationships. We are a community that

values and cultivates critical thinking, personal responsibility, emotional intelligence, and

character development.

Vision Statement Boys’ Latin of Philadelphia is a collaborative community of motivated students, supportive

families, and dedicated educators. The school serves as a national college-preparatory model for

educating boys by nurturing personal responsibility, emotional intelligence, and character

development. We empower students to understand their voice and increase their fortitude,

shaping scholars who are successful in college and beyond.

Shared Values Curiosity (Curiositas)

Asking questions is at the heart of learning. Students should pursue new knowledge and understandings

as part of the learning process.

Compassion (Misericordia)

True learning can only occur in an environment that is nurturing and accepting of individual differences

and experiences. We will celebrate uniqueness and will only employ language and actions that are

grounded in respect. Each student is responsible for maintaining a welcoming environment for all.

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Perseverance (Constantia)

We will operate under the assumption that it does not take special ability to learn but that it does often

require hard work and persistence.

Integrity (Integritas)

A man is whole when he is honest with himself and others. Put forth a total effort in and out of class each

day.

Courage (Virtus)

Living by the four aforementioned values often requires the courage to live and lead by example and the

courage to stand up for what is right when others are not. We will also take risks and view mistakes as

learning opportunities.

Educational Community Hallmarks of Boys’ Latin are our climate for scholarship, community and family connections, and powerful

learning opportunities.

Climate for Scholarship:

Boys’ Latin is committed to the belief that learning should take place in a supportive, structured, safe

environment that provides a challenging curriculum, effective resources, and a code of conduct that

promotes respect for self and others. We work to ensure our students learn and grow in an environment

that protects, challenges, and nurtures each one as a worthy individual.

Community and Family Connections:

At Boys’ Latin we recognize that student learning happens best when there is a partnership between

educators, students, and parents. We strive to ensure that each member of the alliance composing our

school community has a voice in how we evolve as an organization; we strive to maintain a culture where

diversity – of people, opinion, and perspective – is valued and recognized for its ability to make us

stronger; and we strive to understand and support each student along his unique developmental path.

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The partnership between parents, teachers, and students at our school is the foundation that can enable

each of our young men to be the architect of his own fortune.

Powerful Learning Opportunities:

Students at Boys’ Latin are engaged in daily opportunities to read, write, and analyze; to think critically

and creatively; to understand and use various technologies; to grapple with challenging questions within

and across disciplines; and to develop curiosity and enthusiasm about learning. Boys’ Latin is a place

where students view writing as a life skill; a place where students engage in a host of extracurricular,

enrichment, and skill-building activities as part of their educational experience; and a place where

students recognize the value of self and the value of community. Boys’ Latin provides a forum where all

students can work together, share ideas, and learn from each other.

Board of Trustees Name Office Address Phone Email

Joseph

Conwell

Member 1301 Stoney

River Drive,

Ambler, PA

19002

215-259-2500 [email protected]

Marianne

Dean

Vice President 1110 Red Rose

Lane, Villanova

PA 19085


Isaac Ewell Member 7149 Boyer

Street,

Philadelphia,

PA 19119


David Hardy CEO 5501 Cedar

Avenue,

Philadelphia,

PA 19143


Steven Kempf Member 395 Rose Glen

Drive, Radnor,

PA 19087


William

Kontes

Member 4 Tower Bridge

200 Barr

Harbor Drive,

Suite 300. West

Conshohocken,


6

PA 19428

James Lytle Member 3700 Walnut

Street,

Philadelphia,

PA 19104


Janice

Murdoch

Member 5501 Cedar

Avenue,

Philadelphia,

PA 19143


Albert Oehrle Member 1117 Barberry

Road, Bryn

Mawr, PA

19010


Sally Randolph Secretary 680 Conestoga

Road,

Villanova, PA

19085


Matthew

Schuh

Member 422 Green

Street,

Philadelphia,PA

19123


Stephen Smith Member 656 Church

Road, Malvern,

PA 19355


Patrick South Member 434 Beaver

Street

Sewickley, PA

15143


Cliff Thomas Member 150 S

Independence

Mall W #1200,

Philadelphia,

PA 19106


William

Thorkelson

Member 235 Curwen

Road,

Rosemont, PA

19010


Elaine Wells Member 5501 Cedar

Avenue


R. Richard

Williams

Board Chair 429 Australian

Avenue, Palm

Beach, FL


7

33480

A. Wesley

Wyatt

Member 400 College

Avenue,

Haverford, PA

19041


Board of Trustees Professional Development At boys’ Latin we week to recruit Board members who have served as Board members elsewhere in the areas

of business, public schools, and independent schools. The experience our Board members bring to our

own Board of Directors provides a plethora of talents that enables them to guide, direct, and govern.

Governance and Management We bring Board members onboard based on the particular skills, talents, and insights they can provide

our organization. For instance, we have Board Members with expertise in business, real estate,

development, health and wellness, finance, academics, and law. This expertise is useful to us. It keeps us

fiscally responsible; it provides inroads for partnerships and collaborations; and it protects the

organization and community.

Student Enrollment Boys’ Latin is a public school operating under a charter granted by the Commonwealth of Pennsylvania

and the School District of Philadelphia. Admission to the school is open to all eligible students – boys

who reside within the City of Philadelphia who are rising to either sixth or ninth grades exclusively. Boys’

Latin does not discriminate on the basis of race, color, nationality, creed, ethnicity, mental and physical

disability, proficiency in English or prior academic achievement when admitting students. Boys’ Latin of

Philadelphia is a school of choice, and it is important for both parents and applicants to know the level of

academia is required. All applying families are encouraged to do due diligence to learn about our

rigorous curriculum, which is exclusively college preparatory with a Latin language requirement, and our

extended school day. We are serious about student achievement and expect that our students and

families will embrace those expectations.

Selection of students for admission to Boys’ Latin is done by lottery, which is held on the 3rd Friday of

October, or the first school day that follows. Following the lottery, parents are required to pick-up

enrollment packets. They will have a minimum of 15 business days to do so. The completed enrollment

packets must then be submitted to Boys’ Latin of Philadelphia via mail or in person. Families will have a

minimum of 15 business days to do so. Once enrollment forms are submitted, the families of all enrolled

students will attend a New Parent Orientation session on one of two dates in December.

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Should there be space available after the lottery, students will be admitted on a first come, first served

basis. Families will be invited to attend an Orientation Session to learn about Boys’ Latin. Orientation

Sessions are held twice monthly on Monday evenings or Saturday mornings at our high school at 5501

Cedar Avenue.

Parent Communication

Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process.

Files uploaded:

Admissions Policy 2016-2017.pdf

Registration Policy

Registration Policy

PDF file uploaded.

Intent to Enroll Form

Intent to Enroll Form (English and all other languages)

PDF 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

Number of

Students

Retained

2014 664 621 0 Moved out of

state or

transferred to

another

school.

11

2015 747 729 0 Moved out of

state or

transferred to

another

school.

18

2016 851 766 3 Moved out of 32

9

state or

transferred to

another

school.

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

2014 0 0 0 0 0 0 153 0 0 151 134 117 109

2015 0 0 0 0 0 0 139 135 0 156 102 112 103

2016 0 0 0 0 0 0 130 125 120 163 120 87 106

Planning Committee Name Role

Not Applicable Elementary School Teacher - Regular Education

Not Applicable Elementary School Teacher - Regular Education

Heidi Bonner Ed Specialist - Other

Mario Dattilo Middle School Teacher - Regular Education

Isaac Ewell Business Representative

Sara Flounders Middle School Teacher - Regular Education

David Hardy Administrator

Heather Hershock Special Education Director/Specialist

Samantha Levine Middle School Teacher - Special Education

Jennifer List High School Teacher - Regular Education

Trina Martin Community Representative

Darcell McNair High School Teacher - Special Education

Yolanda Morales Ed Specialist - School Counselor

Crystal Morris Community Representative

Caitlin Rohn High School Teacher - Regular Education

Noah Tennant Administrator

Elaine Wells Parent

Candaises Williams Parent

R. Richard Williams Business Representative

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Non Existent Non Existent

Career Education and Work Non Existent Non Existent

Civics and Government Non Existent Non Existent

PA Core Standards: English Language Arts Non Existent Non Existent

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

Non Existent Non Existent

PA Core Standards: Mathematics Non Existent Non Existent

Economics Non Existent Non Existent

Environment and Ecology Non Existent Non Existent

Family and Consumer Sciences Non Existent Non Existent

Geography Non Existent Non Existent

Health, Safety and Physical Education Non Existent Non Existent

History Non Existent Non Existent

Science and Technology and Engineering Education Non Existent Non Existent

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Non Existent Non Existent

American School Counselor Association for Students Non Existent Non Existent

Early Childhood Education: Infant-Toddler⟶Second Grade

Non Existent Non Existent

English Language Proficiency Non Existent Non Existent

Interpersonal Skills Non Existent Non Existent

School Climate Non Existent Non Existent

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

We do not offer these grades.

Elementary Education-Intermediate Level


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, Non Existent Non Existent

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Science and Technical Subjects

PA Core Standards: Mathematics Non Existent Non Existent


Environment and Ecology Non Existent Non 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



Middle Level


Arts and Humanities Developing Developing

Career Education and Work Needs

Improvement Needs

Improvement

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing


Developing Developing

PA Core Standards: Mathematics Developing Developing


Environment and Ecology Developing Developing


Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Developing Developing

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

World Language Developing Developing

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Explanation for standard areas checked "Needs Improvement" or "Non Existent": Career Education and Work - We do not offer coursework in this area in middle school at this time. Economics - While we mandate coursework in economics in high school, we do not offer coursework in this area in middle school at this time. Family and Consumer Science – While our Wellness program does touch on some aspects of healthy living and healthy consumerism, we do not offer specific coursework in personal finance management or child development.

High School Level


Arts and Humanities Accomplished Accomplished

Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Developing Developing


Developing Developing

PA Core Standards: Mathematics Developing Developing

Economics Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing

Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Accomplished Accomplished

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

World Language Accomplished Accomplished


This narrative is empty.

Adaptations


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No standards have been identified for this content area.



Middle Level


High School Level


Explanation for any standards checked:


Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Non Existent

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Non Existent

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Non Existent

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Non Existent

Processes used to ensure Accomplishment:


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





Non Existent


Non Existent

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Non Existent


Non Existent





Middle Level



Developing


Developing


Developing


Developing


Teachers in every content area develop and submit curriculum maps and plans which detail the objectives, materials, major projects, and assessments – all done in reference to the state standards. The plans are reviewed by the Curriculum and Instruction team.



High School Level



Developing


Developing


Developing

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Developing


Teachers in every content area develop and submit curriculum maps and plans which detail the objectives, materials, major projects, and assessments – all done in reference to the state standards. The plans are reviewed by the Curriculum and Instruction team.



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.

Boys’ Latin continues to develop faculty to wield differentiation strategies in their instruction so

that we can best serve the broad spectrum of student learning styles, readiness levels, and

interests. This includes ensuring that we accommodate and modify instruction for students with

cognitive (or otherwise) disabilities so they can access and successfully demonstrate

understanding of the standardized curriculum. We ensure that:

a. There is collaboration between general education teachers and instructional support

teachers to continue the process because it is a process.

b. In almost all classrooms our teachers tailoring their instructional plans to the students in

front of the them (enrichment, remediation, purposeful student grouping).

c. A variety of qualitative and quantitative assessment.

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 Instructional Coaches

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

At Boys’ Latin we have developed and adopted a framework of instructional standards and practices that provide clear structure of promising practice while allotting some latitude for teacher innovation and risk-taking. What is uniform throughout is that our instructional goals clearly outline the desired student outcomes and teacher actions that we believe and research shows yield such outcomes. To these ends, our teachers are evaluated on these standards a minimum of two times per year. Teachers also receive feedback stemming from walk-throughs, targeted classroom visits aimed at monitoring the specified schools of student engagement and critical thinking. Additionally, teachers are assigned mentor teachers who offering coaching and feedback. All newly-hired teachers are required to observe experienced teachers. The mentor teachers receive annual training on how to best provide instructional support. Likewise, experienced teachers are asked to observe colleagues and to share and discuss pedagogical experiences and practices in department meetings and professional learning communities. Ultimately, teachers receive summative feedback annually that is linked from year to year to identify and monitor progress toward teacher identified goals and administrator identified goals.

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


Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Not Applicable

Flexible instructional time or other schedule-related practices are used to meet student needs.

Not Applicable

Differentiated instruction is used to meet student needs. Not Applicable

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Not Applicable

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




Structured grouping practices are used to meet student needs. Not Applicable


Not Applicable

Differentiated instruction is used to meet student needs. Not Applicable

A variety of practices that may include structured grouping, flexible Not Applicable

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scheduling and differentiated instruction are used to meet the needs of gifted students.



Middle Level


Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms


Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation


Not Applicable


While we do not have formally identified gifted students, we do have students who are advanced in their abilities. Therefore, we provide accommodations to challenge these students using a variety of differentiation methods including modification of curricula, flexible scheduling, structured groups, and enrichment activities.

High School Level


Structured grouping practices are used to meet student needs. Full

Implementation


Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation


Not Applicable


While we do not have formally identified gifted students, we do have students who are advanced in their abilities. Therefore, we provide accommodations to challenge these students using a variety of differentiation methods including modification of curricula, flexible scheduling, structured groups, and enrichment activities.

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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.

Staffing needs are based first on student needs. We regularly evaluate our instructional program to ensure that we are providing students with the educational coursework and experience that will allow our mission to come to fruition – our students begin prepared, qualified, and in-demand by college admissions offices. These regular evaluations prompt us, at times, to add coursework and/or programming that best prepares and support students. The selection of the right teachers is of paramount importance at Boys’ Latin. 90% of students identify their teachers as the primary reason Boys’ Latin serves them well. When a position is identified, applications are reviewed by select administrators or department chairs. The screening process consists of multiple rounds of interviews and a demonstration lesson. Additionally, Boys’ Latin partners with Teach for America to secure teaching candidates who will receive ongoing professional development and support not only from Boys’ Latin but from the well-reputed organization itself.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20

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 X X X

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Career Education and Work X

Civics and Government X

PA Core Standards: English Language Arts

X X


X

PA Core Standards: Mathematics X

Economics X

Environment and Ecology

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education

X

History X

Science and Technology and Engineering Education

X X

Alternate Academic Content Standards for Math

X

Alternate Academic Content Standards for Reading

X

World Language X

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

No methods or measures have been identified for Summative Assessments

Benchmark Assessments

No methods or measures have been identified for Benchmark Assessments

Formative Assessments

No methods or measures have been identified for Formative Assessments

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Diagnostic Assessments

No methods or measures have been identified for Diagnostic Assessments

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X

Building Supervisor Review

Department Supervisor Review X X

Professional Learning Community Review X X

Instructional Coach Review X X

Teacher Peer Review X X

Provide brief explanation of your process for reviewing assessments.

Boys’ Latin has Professional Learning Communities in each department area which work together to develop and review assessments.

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.

Boys’ Latin partnered with Philadelphia School Partnership and a well-reputed assessment

consultant to develop valid benchmark assessments. We continue to modify and review these

assessments, but they have provided us with sound direction and yielded data that informs our

instruction. In addition we have added the normed MAP test at the Middle grade levels to assess

student levels in reading and math and where they fall against their peers nationally.

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 Curriculum/Instruction and Support Teams collect data from a variety of sources to monitor

the achievement and progress of students.

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.

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Data from assessments is used to assist students who have not demonstrated achievement of

the academic standards at a proficient level or higher. Furthermore, informal data (formative

assessments at the classroom level) drive how teachers deliver and pace instruction.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X

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.

X X

Instructional practices modified or adapted to increase student mastery.

X X

Provide brief explanation of the process for incorporating selected strategies.

Regular meetings of Professional Learning Communities are dedicated to aligning assessments and standards and referencing both against student responses on assessments.

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

X X

Individual Meetings X X

Letters to Parents/Guardians X X

Local Media Reports

Website

Meetings with Community, Families and School Board X X

Mass Phone Calls/Emails/Letters X X

Newsletters

22

Press Releases

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

We strive to be very candid and transparent with our parent community about how our school’s mission does not necessarily align with standardized testing but how we recognize the testing to be a reality to which we must adjust. While our families value college matriculation more than performance on these assessments, they are grateful for the feedback and broad scope of understanding we aim to provide. This sharing of information most often happens during monthly parent meetings. Furthermore, when data is available, it is rapidly and immediately made

available to all teachers so that we can improve through data driven practices. Student data is also at the heart of several professional development and professional learning community opportunities.

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

We strive to be very candid and transparent with our parent community about how our school’s mission does not necessarily align with standardized testing but how we recognize the testing to be a reality to which we must adjust. While our families value college matriculation more than performance on these assessments, they are grateful for the feedback and broad scope of understanding we aim to provide. This sharing of information most often happens during monthly parent meetings. Furthermore, when data is available, it is rapidly and immediately made

available to all teachers so that we can improve through data driven practices. Student data is also at the heart of several professional development and professional learning community opportunities.

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

X X

School-wide Positive Behavioral Programs X

Conflict Resolution or Dispute Management

Peer Helper Programs

Safety and Violence Prevention Curricula

Student Codes of Conduct X X

Comprehensive School Safety and Violence Prevention Plans

X X

Purchase of Security-related Technology X X

Student, Staff and Visitor Identification Systems

Placement of School Resource Officers X X

Student Assistance Program Teams and Training X

Counseling Services Available for all Students X X

23

Internet Web-based System for the Management of Student Discipline

X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:

Conflict Resolution or Dispute Management – We have found that placing students in place of this mediation has placed undue stress and burden on them. Therefore, we have taken on the responsibilities at the administrative level, where they belong, but we have done so by implementing a relational model that focuses on restorative practices. Still, we recognize the need to empower students to equip them with social tools of mediation and de-escalation. Our current plan entails the development of a student council that will nurture students’ agency and self-advocacy. It is our hope that this empowerment may ultimately lead to students in possession of the skillset needed to support conflict resolution. Peer Helper Programs – With our newly opened middle school, we believe there are opportunities to match older and younger students to support and inspire one another. Safety and Violence Prevention Curricula – We seek to implement this program through assembly programming at this time. We will partner with several agencies including Planned Parenthood, Digital Citizenship, and Boys 2 Men to educate students on safety and violence prevention. Student, Staff and Visitor Identification Systems – We do not currently have the monetary resources for a system. However, we have secured our entrances with Student Support Officer staff. Over the next three years we will be modify our entrance to increase access protocols, and, if necessary, as our student body expands, we will hire additional School Resource Officer staffing.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X

Attendance Monitoring X X

Behavior Management Programs

Bullying Prevention

Career Awareness X

Career Development/Planning X

Coaching/Mentoring X X

Compliance with Health Requirements –i.e., Immunization

X

Emergency and Disaster Preparedness X X

Guidance Curriculum X X

Health and Wellness Curriculum X X

Health Screenings X X

Individual Student Planning X X

Nutrition X X

Orientation/Transition X X

RTII/MTSS X X

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Wellness/Health Appraisal X X

Explanation of developmental services:

We have an experienced faculty who are able to provide for many of these services, including social workers, counselors, a school nurse, and a strong college advising staff. However, many of these services are achieved through partnerships. We partner, for instance, with Kids Smile to provide oral health education and check-ups; and we partner with Eat.Right.Now for nutrition, wellness, and healthy living education. Orientation is a very important focus of our school. Students are required to attend a 5 week long orientation at the high school in the summer prior to their freshmen year. This program gets them acclimated socially, emotionally, and academically to our standards and expectations. The middle school’s orientation is similarly structured, though considerable shorter in length.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X

Administration of Medication X X

Assessment of Academic Skills/Aptitude for Learning X X

Assessment/Progress Monitoring X X

Casework X X

Crisis Response/Management/Intervention X X

Individual Counseling X X

Intervention for Actual or Potential Health Problems X X

Placement into Appropriate Programs X X

Small Group Counseling-Coping with life situations X X

Small Group Counseling-Educational planning X X

Small Group Counseling-Personal and Social Development

X X

Special Education Evaluation X X

Student Assistance Program X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management X X

Community Liaison X

Community Services Coordination (Internal or X

25

External)

Coordinate Plans

Coordination with Families (Learning or Behavioral) X X

Home/Family Communication X X

Managing Chronic Health Problems X X

Managing IEP and 504 Plans X X

Referral to Community Agencies X X

Staff Development X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X

System Support X X

Truancy Coordination X X

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



Local Media Reports X X

Website X X

Meetings with Community, Families and Board of Directors

X X

Mass Phone Calls/Emails/Letters X X

Newsletters X X

Press Releases X X

School Calendar X X

Student Handbook X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X


Website

Meetings with Community, Families and Board of Directors

Newsletters X X

26

School Calendar

Student Handbook X X

Health and Safety

Health and Safety Answer

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?

Yes

Is a certified school nurse on the Charter School staff? Yes

Are physical health records and dental records kept according to requirements of the State of Pennsylvania?

Yes

Does the Charter School comply with all regulations concerning the dispensation of medicines?

Yes

May Charter School students possess any prescription or non-prescription medication?

No

Are students/parents required to turn over all prescription and non-prescription medication to a Charter School nurse with descriptions regarding dissemination provided according to a required Charter School format, and are the medications provided in the original containers with accurate content and dosage information on the labels?

Yes

Is the Charter School in compliance with all pertinent code and license requirements related to Fire Prevention and Fire Drill procedures?

Yes

Are Fire Drill procedures posted in each classroom and are Fire Drills held at least once a month?

Yes

Does the Charter School participate in the Federal Free and Reduced Lunch Program?

Yes

Are all students eligible to participate in Federal Breakfast and Lunch programs?

Yes

Are all claims and reports associated with Federal Breakfast and Lunch programs submitted as required?

Yes

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

Provide administrative and clinical oversight of school nursing activities. Ensure that all screenings are performed in accordance with state mandates. Supplement and reinforce Health Education Curriculum. Oversee training of nursing staff. Assist in interpreting health needs. Provide information related to health issues. Assist in budget preparation. Coordinate CPR/AED training for up to four school employees. Prepare and direct staff development presentations in the area of healthcare.

Food Service Program

27

Describe unique features of the Charter School meal program

There are several unique features of our meal program. First and foremost, most of the meals are hand made and not processed, which helps to eliminate the myth that all school cafeteria food is not good. Another unique feature is the accessibility and communication between the food vendor and our school. If there is ever an issue I know it is just a phone call away of the issue being resolved.

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:

Boys’ Latin has an established system of fire and safety drills to provide for the safety of students and members of the school community. Below are brief descriptions of the incidents for which faculty have been trained with detailed procedures: FIRE DRILLS are signaled by the school emergency notification system. Fire drill instructions are posted in each classroom. During the first week of school, teachers should inform their students of fire drill exit route and procedure. TIER 1 PERIMETER LOCK DOWN DRILLS are signaled upon first indication of an incident that may threaten the safety of the school building occupants (i.e. rabid dog sighted in the area). Upon such notification, the school principal or his designee states clearly over the public address system: “Attention Boys’ Latin High School. All students and staff are instructed to go into TIER 1 PERIMETER LOCKDOWN mode at this time. Again, all students and staff are instructed to go into TIER 1 PERIMETER LOCKDOWN mode at this time.” Once receiving this notification, the school will adhere to the established protocol. TIER 2 CLASSROOM LOCK DOWN DRILLS are signaled upon first indication of a more severe incident that may threaten the safety of the school building occupants (i.e. chemical spill in the area). Upon such notification, the school principal or his designee states clearly over the public address system: “Attention Boys’ Latin High School. All students and staff are instructed to go into TIER 2 CLASSROOM LOCKDOWN mode at this time. Again, all students and staff are instructed to go into TIER 2 CLASSROOM LOCKDOWN mode at this time.” Once receiving this notification, all teachers should adhere to the established protocol. TIER 3 TOTAL LOCKDOWN DRILLS are signaled upon first indication that a person is present in the building and potentially a danger or threat to students or staff. The school principal or his designee states clearly over the public address system: “Attention Boys’ Latin High School. All students and staff are instructed to go into TIER 3 TOTAL LOCKDOWN mode at this time. Again, all students and staff are instructed to go into TIER 3 TOTAL LOCKDOWN mode at this time.” Once receiving this notification, teachers should implement the established procedures. EVACUATION DRILLS occur if a danger is posed in or near the building, but students and staff can safely exit the building without moving toward the threat. The school principal or his designee states clearly over the public address system: “Attention Boys’ Latin High School. All students and staff are instructed to begin an EVACUATION of the school building at this time. Again, all students and staff are instructed to begin an EVACUATION of the school building at this time.” All students and staff will exit the building along the same paths used for fire drills. Students will exit in the same orderly manner as in a fire drill and walk along the sidewalk toward their destination – 18th Precinct (55th and Pine Streets, 215-686-3180). The secondary evacuation site for the High School is the Christie Playground (55th and Christian Streets, 215-685-1997).

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Once receiving notification to evacuate, teachers should implement the established procedures. BOMB THREAT EVACUATION DRILLS occur to prepare ourselves in the event the school receives notification that a bomb is in or near the building that threatens student and staff safety. The threat recipient (often a member of the office staff) should keep the caller on the phone and obtain as much information as possible. This person should write down everything the caller states (see Bomb Threat Information Sheet) and signal someone to alert the principal or his designee. The school principal contacts emergency personnel. He/she or his designee then states clearly over the public address system: “Attention Boys’ Latin High School. All students and staff are instructed to begin an evacuation of the school building at this time. Again, all students and staff are instructed to begin an evacuation of the school building at this time.” All students and staff will exit the building along the same paths used for fire drills. Students will walk to their evacuation destinations – 18th Precinct (55th and Pine Streets, 215-686-3180). The secondary evacuation site is the (55th and Christian Streets, 215-685-1997).

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

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:

Boys' Latin Insurance Policies.docx

Transportation

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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.

Boys’ Latin High School students are only provided transportation in the form of SEPTA Weekly Student Transpasses if the student lives more than 1.5mi from the school. This distance is calculated by the School District of Philadelphia based on the address on file for the school and the address entered into the SCN Network by the school site. The School District of Philadelphia then publishes a list onto the SCN Network of all students eligible for transpasses. The School Transpasses are then delivered to Boys’ Latin in a count that matches the list in the SCN for the next full month during the last week of the previous month (i.e. the September transpasses arrive the last week of August). A Boys’ Latin staff member then divides out the transpasses to the appropriate students, with no students receiving passes if they aren’t on the District-generated list. If a student changes addresses, the address is changed in our eSchools database, as well as the SCN once proof of residency is received. Boys’ Latin Middle School students are provided bus transportation by the School District of Philadelphia. The schedules for these buses are flexed based on the day of the week, as the school has alternate ending-times from Monday through Friday.

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 Answer

Are the expectations of students, parents, school staff members, and the Board of Trustees delineated by the Code of Student Conduct?

Yes

Are the rules of conduct explained in student friendly-language? Yes

Are the consequences of violations of rules of conduct explained in student-friendly language?

Yes

Does the Code of Student Conduct apply on school grounds during the school day as well as immediately before and after school hours?

Yes

Does the Code of Student Conduct apply on school grounds at any other time when a school group is using the school?

Yes

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?

Yes

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?

Yes

Does the Code of Student Conduct apply off school grounds where the misconduct may reasonably be expected to undermine the proper

Yes

30

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?

Yes

Does the Code of Student Conduct specify that If a student becomes aware that a fellow student is in possession of illegal substances, firearms, weapons or any items that could endanger his/her safety or the safety of others, that student has a duty to inform an adult such as a parent, teacher, counselor, director or staff member?

Yes

Do all disciplinary actions for misconduct include a conference between the teacher and/or administrator, student, and parents followed by written notification to the parent or guardian?

Yes

If necessary, provide further explanation.


Code of Student Conduct

The school’s Code of Student Conduct

PDF file uploaded.

Frequency of Communication

Elementary Education - Primary Level

Never

Elementary Education - Intermediate Level

Never

Middle Level

More than once a month

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.

A meeting of all grade level teachers facilitated by the respective grade level chairs occurs

approximately every three weeks. These meetings are a forum for discussions about students

nearing academic probation; students eligible for Saturday School; and the planning of Student

31

Summits, and referrals to the Support Team. The grade level chairs are members of the Support

Team, which meets monthly. In addition to the grade level chairs, the Support Team consists of

the Principal, Dean of Students, Advisory Teacher, Special Education Teacher, and Social

Worker. This a collaborative problem-solving team that hears the student referrals brought

forth by Grade Level Chairs; collaboratively develops an action plan to address the students’

needs; and monitors the students’ progress once interventions are implemented.

Community and Parent Engagement

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

The Boys’ Latin Board of Directors recognizes that Community and Family Connections are an important foundation of our school. The Extended Family Network , EFN, is the epitome of that connection. This parent organization provides learning forums, support, and guidance for the students of the school. Moreover, they are exceptional at celebrating the success and achievement of students and faculty. Through college education programs, speaker series, and resource sharing, they search for innovative ways to help all Boys’ Latin students and families. At Boys’ Latin we recognize that student learning happens best when there is a partnership between educators, students, and parents. We strive to ensure that each member of the alliance composing our school community has a voice in how we evolve as an organization; we strive to maintain a culture where diversity – of people, opinion, and perspective – is valued and recognized for its ability to make us stronger; and we strive to understand and support each student along his unique developmental path. The partnership between parents, teachers, and students at our school is the foundation that can enable each of our young men to be the architect of his own fortune.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

Child Care – Boys’ Latin does not provide child care services

After-School Programs – Our award-winning After-School Program, Leadership Academy,

provides forums for students to explore new athletic, social, environmental, and academic

32

endeavors as they explore their interests and discover their passions. Leadership Program was

recognized by Philadelphia Magazine as a model for After-School Programs.

Youth Workforce Development Programs – All Boys’ Latin seniors must complete a workplace

internships and write a research paper documenting the experience. They must also present to

an academic panel on their learning. Additionally, Boys’ Latin has a Transitions program that

equips designated students with the requisite skills to navigate the work place.

Tutoring – Tutoring and academic support services are available to students before and after

school. These services are provided by teachers and/or our National Honors Society members.

Preschool Agency Coordination

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

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.

We do not serve pre-school aged children.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Non Existent

A robust supply of high quality aligned instructional materials and resources available

Non Existent

Accessibility for students and teachers is effective and efficient Non Existent

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Non Existent

Provide explanation for processes used to ensure Accomplishment.


33

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

We do not serve these grades.




Non Existent


Non Existent

Accessibility for students and teachers is effective and efficient Non Existent


Non Existent





Middle Level



Developing


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing





High School Level


Aligned and supportive of academic standards, progresses level to level Developing

34

and demonstrates relationships among fundamental concepts and skills


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing





SAS Incorporation


Standards Status

Arts and Humanities Not Applicable

Career Education and Work Not Applicable

Civics and Government Not Applicable

PA Core Standards: English Language Arts Not Applicable


Not Applicable

PA Core Standards: Mathematics Not Applicable

Economics Not Applicable

Environment and Ecology Not Applicable

Family and Consumer Sciences Not Applicable

Geography Not Applicable

Health, Safety and Physical Education Not Applicable

History Not Applicable

Science and Technology and Engineering Education Not Applicable

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable

American School Counselor Association for Students Not Applicable

Early Childhood Education: Infant-Toddler→Second Grade Not Applicable

English Language Proficiency Not Applicable

Interpersonal Skills Not Applicable

School Climate Not Applicable

Further explanation for columns selected "


35


Standards Status

Arts and Humanities Not Applicable

Career Education and Work Not Applicable

Civics and Government Not Applicable

PA Core Standards: English Language Arts Not Applicable


Not Applicable

PA Core Standards: Mathematics Not Applicable

Economics Not Applicable

Environment and Ecology Not Applicable

Family and Consumer Sciences Not Applicable

Geography Not Applicable

Health, Safety and Physical Education Not Applicable

History Not Applicable

Science and Technology and Engineering Education Not Applicable

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable

American School Counselor Association for Students Not Applicable

English Language Proficiency Not Applicable

Interpersonal Skills Not Applicable

School Climate Not Applicable



Middle Level

Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms



district classrooms

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

36

Technical Subjects less than 50% of district

classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students


district classrooms

English Language Proficiency


district classrooms

37

Interpersonal Skills


district classrooms

School Climate


district classrooms

World Language


district classrooms


While information about how to access SAS has been provided to school leaders, usage of the materials/resources on the SAS is not part of any mandated student achievement planning processes at this time.

High School Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology Implemented in

38

less than 50% of district

classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

World Language


district classrooms

39


While information about how to access SAS has been provided to school leaders, usage of the materials/resources on the SAS is not part of any mandated student achievement planning processes at this time.

Fiscal Solvency Policies

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

The Board of Trustees has adopted financial policies and procedures which include; budgeting, accounting practices, procurement, contracts, internal control, cash management, grants management, time and attendance, contracted services, etc. The Board received advice from the school’s accountant regarding changes to the Form 990 requirements that may require revisions to policies. The school’s budget, adopted in accordance with the timetable prescribed by the Commonwealth, serves as a blueprint for financial decision making during the fiscal year. The budget provides for the educational, building and administrative needs of the school community and also includes a reserve for contingencies. All purchases and personnel decisions are reviewed for budgetary funds available prior to the issuance of a contract or purchase order. Boys’ Latin of Philadelphia Charter School employs the services of Charter Choices, Inc. Charter Choices provides accounting services and interim financial reporting for the Board of Directors and CEO on a monthly basis. The Charter Choices accountant meets with the CEO regularly and attends all board and finance committee meetings. Through careful monitoring of expenditures and revenues the school is able to assure that all expenditure and revenue categories remain within budget.

Accounting Systems

Explain what accounting system the charter school uses.

Please note that the charter school is required to have a system that integrates with the Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting and reporting.

The school currently uses QuickBooks accounting software which utilizes the PDE chart of

accounts.

Professional Education

Characteristics

Charter School’s Professional Education Characteristics

EEP EEI ML HS

40

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X

Empowers educators to work effectively with parents and community partners.

X X

Charter School’s Professional Education Characteristics

EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X

Instructs the leader in managing resources for effective results.

X X

Provide brief explanation of your process for ensuring these selected characteristics.

These traits are strong at Boys’ Latin largely due to the distributive leadership model that empowers all members of the school community, nurtures their risk-taking, and creates a climate of sharing and learning. The expertise of all members of the community is sought and harnessed for Professional Development sessions.


We do not offer elementary level grades.

Educator Discipline Act 126, 71

41

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:

8/31/2016 1.5 hours of training

9/3/2015 2 hours of training

The LEA plans to conduct the required training on approximately:

8/31/2017

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA plans to conduct the training on approximately:

8/31/2017

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

The LEA has conducted the training on:

8/31/2016 1.5 hrs

The LEA plans to conduct the training on approximately:

8/30/2017

Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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

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

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

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

Professional Education is evaluated to show its impact on teaching practices and student learning.


The Boys’ Latin Leadership Team, including Department Chairs, regularly evaluate student performance and determine instructional areas that would benefit from greater teacher development. It is important to note that department chairs are classroom teachers, and thus have first-hand knowledge of student needs and classroom experiences. We find this to truly enrich the direction of our professional development. This Leadership Team develops professional development based on the sum of these needs and develops instructional goals on an annual basis. The thread and theme of these goals become part of the evaluation process and run throughout the course of the year – sometimes over multiple years. They are monitored via formal observation and evaluation, as well as walkthroughs and data reviews. Building administrators attend these sessions; in fact, they are most often facilitated by members of the Leadership Team. The staff induction highlighted the shifting priorities of the school: student responsive instruction, Pennsylvania Common Core shifts for curriculum mapping, and data reflection and reaction. These themes continued to develop throughout the course of the year. Throughout this process, teachers have continued to refine their classroom vision, their curricular vision, and their understanding of what data is most useful to inform their instruction. Department meetings allowed the school to continue to develop leaders and professionally develop the staff through focused review of student work, student performance and best practices to address student needs. Data Review days allowed faculty the opportunity to review student performance on internal benchmarks, review the benchmarks, revise benchmarks for clarity, understand benchmark alignment with the state Keystones, align curriculum to PA Common Core, and develop responsive lessons and benchmark review practices for class. Instructional rounds provided the school leadership with the opportunity to understand the range of teaching at the school, establish a normed vision for proficiency across the 6-12 grades, and discuss common feedback to ensure consistent prioritization and implementation.



Induction Program

Inductees will know, understand and implement instructional practices validated by the

LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

43

Inductees will know the basic details and expectations related to LEA-wide initiatives,

practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson design on

leading students to mastery of all state academic standards, assessment anchors and

eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist students

in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.


The needs of the inductees will be assessed on a regular basis throughout the school year. The

first assessment will be based on classroom observations of the inductee. The inductee will be

the Dean of Instruction, or the Principal. These observations will be used to highlight planning

and instructional needs of the teacher. Based on the information gathered during the

observations appropriate support and activities will be provided to the inductee.

The inductee will receive one formal observation from the Principal or Dean of Instruction once

per trimester using the Boys’ Latin Instructional Evaluation Rubric. At this time the teacher will

engage in a pre-observation conference, an observation of a full lesson, and a post-observation

conference. At the conclusion of the evaluation process the teacher will be given specific next

steps to guide their professional improvement.

The use of anonymous surveys will also be used to assess the needs of both new and returning

teachers at Boys’ Latin. The surveys will be given periodically throughout the year and will give

teachers the opportunity to identify specific areas of interest/need. The results of the survey will

guide professional development activities provided to staff during our weekly professional

development time.

44

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

incorporation.


Needs of Inductees

Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Inductee survey (local, intermediate units and national level).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations and

second-year teacher interviews).


The needs of the inductees will be assessed on a regular basis throughout the school year. The

first assessment will be based on classroom observations of the inductee. The inductee will be

the Dean of Instruction, or the Principal. These observations will be used to highlight planning

and instructional needs of the teacher. Based on the information gathered during the

observations appropriate support and activities will be provided to the inductee.

The inductee will receive one formal observation from the Principal or Dean of Instruction once

per trimester using the Boys’ Latin Instructional Evaluation Rubric. At this time the teacher will

engage in a pre-observation conference, an observation of a full lesson, and a post-observation

45

conference. At the conclusion of the evaluation process the teacher will be given specific next

steps to guide their professional improvement.

The use of anonymous surveys will also be used to assess the needs of both new and returning

teachers at Boys’ Latin. The surveys will be given periodically throughout the year and will give

teachers the opportunity to identify specific areas of interest/need. The results of the survey will

guide professional development activities provided to staff during our weekly professional

development time.

Provide a brief explanation for strategies not selected and your plan to address their

incorporation.


Mentor Characteristics

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

Mentors and inductees must have compatible schedules so that they can meet regularly.


Mentors will be selected using the following criteria:

1. Similar certification and assignment, in possible.

2. Score of 2.5 or above on Boys’ Latin Instructional Evaluation Rubric

3. Model of continuous learning and reflection

4. Minimum one year teaching at Boys’ Latin

5. Minimum three years teaching experience

46

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

incorporation.


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Mentor program facilitators’ survey inductees annually to determine the effectiveness of the program and drive necessary changes.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a certificate

or statement of completion to each inductee who has completed the program.

LEA administrator receives, tallies, and archives all LEA mentor records.

47

Completion is verified by the LEA Chief Executive Officer on the Application for Level 2

Certification.

48

Assurances

Brick and Mortar Charter Schools

The physical charter school has verified the following Assurances:

The school is accountable to the parents of its students, the public and the

Commonwealth and that strategies have been developed and implemented that generate

meaningful parent and community involvement (in compliance with §17-1715-A (2))

The school does not unlawfully discriminate in admissions, hiring or operation (in

compliance with §17-1715-A (3))

The school is nonsectarian in all operations (in compliance with §17-1715-A (4))

The school does not provide any religious instruction, nor are religious objects or

symbols displayed on the premises (in compliance with §17-1715-A (5))

The school does not advocate unlawful behavior (in compliance with §17-1715-A (6))

The school participates in the Pennsylvania State Assessment System in the manner in

which the school district in which the school is located is scheduled to participate (in


The school will provide a minimum of 180 days of instruction or 900 hours per year of

instruction at the elementary level, or 990 hours per year of instruction at the secondary

level (in compliance with §17-1715-A (9))

The school’s Board of Trustees and contractors of the school meet the requirements of

the “Public Works Contractors’ Bond Law of 1967,” all regulations related to the letting

of contracts for the erection, construction and alteration of public buildings, the

“Pennsylvania Prevailing Wage Act,” and the “Steel Products Procurement Act.” (in


The school’s administrators (CEO and all other employees who exercise management or

operational oversight responsibilities) do not receive compensation from another charter

school or from a company that provides management or other services to another charter

school (in compliance with §17-1715-A (12))

The school’s Trustees do not serve on a local board of school directors of a school entity

located in the member’s district (in compliance with §17-1716-A (b))

The school will select students on a random basis from a pool of qualified applicants

when the number of attendance slots available is less than the number of applicants (in

compliance with §17-1723-A (a))

49

The school gives first preference to students who reside in the district or districts and will

consider giving preference to a child of a parent who has actively participated in the

development of the school and to siblings of students presently enrolled (in compliance

with §17-1723-A (a))

The school will only establish reasonable criteria to evaluate prospective students if the

criteria are outlined in the school’s charter (in compliance with §17-1723-A (b))

The school does not discriminate in its admission policies or practices on the basis of

athletic ability, measures of achievement or aptitude, status as a person with a disability,

proficiency in the English language, or any other basis that would be illegal if used by a

school district (in compliance with §17-1723-A (b))

The school does not discriminate in its admission policies or practices on the basis of

intellectual ability but does reserve the right to limit admission to a particular grade level

or to targeted population groups composed of at-risk students or students with a special

interest in academic areas such as mathematics, science or the Arts (in compliance with

§17-1723-A (b))

75% of the professional staff members hold appropriate State certifications (in


All professional staff members who do not hold appropriate State certification have

provided evidence that they have demonstrated satisfactorily a combination of

experience, achievement, and qualifications as defined in the charter school application in

basic skills, general knowledge, professional knowledge and practice, and subject matter

knowledge in the subject area in which an individual will teach (in compliance with §17-

1724-A (b))

There are no tuition charges for any resident or nonresident student (in compliance with

§17-1725-A (a))

All donations, gifts or contributions are given freely and voluntarily; i.e. the trustees and

any other person affiliated in any way to the school will not demand or request, directly

or indirectly, any gift, donation or contribution of any kind from any parent, teacher,

employee or any other person affiliated with the school as a condition for employment or

enrollment and/or continued attendance (in compliance with §17-1725-A (e))

Free transportation is provided to students according to the parameters of §17-1726-A

(Transportation) of the Charter School Law (in compliance with §17-1726-A (a))

The school adheres to the requirements of all 123 sections, chapters and acts listed in

§17-1732-A (Provisions applicable to charter schools) of the Charter School Law (in


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Cyber Charter Schools

No policies or procedures have been identified.

Safe and Supportive Schools

The LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services

based on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a)

and § 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with

35 P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General

Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required

by statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000

51

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.


52

Needs Assessment

Charter School Accomplishments

Accomplishment #1:

Boys’ Latin is especially proud of our graduates’ college matriculation rate – an indicator that we believe

to be most important in determining our success. Because we are modeled to be a college preparatory

school, we believe college matriculation is our ultimate goal, and we are proud that 81% of the last

graduating class is matriculated into college. That places Boys’ Latin of Philadelphia #6 in the city of

Philadelphia, behind only special admissions schools. This is particularly impressive when considering the

results city-wide across gender lines. Boys’ Latin is serving a population of students that other schools

have not found a way to reach as effectively.

Charter School Concerns

Concern #1:

Additionally, we continue address the area of student attrition. We want to instill in students the grit and

resilience necessary to be a student at Boys’ Latin and in college. Unfortunately, we have lost significant

numbers of students over the years when they opt for educational institutions that prove less

demanding. Our goal is to keep our students here over the four years and graduate a class of students

with minimal attrition.

Concern #2:

We continue to address the large percentage of students (22% in Literature, 32% in Algebra I, and 55% in

Biology) that remain the Below Basic category. To this end, we have made curricular adjustments –

including courses in organizational management and skill development. We have also begun developing

benchmark assessments that we believe will prove more true and valid to the state measurements and

thus give us a better measure of our students’ growth over time.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Ensure that there is a system in the school and/or district

that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership

with the school community (students, staff, parents, community, etc.) leads achievement growth and

continuous improvement within the school.

53

Aligned Concerns:

Additionally, we continue address the area of student attrition. We want to instill in students

the grit and resilience necessary to be a student at Boys’ Latin and in college. Unfortunately,

we have lost significant numbers of students over the years when they opt for educational

institutions that prove less demanding. Our goal is to keep our students here over the four

years and graduate a class of students with minimal attrition.

Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school that fully

ensures school-wide use of data that is focused on school improvement and the academic growth of all

students

Aligned Concerns:

We continue to address the large percentage of students (22% in Literature, 32% in Algebra I,

and 55% in Biology) that remain the Below Basic category. To this end, we have made

curricular adjustments – including courses in organizational management and skill

development. We have also begun developing benchmark assessments that we believe will

prove more true and valid to the state measurements and thus give us a better measure of

our students’ growth over time.


ensures consistent implementation of a standards aligned curriculum framework across all classrooms for

all students.

Aligned Concerns:

We continue to address the large percentage of students (22% in Literature, 32% in Algebra I,

and 55% in Biology) that remain the Below Basic category. To this end, we have made

curricular adjustments – including courses in organizational management and skill

development. We have also begun developing benchmark assessments that we believe will

prove more true and valid to the state measurements and thus give us a better measure of

our students’ growth over time.


ensures consistent implementation of effective instructional practices that meet the needs of all students

across all classrooms and aligns with the Pennsylvania Framework for Teaching

Systemic Challenge #5 (Guiding Question #5) Ensure that the organizational structure, processes,

materials, equipment, and human and fiscal resources within the school align with the school’s goals for

student growth and continuous school improvement.

Aligned Concerns:

Additionally, we continue address the area of student attrition. We want to instill in students

the grit and resilience necessary to be a student at Boys’ Latin and in college. Unfortunately,

54

we have lost significant numbers of students over the years when they opt for educational

institutions that prove less demanding. Our goal is to keep our students here over the four

years and graduate a class of students with minimal attrition.


ensures a safe and supportive environment for all students.

55

Charter School Level Plan

Action Plans

Goal #1: Ensure that there is a system in the school and/or district that fully ensures the

principal is enabled to serve as a strong instructional leader who, in partnership with the school

community (students, staff, parents, community, etc.), leads achievement growth and

continuous improvement within the school.

Related Challenges:

Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Data Source: 2015 Keystone – Math, Reading, Science

Specific Targets: • 25% of Junior level students will perform proficient or advanced proficient on Keystone Algebra I exam.

• 35% of Junior level students will perform proficient or advanced proficient on the Keystone Literature I exam.

• 20% of Junior level students will perform proficient or advanced proficient on the Keystone Biology I exam.

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Type: Annual


Specific Targets: • 35% of Junior level students will perform proficient or advanced proficient on the Keystone Algebra I exam.



Type: Annual


Specific Targets: • 45% of Junior level students will perform proficient or advanced proficient on the Keystone Algebra I exam.



Strategies:

Ongoing communication and monitoring of school improvement efforts.

Description:

We will work to engage all faculty members – not just math, science, and English teachers – in this goal. By galvanizing support from all teachers and related school personnel and channeling efforts toward these common goals,

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it is our desire the plan will be fully understood and supported with a great level of clarity, particularly as it relates to reading and writing instruction across the curricular areas.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools

Refine and implement Induction Program

Description:

Boys’ Latin of Philadelphia CS will refine our Induction program to ensure all PDE guidelines and other best practices are incorporated including a mentorship component that will ensure new teachers to the field are appropriately supported.

SAS Alignment: Instruction

Implementation Steps:

Convene the School Improvement Committee to review the

updated plan

Description:

The School Improvement Committee will meet to review the updated plan. During the meeting, the team will identify which components of the plan the entire school community has not understood in the past and determine action steps for information dissemination and collaboration with the entire school community.

Indicator of Implementation: Indicators of implementation include email meeting confirmations, sign in sheets, and meeting notes.

Start Date: 7/7/2017 End Date: 8/15/2017

Program Area(s): Professional Education

Supported Strategies:


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Present the School Improvement Plan in entirety to the school community during Professional Development Week.

Description:

The School Improvement Committee will present the School Improvement Plan to the faculty during the first week of Professional Development. As a school community, teachers and administrators will provide comments and questions about the plan to make any necessary adjustments to meet our goals.

Indicator of Implementation: Indicators of implementation include sign in sheets, meeting notes, and power points.





The school community will convene regularly to review the School Improvement Plan during Professional Development sessions on Wednesdays.

Description:

Every trimester, administration will devote one PLC session, at minimum, on a Wednesday from 1:00 to 3:00 pm to review the School Improvement Plan goals and timeline as a staff. This venue will allow everyone to provide feedback on the plan, and make any necessary adjustments.

Indicator of Implementation: Indicators of implementation include sign in sheets, meeting notes, and power points.





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Research best practices for Induction and re-design program as needed.

Description:

Administration will research best practices related to Induction Programs for new teachers.

Indicator of Implementation: Joel Witter, Director of Curriculum and Instruction will research best practices related to Induction Programs via his work with PhillyPlus.


Program Area(s): Teacher Induction



Implement redesigned Induction Program with fidelity beginning in August.

Description:

New teachers will begin the Induction Program during the first week of Professional Development in August.

Indicator of Implementation: Joel Witter, Director of Curriculum and Instruction, will research best practices related to Induction Programs via their work with PhillyPlus. Additionally, Caitlin Rohn will facilitate the ongoing mentor program.





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Administer a survey to all staff completing the induction program.

Description:

Administration will administer a survey to all teachers completing the induction program to determine teacher satisfaction and the effectiveness of the program on a yearly basis.

Indicator of Implementation: Summarized survey results to present to the administrative team.





Review Induction Program Effectiveness

Description:

As part of the Comprehensive Planning process, leadership will review the effectiveness of the induction program (looking at the survey results).

Indicator of Implementation: Report listing the strengths and areas in need of improvement for the Induction program.





Goal #2: Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students.

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Related Challenges:

Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.





Type: Annual


Specific Targets: • 25% of tested students will perform proficient or advanced proficient on the 2014 Algebra I exam.

• 35% of tested students will perform proficient or advanced proficient on the 2014 Literature I exam.

• 20% of tested students will perform proficient or advanced proficient on the 2014 Biology I exam.

Strategies:

Use Data and Adjust Instruction Accordingly

Description:

Ensure teachers and administrators have been trained on best practices related to using assessments to gauge student understanding of materials and that teachers have the instructional support necessary to adjust instruction as

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necessary for students whose achievement progress does not meet expectations at a proficient level or higher.

SAS Alignment: Assessment, Instruction

Internal Benchmark Implementation

Description:

Boys’ Latin of Philadelphia CS will transition from the previously used benchmark assessments (4Sight) to self-developed benchmarks that are aligned to the tested strands and thus the Common Core standards. These benchmarks will provide more accurate measures of students’ mastery and growth.



Revise yearly professional development plan to include overview of

school-wide benchmarks and other applicable assessments in line

with the PA Common Core.

Description:

The leadership team will convene to revise the professional development plan for teachers and administrators related to applicable assessments. The professional development will include an overview of the Common Core and how to align assessments.

Indicator of Implementation: A detailed professional development plan will be available to staff members.





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Plan Regular Data Review in response to regular internal benchmarks

Description:

The leadership team will schedule both benchmarks and regular review days for faculty to examine student performance, identify strength areas, growth areas, and response actions (responsive lesson plans, revised unit plans, benchmark review with students, etc.).





Schedule Instructional Rounds

Description:

The leadership team will provide opportunities for teachers to participate in Instructional Rounds each trimester. During Instructional Rounds, teachers have an opportunity to meet with experienced teachers and observe best practices in a group setting to review lesson plans and related assessments prior to observing a lesson.

Indicator of Implementation: Teacher feedback forms, observation materials, sign in sheets, emails, and instructional round video.





Empower Department Chairs to review student work as data between benchmark data days

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Description:

The department chairs will use department time to review student work as a focused data dive to continue the work of data review and continue the conversation through practical application in classwork, homework, quiz, test, and project performance to connect the standardized to the daily.





Goal #3: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Related Challenges:





Type: Annual




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Type: Annual





Type: Annual


Specific Targets: 45% of tested students will perform proficient or advanced proficient on the 2014 Algebra I exam.



Strategies:

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Curriculum Audit and Mapping

Description:

Boys’ Latin of Philadelphia CS will audit curriculum to assure alignment with Common Core and tested strands.


Accessible Curriculum Maps and Lesson Plans

Description:

Ensure curriculum maps and lesson plans are accessible by all teachers.

SAS Alignment: Standards, Instruction


Incorporate Professional Development on the components of

curriculum mapping and effective use of the data.

Description:

Administration and teachers will receive Professional Development on curriculum map development and meaning and how to use the tool as an instructional guide without inhibiting individual style and professionalism.

Indicator of Implementation: A consultant referred by Philadelphia School Partnership will support this endeavor and provide instructional materials and slide decks to be maintained.





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Schedule and Facilitate Subject-Area Professional Learning Communities

Description:

Facilitate Professional Learning Communities by subject area (e.g. Mathematics and Language Arts) where teachers can provide one another feedback on lesson plans and instructional curriculum maps.

Indicator of Implementation: Sign in sheets, e-mail confirmation, and feedback from teachers.





Provide professional development on the Common Core, aligned assessments, and gauging student understanding.

Description:

Contract with experts per recommendations from Philadelphia School Partnership to conduct professional development for teachers on the Common Core, assessments, and gauging student understanding.

Indicator of Implementation: Instructional resources from training professional development, sign in sheets, and teacher feedback about professional development.




Curriculum Audit and Mapping

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Goal #4: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Related Challenges:




Type: Annual

Data Source: 2015 Keystone – Math, Reading, Science




Type: Annual



45% of tested students will perform proficient or advanced proficient on the 2014 Literature I exam.


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Type: Annual





Strategies:

Establishment of Leadership Team

Description:

Boys’ Latin of Philadelphia CS establish a Leadership Team consisting of the building principal, assistant principal, middle school dean, and director of curriculum and instruction. This team will oversee the curriculum mapping, benchmarking, and use of data.


Implement Pennsylvania’s Educator Effectiveness Instrument

Description:

In 2013-2014, Boys’ Latin began a partnership with PhillyPlus, a subsidiary of the Philadelphia School Partnership. This partnership supported us in a pilot use of the Educator Effectiveness Instrument, which utilizes Charlotte Danielson’s 2011 Teacher Evaluation Framework and promotes a common language, development of shared understandings, self-assessment and reflection on practice, and structured professional conversation. Rubric domains include planning and preparation, classroom environment, instruction, and professional responsibilities. This pilot will be expanded during the 2014-2015 school year.


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Identify Gaps and Strengths in Content Knowledge in English,

Language Acquisition, and Language Arts

Description:

Director of Curriculum and Instruction and English Department Chair will review Language Arts data on Keystone for the past two years.

Indicator of Implementation: Updated curriculum maps and benchmarks






Identify Gaps and Strengths in Content Knowledge in Mathematics

Description:

Director of Curriculum and Instruction and Math Department Chair will review Mathematics data on Keystone for the past two years.

Indicator of Implementation: Updated curriculum maps and benchmarks





Support for Students and Families Outside of School Hours

Description:

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A comprehensive after school program that features education services and expansion of our academic interventions and arts program to support families and students. This will be supported with 21st Century Community Learning Center efforts.

Indicator of Implementation: Our 21st Century Program Director will develop a network of support services for students and families. These interventions will be offered during extended school hours, on weekends, and during the summer.


Program Area(s):



Research best practices for Induction and re-design program as needed.

Description:

Administration will research best practices related to Induction Programs for new teachers.

Indicator of Implementation: Joel Witter, Director of Curriculum and Instruction will research best practices related to Induction Programs via his work with PhillyPlus.






Implement redesigned Induction Program with fidelity beginning in August.

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Description:

New teachers will begin the Induction Program during the first week of Professional Development in August.

Indicator of Implementation: Joel Witter, Director of Curriculum and Instruction, will research best practices related to Induction Programs via their work with PhillyPlus. Additionally, Caitlin Rohn will facilitate the ongoing mentor program.






Administer a survey to all staff completing the induction program.

Description:

Administration will administer a survey to all teachers completing the induction program to determine teacher satisfaction and the effectiveness of the program on a yearly basis.

Indicator of Implementation: Summarized survey results to present to the administrative team.





Review Induction Program Effectiveness

Description:

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As part of the Comprehensive Planning process, leadership will review the effectiveness of the induction program (looking at the survey results).

Indicator of Implementation: Report listing the strengths and areas in need of improvement for the Induction program.






Continued Teacher Development through department collaboration

Description:

As part of the continued development of teachers to build consistent practices, departments will meet monthly to align practice, collaborate and share best practices, discuss common concerns, and develop solutions to address concerns to improve student growth and performance.





Continued teacher coaching

Description:

Best practices and consistent approaches will be established to impact the greatest number of teachers in the coming school year in line with Pennsylvania’s Educator Effectiveness instrument as a guideline for development.

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Goal #5: Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.

Related Challenges:



Type: Annual

Data Source: 2014 Financial Reports

Specific Targets: • Total Days Cash on Hand greater than 45

• Favorable Budget to Actual variances

• Total expenditures lower than budgeted

• Positive net change in fund balance

Strategies:

Recruitment of Board Members to support and monitor Fiscal Responsibility

Description:

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Boys’ Latin will seek Board Members with history, experience, and passion for financial planning – particularly in the arena of non-profit organizations. We will pursue this goal independently and in tandem with partners from Philadelphia School Partnership.

SAS Alignment: Materials & Resources

Monthly Finance Committee Meetings

Description:

Boys’ Latin will facilitate monthly finance committee meetings to closely monitor revenue, expenditures, and the impact of fundraising. This group will also forecast future budgets to determine feasibility of expansion.

SAS Alignment: Materials & Resources


Identify areas of growth in the budgeting process

Description:

Board President, Finance Chair, CEO, CFO, Director of Operations, Charter Choices, and Principal perform analysis of budget.

Indicator of Implementation: Finance meeting minutes


Program Area(s):


Recruitment of Board Members to support and monitor Fiscal Responsibility


Meeting monthly with Finance Team to monitor revenue and expenditures

Description:

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Board President, Finance Chair, CEO, CFO, Director of Operations, Charter Choices, and Principal perform analysis of budget.

Indicator of Implementation: Finance meeting minutes


Program Area(s):



Identify new fundraising initiatives

Description:

Board President, Finance Chair, Board Vice-President, CEO, CFO, Director of Operations, Charter Choices, Director of Development and Principal consider new funding sources

Indicator of Implementation: Old Bags Press Coverage


Program Area(s):



Goal #6: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Related Challenges:



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Type: Annual

Data Source: 2014 Student Discipline Report

Specific Targets: • 15% reduction in student suspensions (to align and be commensurate with School District of Philadelphia discipline rates)

• Implementation of Restorative Practices

• Partnership with Devereaux for restraints training

• Establishment of Grade Level Chairs at each grade level to monitor student behaviors and performance

• Release time for Department Chairs to offer classroom management coaching

Type: Annual







Type: Annual

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Type: Annual







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Strategies:

Develop a new emergency/disaster preparedness plan.

Description:

Boys’ Latin will convene a committee and refine its all-hazards emergency and disaster preparedness plan.

SAS Alignment: Safe and Supportive Schools

Research best practice and refine Harassment, Intimidation, and

Bullying policy.

Description:

Boys' Latin will convene a committe that will review and update the Harassment, Intimidation, and Bullying policy on a continuous basis.

SAS Alignment: Safe and Supportive Schools


Research best practices and review state guidelines and

recommendations for developing an emergency/disaster

preparedness plan.

Description:

Team will research and develop the emergency/disaster preparedness plan based on best practices from other school and guidelines from the PA Emergency Management Agency.

Indicator of Implementation: Sample plans, PDE guidelines, PEMA guidelines


Program Area(s): Student Services



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Distribute plan and provide training to all staff.

Description:

Completed plan will be distributed to all staff members and administration will provide a full-staff training to ensure understanding.

Indicator of Implementation: Agenda, sign-in sheets and hand-outs from training





Revise Harassment, Intimidation, and Bullying policy for Board Approval and dissemination to students and staff.

Description:

Policy will be updated and revised as needed based on state guidelines and best practices. Policy will be placed in student handbook and classrooms.

Indicator of Implementation: Classroom posters, Board minutes, student handbook




Research best practice and refine Harassment, Intimidation, and Bullying policy.

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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for Boys Latin of Philadelphia CS.

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Charter School Level Affirmations

We affirm that this Charter School Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 49 and Article 711. We also affirm that the

contents are true and correct and that the plan was placed for public inspection in the Charter

School offices and in the nearest public library until the next regularly scheduled meeting of the

Board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable

all staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

President, Board of Trustees


Superintendent/Chief Executive Officer

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Affirmation for Compliance with the Public Official & Employee

Ethics Act

The original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and

reenacted in 1989 by Act 9 of 1989 and in 1998 by Act 93 of 1998. (See Act 9 of 1989, 65 P.S.

§401, et seq. and Act 93 of 1998, Chapter 11, 65 Pa.c.s. §1101 et seq.) The Act provides that

public office is a public trust and that any effort to realize personal financial gain through public

office is a violation of that trust. The Act was passed to strengthen the faith and confidence of the

people of the Commonwealth in their government. The Act established the State Ethics

Commission to administer and enforce the provisions of the Act and to provide guidance

regarding the standards established by the Act.

The Boys Latin of Philadelphia CS assures that it will comply with the requirements of the Public

Official and Employee Ethics Act (the “Ethics Act”) and with the policies, regulations and

procedures of the Pennsylvania State Ethics Commission. Additional information about the

“Ethics Act” is available on the Ethics Commission’s website at: http://www.ethics.state.pa.us/


President, Board of Trustees


Superintendent/Chief Executive Officer

http://www.ethics.state.pa.us/

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