CERTIFICATION VERIFICATION FORM PDE-414 Schools/Charter... · 2019-07-02 · Ed/Driver Ed 7-12...

PDE-414

Complete the following information for all professional staff members.

Staff No.Name of employee (List all names in

alphabetical order)

PA Certifie

d Yes/No

Areas of Certification Type of CertificateGrades

Teaching or Serving

All Areas of Assigjment Subject Areas Teaching or Services ProvidedNumber of

Hours Worked in Assignmnt

Percentage of Time in Certified

Position

Percentage of Time in Areas Not

Certified

1 Abbey, Christine YesInstructional II Biology 7-12 (8405) ,Instructional II English 7-12 (3230) ,Instructional II General Science 7-12 (8450) ,Administrative I Principal PK-12 (1115) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0

2 Adkins, Diane YesInstructional I Early Childhood N-3 (2840) ,Instructional I Elementary K-6 (2810) ,Administrative II Principal PK-12 (1115) K-5 Assistant or Vice Elem Principal 8 Hours Per Day 100 0

3 Ague, Kevin Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) 9 Business Education, Secondary 8 Hours Per Day 100 04 Alex, James Yes Instructional II Health & Physical Educ PK-12 (4805) ,Administrative II Principal PK-12 (1115) 9-12 Asst or Vice Secondary Principal 8 Hours Per Day 100 05 Althouse, Anika Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) K-6 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 06 Angelopulos, Maureen Yes Instructional II English 7-12 (3230) 10 Other Not Listed Above (certified) 8 Hours Per Day 100 07 Armour, Lindsey Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 08 Armstrong, Matthew Yes Instructional I Chemistry 7-12 (8420) 11 Chemistry 8 Hours Per Day 100 09 Azzalina, Andrea Yes Instructional II Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 010 Azzolina II, Joseph Yes Instructional II Social Studies 7-12 (8875) ,Educational Specialist I Inst Technology Specialist PK-12 (1825) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 011 Bach, Jennifer Yes Instructional I Grades PK-4 (2825) 1 Elementary, Primary Grades 1-3; Other Not Listed Above (certified) 8 Hours Per Day 100 0

12 Bair, Stacie YesInstructional II Special Education PK-8 (9226) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Elementary K-6 (2810) Kdg Kindergarten, age 5 (K5) 8 Hours Per Day 100 0

13 Bannister, Melissa YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level English 6-9 (2850) 6 Middle Level English, 7-9 8 Hours Per Day 100 0

14 Bargh, Andrew Yes Instructional I English 7-12 (3230) ,Instructional I Music PK-12 (7205) 8 Middle Level English, 7-9 8 Hours Per Day 100 015 Bauer, Amanda Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

16 Bausch, Stacy YesInstructional II Environmental Educ PK-12 (4820) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

17 Beard, Celeste YesAdministrative II Principal PK-12 (1115) ,Instructional II Reading Specialist PK-12 (7650) ,Instructional II Elementary K-6 (2810) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) 9-12 Asst or Vice Secondary Principal 8 Hours Per Day 100 0

18 Bechtel, Sara Yes Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 019 Begis, Marsha Yes Instructional II Biology 7-12 (8405) 10 Biology 8 Hours Per Day 100 020 Bennett, Christopher Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 021 Bentsel, Tori Yes Educational Specialist I Elementary & Secondary School Counselor PK-12 (1839) 9-12 Secondary School Counselor 8 Hours Per Day 100 022 Bentzel, Margaret Yes Instructional II Elementary K-6 (2810) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 023 Bernstein, Emily Yes Instructional I Mathematics 7-12 (6800) 9 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

24 Bianchi, Kristen YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) K-5 Other Not Listed Above (certified) 8 Hours Per Day 100 0

25 Bieber, Paula Yes Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 10 Biology 8 Hours Per Day 100 026 Bihoreau, Stephan Yes Instructional II French PK-12 (4410) ,Instructional II Spanish PK-12 (4490) 12 French 6-12, Spanish 7-12 8 Hours Per Day 100 027 Blankenbicker, Vicki Yes Instructional I Social Studies 7-12 (8875) 12 Other Not Listed Above (certified) 8 Hours Per Day 100 0

28 Boccella, Bernard YesInstructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Social Studies 7-12 (8875) 11 Government, 10-12 8 Hours Per Day 100 0

29 Boccella, Lori Yes Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) 1 Diag/Pres Reading, Elem, PreK-6 8 Hours Per Day 100 030 Bolsar, Rosanne Yes Instructional I Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 031 Boronyak, DeAndra Yes Instructional II Health & Physical Educ PK-12 (4805) K-5 Other Not Listed Above (certified) 8 Hours Per Day 100 0

32 Bosiljevac, Krista YesInstructional II Biology 7-12 (8405) ,Instructional II Health & Physical Educ PK-12 (4805) ,Instructional II Safety Ed/Driver Ed 7-12 (5215) 9 Health 8 Hours Per Day 100 0

33 Boyd, Amy Yes Instructional I Elementary K-6 (2810) ,Administrative I Principal PK-12 (1115) K-12 Supv, School Social Services 8 Hours Per Day 100 034 Boyer, Megan Yes Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 0

35Bozes, Beth Yes

Instructional II Elementary K-6 (2810) ,Instructional II Library Science PK-12 (6420) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Special Education PK-12 (9225) 6-8 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

36 Brady, Lauren Yes Instructional II Elementary K-6 (2810) ,Endorsement Gifted PK-12 (1189) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 037 Brandt, Janna Yes Instructional II Elementary K-6 (2810) 4 Diag/Pres Reading, Elem, PreK-6 8 Hours Per Day 100 038 Brennan, Rebecca Yes Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 039 Bridgens, Anna Yes Instructional II Mathematics 7-12 (6800) 9 Mathematics, 10-12 8 Hours Per Day 100 0

40 Briggs, Michael YesEducational Specialist I Secondary School Counselor 7-12 (1837) ,Educational Specialist I Elementary School Counselor K-6 (1836) 6-8 Secondary School Counselor 8 Hours Per Day 100 0

41 Briody, Jeanette Yes Instructional II Mathematics 7-12 (6800) 10 Mathematics, 10-12 8 Hours Per Day 100 0

42 Brogan, Amanda YesInstructional I Early Childhood N-3 (2840) ,Instructional I Elementary K-6 (2810) ,Private School - Teacher Elementary Education K-8 (12810) ,Instructional I Special Education PK-12 (9225) 3-5

Special Ed Resource PreK-12, Special Ed Elem Subjects PreK-6; Special Ed, Elem Subjects, PreK-6 ; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0

43 Brown, Jennifer Yes Instructional I Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

44 Brunk, Erin YesInstructional I Elementary K-6 (2810) ,Private School - Teacher Soc and Emotionally Dist K-12 (19260) ,Instructional I Special Education PK-12 (9225) 6-8

Special Ed, Sec English, 10-12; Special Ed, Sec Math, 10-12; Special Ed, Sec Social Stud, 10-12; Special Ed, Sec Science, 10-12 8 Hours Per Day 100 0

45 Buckenberger, Nicole Yes Instructional I Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

CERTIFICATION VERIFICATION FORM


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

46 Bucks, Crystal Yes Instructional I Grades PK-4 (2825) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 047 Bucks, Ryan Yes Instructional I English 7-12 (3230) 9 Middle Level English, 7-9 8 Hours Per Day 100 0

48Bueno, Lora Yes

Instructional II Elementary K-6 (2810) ,Instructional II Music PK-12 (7205) ,Instructional II Spanish PK-12 (4490) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Administrative I Principal PK-12 (1115) 9 Spanish 7-12, Music, Secondary 7-12 8 Hours Per Day 100 0

49 Burke, Jacquelyn Yes Instructional I Mid-Level Mathematics 6-9 (2860) ,Instructional I Elementary K-6 (2810) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 050 Burke, Jordan Yes Instructional I Bus-Computer-Info Tech PK-12 (1603) 12 Business Education, Secondary 8 Hours Per Day 100 051 Burkett, Jeremy Yes Instructional II Elementary K-6 (2810) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 052 Burkholder, Kristin Yes Instructional I Safety Ed/Driver Ed 7-12 (5215) ,Instructional I Health & Physical Educ PK-12 (4805) 6 Health & Phys Ed, Elem, PreK-6 8 Hours Per Day 100 053 Butler, Tim Yes Instructional II English 7-12 (3230) ,Instructional II Music PK-12 (7205) ,Administrative II Principal PK-12 (1115) K-12 Other Not Listed Above (certified) 8 Hours Per Day 100 0

54Calaman, Amanda Yes

Instructional I Social Studies 7-12 (8875) ,Emergency Permit: Day-to-Day Substitute All Instructional Areas PK-12 (-96) ,Instructional I Special Education 7-12 (9227) 6

Special Ed, Mid Level English, 7-9; Special Ed, Sec English, 10-12; Special Ed, Mid Level Math, 7-9; Special Ed, Sec Math, 10-12; Special Ed, Mid Level Soc Stud, 7-9; Special Ed, Sec Social Stud, 10-12 8 Hours Per Day 100 0

55 Campbell, Kimberly Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 056 Carey, Nicole Yes Instructional I Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 057 Carfagno, Christi Yes Instructional II Health & Physical Educ PK-12 (4805) 9 Health & Phys Ed, Sec, 7-12 8 Hours Per Day 100 0

58 Carnes, Andrew YesInstructional II Mathematics 7-12 (6800) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) 11 Mathematics, 10-12 8 Hours Per Day 100 0

59Carr, Sarah Yes Instructional I Special Education PK-12 (9225) 9-12

Special Ed, Mid Level English, 7-9; Special Ed, Sec English, 10-12; Special Ed, Mid Level Math, 7-9; Special Ed, Sec Math, 10-12; Special Ed, Mid Level Soc Stud, 7-9; Special Ed, Sec Social Stud, 10-12; Special Ed, Mid Level Science, 7-9; Special Ed, Sec Science, 10-12 8 Hours Per Day 100 0

60 Celinscak, Lynden Yes Instructional I Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 061 Cerquone, Peggy Yes Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 062 Chehovich, Michael Yes Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 9 Earth & Space Science, Advanced 8 Hours Per Day 100 063 Cherinchak, Rheanna Yes Instructional II English 7-12 (3230) 9 Middle Level English, 7-9 8 Hours Per Day 100 064 Christ, Ashley Yes Instructional I Biology 7-12 (8405) 7 Middle Level Science, 7-9 8 Hours Per Day 100 065 Christ, Dawn Yes Instructional I Special Education PK-12 (9225) 6-8 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 066 Christman, Sarah Yes Instructional I Elementary K-6 (2810) K-5 Other Not Listed Above (certified) 8 Hours Per Day 100 067 Christy, Ryan Yes Private School - Teacher Mathematics: Sec. Ed. 9-12 (16800) ,Instructional II Mathematics 7-12 (6800) 10 Mathematics, 10-12 8 Hours Per Day 100 068 Chuff, Kyle Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 6-8 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

69 Chuff, Shayna YesProgram Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Citizenship 7-12 (8825) ,Instructional II English 7-12 (3230) ,Instructional II Social Studies 7-12 (8875) 11 Government, 10-12 8 Hours Per Day 100 0

70 Clarke, Jennifer No #N/A K-12 Other Not Listed Above (non-cert) 8 Hours Per Day 100 071 Cole, Breanne Yes Instructional I Elementary K-6 (2810) ,Instructional I Early Childhood N-3 (2840) Kdg Kindergarten, age 5 (K5) 8 Hours Per Day 100 072 Collarini, Christa Yes Instructional II Grades PK-4 (2825) ,Instructional II Reading Specialist PK-12 (7650) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 073 Collura, Marissa Yes Instructional I English 7-12 (3230) 9,11,12 English/Communication, 10-12 8 Hours Per Day 100 074 Comegna, Brian Yes Educational Specialist II Secondary School Counselor 7-12 (1837) K-12 Supv, School Guidance Services 8 Hours Per Day 100 075 Comegna, Patricia Yes Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 076 Confer, Sheila Yes Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 077 Conigliaro, Michael Yes Instructional II Citizenship 7-12 (8825) 9 Social Studies 10-12 8 Hours Per Day 100 078 Conrad, Heather Yes Instructional II Special Education PK-12 (9225) ,Private School - Teacher Nursery/Kindergarten N-K (12833) k-5 Special Ed, Resource, PreK-12 8 Hours Per Day 100 079 Coone, Michael Yes Instructional II English 7-12 (3230) 7 Middle Level English, 7-9 8 Hours Per Day 100 080 Cooper, Sarah Yes Instructional I Grades PK-4 (2825) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 081 Cordier, Julia Yes Instructional I Special Education PK-12 (9225) K-12 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 082 Corrado, Kaitlynn Yes Instructional I Grades 4-8 (All subjects 4-6 Science 7-8) (3100) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 083 Courtright, Michael Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) ,Instructional II Technology Education PK-12 (6075) 9-12 Business Education, Secondary 8 Hours Per Day 100 0

84 Dadowski, Scott YesInstructional I Elementary K-6 (2810) ,Instructional I Ment and/or Phys Handicapped K-12 (9235) ,Instructional I Mid-Level Mathematics 6-9 (2860) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

85 Dalton, Jennifer Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

86 Dame, Rhiannon YesInstructional I Social Studies 7-12 (8875) ,Instructional I Elementary K-6 (2810) ,Instructional I Mid-Level Mathematics 6-9 (2860) ,Instructional I English 7-12 (3230) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

87 D'Angelo, Kristen Yes Educational Specialist I Elementary & Secondary School Counselor PK-12 (1839) 6-8 Secondary School Counselor 8 Hours Per Day 100 088 Davis, Joseph Yes Instructional I Earth and Space Science 7-12 (8440) 9 Earth & Space Science, Intermediate 8 Hours Per Day 100 0

89 Davis, Melissa YesInstructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

90 DeBaise, Diane YesPrivate School - Teacher Biology: Sec. Ed. 9-12 (18405) ,Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 11 Gen Science, Intermediate, 10-12 8 Hours Per Day 100 0

91 Degilio, Nyssa Yes Instructional I Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 092 Demming, Geoffrey Yes Instructional I Biology 7-12 (8405) 11 Biology 8 Hours Per Day 100 0

93 Demshick, Meghan YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) ,Instructional II Special Education PK-12 (9225) 2 Kindergarten, age 5 (K5); Elementary, Primary Grades 1-3 4 Hours Per Day 100 0

94 Derr, Alicia Yes Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

95 Dierolf, Matthew Yes Instructional II English 7-12 (3230) 11 English/Communication, 10-12; Journalism 8 Hours Per Day 100 096 DiFrancesco, Melissa Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Science 6-9 (2880) K-5 Other Not Listed Above (certified) 8 Hours Per Day 100 097 DiPersio, Kinsie Yes Instructional II Social Studies 7-12 (8875) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 098 Ditmer, Karen Yes Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 0

99 Dolder, Lisa YesInstructional II English 7-12 (3230) ,Instructional II Library Science PK-12 (6420) ,Instructional II Spanish PK-12 (4490) 11 Spanish, 7-12 8 Hours Per Day 100 0

100 Doll, Allison Yes Instructional II Music PK-12 (7205) ,Endorsement Online Instruction Program PK-12 (1184) K-5 Other Not Listed Above (certified) 8 Hours Per Day 100 0101 Donahue, Stephanie Yes Instructional II Elementary K-6 (2810) 5 Other,Staff Coach (Not Core,SE) 8 Hours Per Day 100 0

102 Dress, Lisa YesInstructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) ,Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 2 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0

103 Duran, Carmon Yes Instructional II General Science 7-12 (8450) ,Instructional II Music PK-12 (7205) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0

104 Durkin, Sean YesEmergency Permit: LT Sub with Educational Obligation Special Education 7-12 (9227) ,Instructional I Social Studies 7-12 (8875) 6-8 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

105 Dutka, Hayley Yes Instructional I English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0106 Eastburn, Rebecca Yes Instructional I Elementary K-6 (2810) ,Private School - Teacher Nursery/Kindergarten N-K (12833) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0107 Eckman, Lacey Yes Instructional II Health & Physical Educ PK-12 (4805) 8 Health & Phys Ed, Sec, 7-12 8 Hours Per Day 100 0108 Eisenhauer, Jenny Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0109 Emerich, Sandy No #N/A K-12 Director of Personnel 8 Hours Per Day 100 0110 Erb, Adrienne Yes Educational Specialist I Secondary School Counselor 7-12 (1837) 9-12 Secondary School Counselor 8 Hours Per Day 100 0111 Erler, William Yes Instructional II Earth and Space Science 7-12 (8440) ,Instructional II General Science 7-12 (8450) 9 Earth & Space Science, Intermediate 8 Hours Per Day 100 0

112 Ernyei, Karen YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Special Education PK-12 (9225) 7 Middle Level Science, 7-9 8 Hours Per Day 100 0

113Esworthy, Christie Yes

Instructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) ,Educational Specialist II Elementary & Secondary School Counselor PK-12 (1839) ,Educational Specialist II Elementary School Counselor K-6 (1836) 6-12 Secondary School Counselor, Instructional Support Teachers 2, 8 Hours Per Day 100 0

114 Esworthy, Rebecca YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) ,Instructional II Library Science PK-12 (6420) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

115 Evans, Julianna Yes Instructional I English 7-12 (3230) 12 English/Communication, 10-12 8 Hours Per Day 100 0116 Everitt, Sarah Yes Instructional II Elementary K-6 (2810) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0117 Eyer, Cassie Yes Instructional II Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

118Farmer, Donita Yes

Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level Science 6-9 (2880) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

119 Fernez, Jennifer Yes Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 0120 Fields, Keely Yes Instructional II Social Studies 7-12 (8875) 12 Government, 10-12 8 Hours Per Day 100 0

121 Flannery, Alyssa YesInstructional II Elementary K-6 (2810) ,Instructional II Library Science PK-12 (6420) ,Instructional II Mid-Level English 6-9 (2850) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

122 Fletcher, Lonnie YesInstructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Special Education PK-12 (9225) ,HOUSSE Designation English 7-12 (3230) ,Supervisory Supvr Special Education PK-12 (9215) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

123 Floyd, Kelsey Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) K-5 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0

124 Flynn, Molly YesInstructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) ,Instructional II Special Education PK-12 (9225) 6-8 Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0

125 Ford, Lauren YesEmergency Permit: LT Sub with Educational Obligation Special Education 7-12 (9227) ,Instructional II English 7-12 (3230) ,Instructional II Mid-Level Mathematics 6-9 (2860) 9 Middle Level English, 7-9 8 Hours Per Day 100 0

126 Fowler, Nathan Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0127 Fox, Lauren Yes Instructional II Citizenship 7-12 (8825) 9-10 History, 10-12 8 Hours Per Day 100 0128 Fraser, Adam Yes Administrative II Principal PK-12 (1115) K-6 Elementary Principal 8 Hours Per Day 100 0

129 Fredo, Katrina YesInstructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) ,Instructional II Mid-Level Mathematics 6-9 (2860) 7 Middle Level Science, 7-9 8 Hours Per Day 100 0

130 Freeland, Lauren YesInstructional II Biology 7-12 (8405) ,Instructional II Environmental Educ PK-12 (4820) ,Instructional II General Science 7-12 (8450) 10 Biology 8 Hours Per Day 100 0

131 Frey, Brittany Yes Instructional II Mathematics 7-12 (6800) 9 Mathematics, 10-12 8 Hours Per Day 100 0

132 Friess, Daniel YesInstructional II English 7-12 (3230) ,Instructional II Mathematics 7-12 (6800) ,Instructional II Technology Education PK-12 (6075) 9 Other Not Listed Above (certified) 8 Hours Per Day 100 0

133 Gaiski, Jamie Yes Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

134 Garing, Michael Yes Instructional II Chemistry 7-12 (8420) ,Instructional II Mathematics 7-12 (6800) ,Instructional II Physics 7-12 (8470) 11 Phys Science, Advanced, 10-12; Physics, 10-12 8 Hours Per Day 100 0

135 Gaughan, William Yes Instructional I Citizenship 7-12 (8825) ,Instructional I Social Studies 7-12 (8875) ,Instructional I English 7-12 (3230) 12 English/Communication, 10-12; Government, 10-12 8 Hours Per Day 100 0136 Gaynor, Anthony Yes Instructional I Social Studies 7-12 (8875) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0137 Gehman, Andrew Yes Instructional II Mathematics 7-12 (6800) ,Instructional II Physics 7-12 (8470) 11 Mathematics, 10-12 8 Hours Per Day 100 0

138Geisel, Jeffrey Yes

Instructional II Ment and/or Phys Handicapped K-12 (9235) ,Instructional II Social Studies 7-12 (8875) ,HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation Mathematics 7-12 (6800) ,Administrative II Principal PK-12 (1115) 9-12 Asst or Vice Middle Sch Principal 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

139 George, Susan YesInstructional II Biology 7-12 (8405) ,Instructional II Chemistry 7-12 (8420) ,Instructional II General Science 7-12 (8450) 11 Chemistry 8 Hours Per Day 100 0

140 Gerdy, Matthew Yes Instructional I Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0141 Giantini Jr, Theodore Yes Instructional II English 7-12 (3230) 7 Middle Level English, 7-9 8 Hours Per Day 100 0142 Gill, Anita Yes Instructional II Elementary K-6 (2810) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0143 Gillenson, Katharine Yes Instructional I Elementary K-6 (2810) ,Instructional I English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0144 Gillis, Michele Yes Instructional I Elementary K-6 (2810) ,Instructional I Reading Specialist PK-12 (7650) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0145 Gilroy, Amanda Yes Instructional II English 7-12 (3230) ,Instructional II Special Education PK-12 (9225) 11 English/Communication, 10-12; Special Ed, Resource, PreK-12 8 Hours Per Day 100 0146 Ginther, Bradley Yes Instructional I Social Studies 7-12 (8875) ,Instructional I English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0147 Gintz, Joy Yes Instructional II Early Childhood N-3 (2840) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0148 Glotfelty, Kelly Yes Instructional II English 7-12 (3230) 9 English/Communication, 10-12 8 Hours Per Day 100 0149 Goforth, Stephanie Yes Instructional I Art PK-12 (1405) K-12 Other Not Listed Above (certified) 8 Hours Per Day 100 0

150Good, Joyce Yes

Instructional II Elementary K-6 (2810) ,Educational Specialist II Inst Technology Specialist PK-12 (1825) ,Administrative I Principal PK-12 (1115) ,Supervisory Supvr Curriculum & Inst PK-12 (2915) ,Letter of Eligibility Superintendent PK-12 (1150) K-12 Supervisor, Curriculum & Instruct 8 Hours Per Day 100 0

151 Grafton, Heather Yes Instructional II Elementary K-6 (2810) Kdg Kindergarten, age 5 (K5) 8 Hours Per Day 100 0152 Green, Stephanie Yes Instructional II English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0

153 Griffiths, Noelle YesInstructional II English 7-12 (3230) ,Instructional II Social Studies 7-12 (8875) ,Administrative I Principal PK-12 (1115) 7 Asst or Vice Secondary Principal; Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

154 Grudzinski, Laura Yes Instructional II Social Studies 7-12 (8875) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0155 Gurbacki, Eve Yes Instructional I Art PK-12 (1405) 6 Art, Elementary, PK-6 8 Hours Per Day 100 0156 Hager, Lynn Yes Instructional I Social Studies 7-12 (8875) ,Instructional I English 7-12 (3230) 11 Government, 10-12 8 Hours Per Day 100 0

157 Hahn, Amanda Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 3-5 Special Ed, Resource, PreK-12; Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0158 Hakes, Christine No #N/A K-12 Business Manager 8 Hours Per Day 100 0159 Haley, Natalie Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0160 Hall, Stacy Yes Instructional II English 7-12 (3230) 12 English/Communication, 10-12 8 Hours Per Day 100 0161 Hanford, Katie Yes Instructional II Health & Physical Educ PK-12 (4805) 6 Other Not Listed Above (certified) 8 Hours Per Day 100 0162 Hantz, Karissa Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 3-5 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0163 Harbold, Roy Yes Instructional I Earth and Space Science 7-12 (8440) 9 Earth & Space Science, Intermediate 8 Hours Per Day 100 0164 Harr, Brian Yes Instructional II Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0165 Hartman, Nichole Yes Instructional II Special Education PK-12 (9225) 12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

166 Hawksworth, Lindsay YesInstructional I Health & Physical Educ PK-12 (4805) ,Instructional I Biology 7-12 (8405) ,Instructional I Family-Consumer Sci PK-12 (5600) 9-12 Health & Phys Ed, Sec, 7-12; Other Not Listed Above (certified) 8 Hours Per Day 100 0

167 Henahan, Jaclyn YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Reading Specialist PK-12 (7650) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

168 Henry, Laurie Yes Instructional II Mathematics 7-12 (6800) 9 Mathematics, 10-12 8 Hours Per Day 100 0169 Hess, Drew Yes Instructional II English 7-12 (3230) 12 English/Communication, 10-12 8 Hours Per Day 100 0

170 Hicks, Christy YesPrivate School - Teacher Elementary Education K-8 (12810) ,Instructional I Elementary K-6 (2810) ,Private School - Teacher Nursery/Kindergarten N-K (12833) Kdg Kindergarten, age 5 (K5) 8 Hours Per Day 100 0

171 Hiles, Jennifer Yes Instructional II Elementary K-6 (2810) Kdg Other Not Listed Above (certified) 8 Hours Per Day 100 0172 Hoffman, Colleen Yes Instructional I Special Education PK-12 (9225) K-5 Special Ed, Resource, PreK-12; Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0173 Hoffman, Sean Yes Instructional II Social Studies 7-12 (8875) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0174 Holencik, Rachel Yes Instructional I Social Studies 7-12 (8875) 9 History, 10-12 8 Hours Per Day 100 0175 Hook, Richard Yes Instructional II Communications 7-12 (3200) 7 Middle Level English, 7-9 8 Hours Per Day 100 0176 Hoppes, Jill Yes Instructional I Social Studies 7-12 (8875) 7 Social Studies 10-12 8 Hours Per Day 100 0

177Hosler-Patton, Christine Yes

Instructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) ,Instructional II Special Education PK-12 (9225) ,HOUSSE Designation Mid-Level Science 6-9 (2880) ,HOUSSE Designation General Science 7-12 (8450) ,HOUSSE Designation Mathematics 7-12 (6800) ,HOUSSE Designation Mid-Level Mathematics 6-9 (2860) 9-12 Special Ed, Mid Level Math, 7-9; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0

178 Hostetler, Lyndsey Yes Educational Specialist I Elementary & Secondary School Counselor PK-12 (1839) 9-12 Secondary School Counselor 8 Hours Per Day 100 0179 Howard, Justin Yes Instructional I Elementary K-6 (2810) ,Administrative I Principal PK-12 (1115) K-6 Assistant or Vice Elem Principal 8 Hours Per Day 100 0180 Howard, Keith Yes Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 11 Phys Science, Intermediate, 10-12 8 Hours Per Day 100 0181 Howard, Spiri Yes Instructional I Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0182 Huegel, Justin Yes Instructional I Social Studies 7-12 (8875) ,Instructional I English 7-12 (3230) 9 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0183 Hummel, April Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

184 Humphreys, Andrew YesEmergency Permit: LT Sub with Educational Obligation Special Education PK-8 (9226) ,Instructional I Grades 4-8 (All subjects 4-6 Social Studies 7-8) (3100) 6 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

185 Hunter, Kimberly Yes Instructional II English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0186 Hurley, Amy Yes Instructional II English 7-12 (3230) ,Instructional II Mid-Level Mathematics 6-9 (2860) 11 English/Communication, 10-12 8 Hours Per Day 100 0

187 Hutchings, Jamie YesInstructional II Biology 7-12 (8405) ,Instructional II Environmental Educ PK-12 (4820) ,Instructional II General Science 7-12 (8450) ,Letter of Equivalency Master's Equivalency - (1185) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

188 Jachowicz, Justin Yes Instructional II Citizenship 7-12 (8825) 8 Citizenship; History, 10-12 8 Hours Per Day 100 0

189 Jackson, Cecelia YesInstructional II Ment and/or Phys Handicapped K-12 (9235) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) K-12 Instructional Support Teachers 2 8 Hours Per Day 100 0

190 Jackson, Christina Yes Instructional II Mathematics 7-12 (6800) 11 Mathematics, 10-12 8 Hours Per Day 100 0191 Jackson, Yahne Yes Instructional II English 7-12 (3230) 12 English/Communication, 10-12 8 Hours Per Day 100 0192 James, Lauren Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) K-3 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0193 Johnson, Samantha Yes Instructional I Biology 7-12 (8405) ,Administrative I Principal PK-12 (1115) K-6 Assistant or Vice Elem Principal; Other Not Listed Above (certified) 8 Hours Per Day 100 0194 Jones, Brian Yes Instructional I Social Studies 7-12 (8875) 10 Social Studies 10-12 8 Hours Per Day 100 0195 Jopek, Jennifer Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 6-8 Special Ed, Mid Level Math, 7-9 8 Hours Per Day 100 0

196 Kalahanis, Andrew YesProgram Specialist English as a Second Language (ESL) PK-12 (4499) ,Administrative I Principal PK-12 (1115) ,Instructional II English 7-12 (3230) 7-12 ESL, Mid Level English, 7-9; ESL, Sec English, 10-12; Other Not Listed Above (certified) 8 Hours Per Day 100 0

197 Kali, Abigail Yes Instructional II Art PK-12 (1405) ,Instructional II Mid-Level Mathematics 6-9 (2860) 12 Art, Secondary, 7-12 8 Hours Per Day 100 0

198 Kalogris, Christine YesInstructional II Hearing Impaired PK-12 (9205) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Mid Level Math, 7-9; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0

199 Kamicker, Emily Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 9-12p , g , ; p , g , ; p , , ;

Special Ed, Sec Math, 10-12; Special Ed, Mid Level Science, 7-9; Special Ed, Sec Science, 10-12 8 Hours Per Day 100 0200 Karabin, Matthew Yes Instructional I Mathematics 7-12 (6800) 9 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0201 Kavulich, Ariel Yes Instructional II General Science 7-12 (8450) 11 Phys Science, Intermediate, 10-12 8 Hours Per Day 100 0202 Keet, Lindsay Yes Instructional I Early Childhood N-3 (2840) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0203 Keim, Debbie Yes Instructional II English 7-12 (3230) 7 Middle Level English, 7-9 8 Hours Per Day 100 0204 Kellachow, Jennifer Yes Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0205 Keller, Benjamin Yes Instructional I English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0

206 Kenny, Lauren YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Mathematics 6-9 (2860) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

207 Kimble, Nathan Yes Instructional II Social Studies 7-12 (8875) 10 History, 10-12 8 Hours Per Day 100 0

208King, Barry Yes

Instructional II Cooperative Ed. 7-12 (2361) ,Instructional II Elementary K-6 (2810) ,Letter of Equivalency Master's Equivalency - (1185) ,Administrative I Vocational Admin Director 7-12 (2300) ,Administrative II Secondary Principal 7-12 (1105) 9-12 Asst or Vice Secondary Principal; School Program Specialist 8 Hours Per Day 100 0

209 Kinney, Breah Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) K-12 Other,Staff Coach (Not Core,SE) 8 Hours Per Day 100 0

210 Kioalicas, Krista YesInstructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) ,Instructional II Special Education PK-12 (9225) 6-8 Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0

211 Klingel, Bryon No #N/A K-12 Dir of Mgmt Information Systems 8 Hours Per Day 100 0212 Knaub, Anna Yes Instructional I English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0213 Krebs, Angela Yes Instructional II Elementary K-6 (2810) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) 9-12

p , g , ; p , g , ; p , , ; Special Ed, Sec Math, 10-12; Special Ed, Mid Level Science, 7-9; Special Ed, Sec Science, 10-12 8 Hours Per Day 100 0

214 Kreiger, Emily Yes Educational Specialist I Secondary School Counselor 7-12 (1837) 8 Secondary School Counselor 8 Hours Per Day 100 0215 Kreiser, Valerie Yes Instructional II Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

216 Ladislaw Jr, Daniel YesAdministrative II Principal PK-12 (1115) ,Instructional II Citizenship 7-12 (8825) ,Instructional II Mid-Level English 6-9 (2850) 6-8 Asst or Vice Middle Sch Principal 8 Hours Per Day 100 0

217 Lakitsky, Kailee Yes Instructional I English 7-12 (3230) 9 Middle Level English, 7-9 8 Hours Per Day 100 0218 Lamb, Christine Yes Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0219 Landers, Amy Yes Instructional II Mathematics 7-12 (6800) ,Instructional II Physics 7-12 (8470) 9 Middle Level Mathematics, 7-9; Mathematics, 10-12 8 Hours Per Day 100 0

220 Laszczyk, Whitney YesInstructional II Biology 7-12 (8405) ,Instructional II Chemistry 7-12 (8420) ,Instructional II Mid-Level Science 6-9 (2880) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0

221 Lawrence, Edward Yes Instructional II English 7-12 (3230) 8 Middle Level English, 7-9 8 Hours Per Day 100 0222 LeCates, Crystal Yes Instructional II Elementary K-6 (2810) Kdg Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0223 Leibowitz, Brooke Yes Instructional II English 7-12 (3230) 8 Middle Level English, 7-9 8 Hours Per Day 100 0224 Lenno, Frank Yes Instructional II Special Education PK-12 (9225) ,Instructional II Elementary K-6 (2810) K-5 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0225 Leonard, Blaine Yes Instructional I Health & Physical Educ PK-12 (4805) ,Instructional I Safety Ed/Driver Ed 7-12 (5215) 9 Health & Phys Ed, Sec, 7-12; Driver Education 8 Hours Per Day 100 0226 Letterman, Sarah Yes Instructional I Grades 4-8 (All subjects 4-6 English Language Arts and Reading 7-8) (3100) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0227 Lichtenfels, Patricia Yes Instructional I Elementary K-6 (2810) 9-12 Other Not Listed Above (certified) 8 Hours Per Day 100 0228 Lick, Amanda Yes Educational Specialist II Secondary School Counselor 7-12 (1837) K-12 Secondary School Counselor 8 Hours Per Day 100 0229 Lindblade, Hope Yes Instructional I Music PK-12 (7205) 6-8 Other Not Listed Above (certified) 8 Hours Per Day 100 0230 Lipchik, John Yes Instructional II Social Studies 7-12 (8875) ,Administrative I Secondary Principal 7-12 (1105) 11 Economics' Government, 10-12 8 Hours Per Day 100 0231 Litzke, Jeffrey Yes Instructional II Social Studies 7-12 (8875) 10 History, 10-12 8 Hours Per Day 100 0232 Lockard, Christina Yes Instructional II Earth and Space Science 7-12 (8440) 9 Earth & Space Science, Intermediate 8 Hours Per Day 100 0233 Longenecker, Thomas Yes Commission Qualification Letter Superintendent PK-12 (1150) K-12 Other Not Listed Above (certified) 8 Hours Per Day 100 0234 Lurch, Samantha Yes Instructional I Social Studies 7-12 (8875) 7 Other Not Listed Above (certified) 8 Hours Per Day 100 0235 Lynch, Alisa Yes Instructional I Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0236 Magnot, Jessie Yes Instructional I Mathematics 7-12 (6800) 9 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

237 Maholick, Elizabeth YesInstructional II Biology 7-12 (8405) ,Instructional II Earth and Space Science 7-12 (8440) ,Instructional II Library Science PK-12 (6420) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0

238 Malsberger, Lisa Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) 12 Business Education, Secondary 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

239 Mangiacarne, Katie Yes Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) 5 Diag/Pres Reading, Elem, PreK-6; Other Not Listed Above (certified) 8 Hours Per Day 100 0

240 Manning, Mary YesProgram Specialist English as a Second Language (ESL) PK-12 (4499) ,Administrative Principal PK-12 (1115) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

241Marchesini, Kimberly Yes

HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation General Science 7-12 (8450) ,HOUSSE Designation Mathematics 7-12 (6800) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) ,HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation Mathematics 7-12 (6800) ,HOUSSE Designation General Science 7-12 (8450) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

242 Mariano, Rocco Yes Instructional II Biology 7-12 (8405) 10 Biology 8 Hours Per Day 100 0243 Marruso, Mina Yes Instructional I Elementary K-6 (2810) 3 Other Not Listed Above (certified) 8 Hours Per Day 100 0244 Marsiliano, Judy Yes Instructional II Mathematics 7-12 (6800) 11 Mathematics, 10-12 8 Hours Per Day 100 0

245 Martin, Audrey YesInstructional II Mid-Level English 6-9 (2850) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Spanish PK-12 (4490) ,Instructional II Mid-Level Science 6-9 (2880) 12 Spanish, 7-12 8 Hours Per Day 100 0

246 Martin, Cari Yes Instructional II English 7-12 (3230) 8 Middle Level English, 7-9 8 Hours Per Day 100 0247 Martindell Jr, Jonathan Yes Instructional II English 7-12 (3230) ,Instructional II Social Studies 7-12 (8875) 11-12 Psychology, Social/Behavioral Sci; Sociology, 10-12 8 Hours Per Day 100 0248 Martinez, Chelsea Yes Educational Specialist I Elementary & Secondary School Counselor PK-12 (1839) 9-12 Secondary School Counselor 8 Hours Per Day 100 0249 Maselko, Bianca Yes Instructional I English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0250 Matechak, Brittany Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 6-8

; p , , p , g , ; p , , ; Special Ed, Mid Level Soc Stud, 7-9 8 Hours Per Day 100 0

251 Matrishion, Deanna Yes Instructional II English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0

252 Mauser, Rebecca YesEducational Specialist I Inst Technology Specialist PK-12 (1825) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Social Studies 7-12 (8875) 10 History, 10-12 8 Hours Per Day 100 0

253 Mazur, Alannah Yes Instructional I Early Childhood N-3 (2840) ,Instructional I Elementary K-6 (2810) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

254 McArthur, Crystal YesEducational Specialist I Secondary School Counselor 7-12 (1837) ,Educational Specialist I Elementary School Counselor K-6 (1836) 9-12 Secondary School Counselor 8 Hours Per Day 100 0

255 McCarty, Jennifer Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) K-5 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0256 McConnell, Kimberly Yes Instructional II Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0257 McDonald, Lauren Yes Instructional II Elementary K-6 (2810) Kdg Diag/Pres Reading, Elem, PreK-6 8 Hours Per Day 100 0258 McDonald, Timothy Yes Instructional I Mathematics 7-12 (6800) 9-12 Mathematics, 10-12 8 Hours Per Day 100 0259 McFarland, Michelle Yes Administrative I Principal PK-12 (1115) ,Instructional II Social Studies 7-12 (8875) 6-8 Asst or Vice Secondary Principal 8 Hours Per Day 100 0

260 McGlinn, Jessica YesAdministrative I Principal PK-12 (1115) ,Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

261 McGuire, Amanda Yes Instructional II Elementary K-6 (2810) Kdg Kindergarten, age 5 (K5) 8 Hours Per Day 100 0262 McKinley, Jessica Yes Instructional I Mathematics 7-12 (6800) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0263 McMahon, Brady Yes Instructional II Elementary K-6 (2810) 6 Other,Staff Coach (Not Core,SE) 8 Hours Per Day 100 0

264 Micco, Michael YesEducational Specialist I Inst Technology Specialist PK-12 (1825) ,Instructional II Chemistry 7-12 (8420) ,Instructional II Mid-Level Science 6-9 (2880) ,Administrative I Principal PK-12 (1115) 6-8 Supervisor, Intructional Technology 8 Hours Per Day 100 0

265 Milam, Amanda Yes Instructional II Art PK-12 (1405) 8 Art, Secondary, 7-12 8 Hours Per Day 100 0266 Miller, Madeleine Yes Instructional I Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0267 Miller, Stacy Yes Instructional II Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

268 Mistretta, Lindsay YesInstructional I English 7-12 (3230) ,Emergency Permit: LT Sub with Educational Obligation Special Education 7-12 (9227) 9-12 Special Ed, Sec English, 10-12; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0

269 Mitchell, Lorraine YesProgram Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) 7-12 ESL, Secondary 7-12 8 Hours Per Day 100 0

270 Mohl, Megan Yes Instructional I Health & Physical Educ PK-12 (4805) 7 Health & Phys Ed, Sec, 7-12 8 Hours Per Day 100 0

271Morda, Richard Yes

Certified Public Accountant Other Certificate of Preliminary Education - (10000) ,Instructional II Bus-Computer-Info Tech PK-12 (1603) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Mid-Level Science 6-9 (2880) 10-12 Business Education, Secondary 8 Hours Per Day 100 0

272 Morgan, Janine Yes Instructional II Social Studies 7-12 (8875) 12 Government, 10-12 8 Hours Per Day 100 0273 Morris, Shannon Yes Educational Specialist II Secondary School Counselor 7-12 (1837) 9-12 Secondary School Counselor 8 Hours Per Day 100 0

274 Moser, Diane YesInstructional II Biology 7-12 (8405) ,Instructional II Earth and Space Science 7-12 (8440) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Physics 7-12 (8470) 9 Earth & Space Science, Intermediate 8 Hours Per Day 100 0

275 Mull, Heather Yes Instructional I English 7-12 (3230) 9 Middle Level English, 7-9 8 Hours Per Day 100 0276 Musto, Michelle Yes Instructional I Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

277 Nadzan, Melissa YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) K-5 Special Ed, Resource, PreK-12; Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0

278 Nagle, Emily Yes Private School - Teacher Nursery/Kindergarten N-K (12833) ,Instructional II Elementary K-6 (2810) 4 Gifted Classes, Elementary, PK-6; Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

279 Natale, Gregory YesInstructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) ,Administrative I Principal PK-12 (1115) 9-12 Asst or Vice Secondary Principal 8 Hours Per Day 100 0

280 Nauman, Daniel Yes Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0281 Nehring, Amy Yes Instructional I Grades 4-8 (All subjects 4-6 English Language Arts and Reading 7-8) (3100) 7 Middle Level English, 7-9 8 Hours Per Day 100 0

282 Nolker, Lonnie YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Science 6-9 (2880) ,Instructional II Special Education PK-12 (9225) 6 Other Not Listed Above (certified) 8 Hours Per Day 100 0

283 Ntiamoah, Kwame Yes Instructional II Social Studies 7-12 (8875) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0284 Nunez, Samantha Yes Instructional I English 7-12 (3230) 7 Other Not Listed Above (certified) 8 Hours Per Day 100 0285 Odell, Sarah Yes Instructional I Early Childhood N-3 (2840) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

286 Offutt, Jodi YesInstructional II Reading Specialist PK-12 (7650) ,Instructional II Social Studies 7-12 (8875) ,Administrative I Principal PK-12 (1115) 9 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

287 Oister, Christa YesInstructional I Special Education PK-8 (9226) ,Emergency Permit: LT Sub with Educational Obligation Special Education PK-8 (9226) ,Instructional I Elementary K-6 (2810) 3-5 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0

288 Olbrish, Nicole YesInstructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Administrative I Principal PK-12 (1115) K-12 Supervisor, Special Education; Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

289Olivetti, Dreon Yes

Instructional I Art PK-12 (1405) ,Private School - Teacher Art K-12 (11405) ,Private School - Temporary Approval Elementary Education K-8 (12810) ,Private School - Temporary Approval Nursery/Kindergarten N-K (12833) ,Private School - Teacher Elementary Education K-8 (12810) ,Private School - Teacher Nursery/Kindergarten N-K (12833) 6 Other Not Listed Above (certified) 8 Hours Per Day 100 0

290 O'Neal, Heather YesInstructional II Art PK-12 (1405) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

291 Orcutt, Michelle Yes Instructional II Special Education PK-12 (9225) ,Supervisory Supvr Special Education PK-12 (9215) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

292 Ospina, Kelly YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) K-6 ESL, Elementary, PreK-6 8 Hours Per Day 100 0

293 Owen, Amy Yes Instructional II Mathematics 7-12 (6800) 10 Mathematics, 10-12 8 Hours Per Day 100 0294 Palm, Kimberly Yes Instructional II English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0295 Palomba, Diana Yes Instructional II English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0296 Perrotto, Anthony Yes Instructional II Social Studies 7-12 (8875) 12 Government, 10-12; Social Studies 10-12 8 Hours Per Day 100 0297 Petula, Patricia Yes Instructional II English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0298 Pfeiffer, Sarah Yes Instructional II Mathematics 7-12 (6800) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0299 Phillips, Erin Yes Instructional II Social Studies 7-12 (8875) 9 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

300 Phillips, Lindsay YesInstructional I Early Childhood N-3 (2840) ,Instructional I Special Education PK-12 (9225) ,Endorsement Autism PK-12 (1180) K-5 Special Ed, Elem Subjects, PreK-6 8 Hours Per Day 100 0

301 Piekara, Kimberly Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 2-4 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0302 Pollner, Andrew Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) ,Instructional II Mid-Level Mathematics 6-9 (2860) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0303 Primus, Aimee Yes Instructional II Elementary K-6 (2810) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0304 Rabbitt-Woods, Ann Yes Instructional II Elementary K-6 (2810) 2 Diag/Pres Reading, Elem, PreK-6 8 Hours Per Day 100 0

305 Rankin, Jeffrey YesInstructional II Elementary K-6 (2810) ,Letter of Equivalency Master's Equivalency - (1185) ,Instructional II Mid-Level Mathematics 6-9 (2860) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

306Reedy, Bradley Yes

Administrative I Principal PK-12 (1115) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) ,Instructional II Reading Specialist PK-12 (7650) ,Educational Specialist I Inst Technology Specialist PK-12 (1825) ,HOUSSE Designation Social Studies 7-12 (8875) ,HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation Mathematics 7-12 (6800) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

307 Reich, Michelle Yes Instructional II Biology 7-12 (8405) 10 Biology 8 Hours Per Day 100 0308 Reinfried, Janel Yes Instructional II Special Education PK-12 (9225) 9-12

p , g , ; p , g , ; p , , ; Special Ed, Sec Math, 10-12; Special Ed, Mid Level Soc Stud, 7-9; Special Ed, Sec Social Stud, 10-12 8 Hours Per Day 100 0

309 Remai, Stephen Yes Instructional I Mathematics 7-12 (6800) ,Private School - Teacher Mathematics: Sec. Ed. 9-12 (16800) 11 Mathematics, 10-12 8 Hours Per Day 100 0310 Rhoads, Amanda Yes Instructional I Mathematics 7-12 (6800) 11 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

311 Rice, Julie YesSupervisory Supvr Special Education PK-12 (9215) ,Instructional II Elementary K-6 (2810) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) ,Instructional II Reading Specialist PK-12 (7650) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

312 Rieger, Jennifer YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

313 Rivera, Renee Yes Instructional II Mathematics 7-12 (6800) 9 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0314 Rizzo, Rebecca Yes Instructional I Social Studies 7-12 (8875) ,Instructional I Grades 4-8 (All subjects 4-6 Social Studies 7-8) (3100) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0315 Roberts, Michelle Yes Instructional I Special Education PK-12 (9225) ,Instructional I Elementary K-6 (2810) 9-12 Special Ed, Sec English, 10-12; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0316 Roberts, Timothy Yes Instructional II Mathematics 7-12 (6800) 7 Other Not Listed Above (certified) 8 Hours Per Day 100 0317 Robins-Thompson, Nikita Yes Educational Specialist I Elementary & Secondary School Counselor PK-12 (1839) 9-12 Secondary School Counselor 8 Hours Per Day 100 0318 Rogusky, Kimberly Yes Educational Specialist I Secondary School Counselor 7-12 (1837) 9-12 Secondary School Counselor 8 Hours Per Day 100 0319 Rohrbaugh, James Yes Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0320 Roman, Stacey Yes Educational Specialist II Secondary School Counselor 7-12 (1837) 11-12 Secondary School Counselor 8 Hours Per Day 100 0321 Ropars, Katlyn Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 7-8 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0322 Roth, Jennifer Yes Instructional II Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0323 Roth, Kathryn Yes Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0324 Rottet, Thomas Yes Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 7 Middle Level Science, 7-9 8 Hours Per Day 100 0

325 Rowles, Heather YesInstructional I English 7-12 (3230) ,Instructional I Elementary K-6 (2810) ,Instructional I Mid-Level Mathematics 6-9 (2860) ,Instructional I Special Education 7-12 (9227) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

326Roy, Amanda Yes

Supervisory Supvr Special Education PK-12 (9215) ,Instructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Special Education PK-12 (9225) ,Administrative I Principal PK-12 (1115) 6-8 Special Ed, Resource, PreK-12; Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level English, 7-9 8 Hours Per Day 100 0

327 Rudic, Robin Yes Educational Specialist II School Psychologist PK-12 (1875) K-12 School Psychologist 8 Hours Per Day 100 0328 Rudy Jr, Michael Yes Instructional I Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 0

329 Rudy, Shawn Yes Instructional II Elementary K-6 (2810) ,Instructional II German PK-12 (4420) ,Instructional II Mathematics 7-12 (6800) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0330 Rullo, Lauren Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12; Special Ed, Sec English, 10-12; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

331 Rusnak, Anthony YesInstructional II Earth and Space Science 7-12 (8440) ,Instructional II General Science 7-12 (8450) ,Administrative II Secondary Principal 7-12 (1105) ,Letter of Eligibility Superintendent PK-12 (1150) 9-12 Secondary Principal-7-12 8 Hours Per Day 100 0

332 Ryder, Jeannette Yes Instructional I English 7-12 (3230) 9-12 Middle Level English, 7-9; English/Communication, 10-12 8 Hours Per Day 100 0333 Saltzer, Bridget Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0334 Sangram, Veena Yes Instructional I English 7-12 (3230) 12 English/Communication, 10-12 8 Hours Per Day 100 0335 Sarniak, Katie Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0336 Saul, Abigail Yes Instructional II English 7-12 (3230) 8 Middle Level English, 7-9 8 Hours Per Day 100 0

337 Schatz, Michael YesLetter of Equivalency Master's Equivalency - (1185) ,Instructional II Social Studies 7-12 (8875) ,Administrative II Secondary Principal 7-12 (1105) 9-12 Asst or Vice Secondary Principal 8 Hours Per Day 100 0

338Schmick, Heather Yes

Instructional II Mid-Level English 6-9 (2850) ,HOUSSE Designation Mathematics 7-12 (6800) ,HOUSSE Designation Mid-Level Science 6-9 (2880) ,HOUSSE Designation Social Studies 7-12 (8875) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

339 Schweinsburg, Julianna YesInstructional II Biology 7-12 (8405) ,Instructional II Earth and Space Science 7-12 (8440) ,Instructional II General Science 7-12 (8450) ,Instructional II Mid-Level Mathematics 6-9 (2860) 10 Biology 8 Hours Per Day 100 0

340 Sechrist, Christina Yes Instructional II Mid-Level English 6-9 (2850) ,Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

341 Segura, Kelly YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Reading Specialist PK-12 (7650) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

342 Selby, Marianne Yes Instructional I English 7-12 (3230) 11 English/Communication, 10-12 8 Hours Per Day 100 0343 Seymore, Debra Yes Instructional II Elementary K-6 (2810) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0344 Shaffer, Brittany Yes Instructional I Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0345 Sharp, Heather Yes Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

346 Shaud, Emily YesInstructional I Elementary K-6 (2810) ,Instructional I Early Childhood N-3 (2840) ,Instructional I Elementary K-6 (2810) 2 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0

347 Shaw, Keri Yes Instructional II Mathematics 7-12 (6800) 9 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0348 Shearer, Donald Yes Instructional II Mathematics 7-12 (6800) 12 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

349 Shelley, Joanna YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) ,Administrative I Principal PK-12 (1115) K-12 School Program Specialist 8 Hours Per Day 100 0

350 Sheriff, Lori YesAdministrative I Principal PK-12 (1115) ,Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) K-12 Other Not Listed Above (certified) 8 Hours Per Day 100 0

351 Shumbres, Erin YesInstructional II Biology 7-12 (8405) ,Instructional II Earth and Space Science 7-12 (8440) ,Instructional II General Science 7-12 (8450) 10 Biology 8 Hours Per Day 100 0

352 Sieber, Jason YesEducational Specialist I Inst Technology Specialist PK-12 (1825) ,Instructional II Bus-Computer-Info Tech PK-12 (1603) 12 Business Education, Secondary 8 Hours Per Day 100 0

353 Simek, Janine YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Special Education PK-12 (9225) ,Administrative I Principal PK-12 (1115) 8 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

354 Sinkaus, Stefanie Yes Instructional II Biology 7-12 (8405) ,Instructional II General Science 7-12 (8450) 9 Biology 8 Hours Per Day 100 0355 Skinner, James No #N/A K-12 Other Not Listed Above (non-cert) 8 Hours Per Day 100 0

356 Slacker, Matthew YesInstructional I Mid-Level Mathematics 6-9 (2860) ,Instructional I Elementary K-6 (2810) ,Instructional I Mid-Level English 6-9 (2850) 7 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

357 Slover, Lisa Yes Instructional II Special Education PK-12 (9225) ,Supervisory Supvr Special Education PK-12 (9215) K-12 Supv, School Psychological Services 8 Hours Per Day 100 0358 Smith, Jade Yes Instructional I Grades PK-4 (2825) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0359 Smith, Jordann Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) ,Administrative I Principal PK-12 (1115) K-6 Assistant or Vice Elem Principal 8 Hours Per Day 100 0360 Smith, Krista Yes Instructional II Health & Physical Educ PK-12 (4805) ,Administrative I Principal PK-12 (1115) 6-8 Asst or Vice Middle Sch Principal; Health & Phys Ed, Sec, 7-12 8 Hours Per Day 100 0361 Smith, Lauren Yes Instructional I English 7-12 (3230) 8 Middle Level English, 7-9 8 Hours Per Day 100 0

362Smith, Marsha Yes

Administrative I Principal PK-12 (1115) ,Letter of Equivalency Master's Equivalency - (1185) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) ,Instructional II Social Studies 7-12 (8875) ,HOUSSE Designation English 7-12 (3230) 9-12 Supervisor, Special Education; Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

363 Smith, Nicole YesInstructional II Elementary K-6 (2810) ,Letter of Eligibility Superintendent PK-12 (1150) ,Administrative II Principal PK-12 (1115) 6-8 Asst or Vice Middle Sch Principal 8 Hours Per Day 100 0

364 Smith, Shantara Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0365 Smolens, Rebecca Yes Instructional II Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0366 Snively, Jennifer Yes Instructional II Spanish PK-12 (4490) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) K-6 Spanish, Elementary, PreK-6 8 Hours Per Day 100 0367 Snyder, David Yes Instructional I Citizenship 7-12 (8825) ,Instructional I Social Studies 7-12 (8875) 7 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

368 Solt, Heather YesInstructional I English 7-12 (3230) ,Emergency Permit: LT Sub with Educational Obligation Special Education 7-12 (9227) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

369 Sommer, Krista Yes Instructional II Biology 7-12 (8405) 7 Middle Level Science, 7-9 8 Hours Per Day 100 0370 Sorrentino III, Anthony Yes Private School - Teacher General Science: Sec. Ed. 9-12 (18450) ,Instructional II Mathematics 7-12 (6800) 10 Mathematics, 10-12 8 Hours Per Day 100 0

371 Springer, Seth YesAdministrative I Principal PK-12 (1115) ,Educational Specialist I Secondary School Counselor 7-12 (1837) ,Educational Specialist I Elementary School Counselor K-6 (1836) ,Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

372 Steele, Amber Yes Instructional II Social Studies 7-12 (8875) 12 Psychology, Social/Behavioral Sci; Sociology, 10-12 8 Hours Per Day 100 0373 Stevenson, Lindsey Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 3 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0374 Still, Cheryl Yes Administrative I Principal PK-12 (1115) ,Instructional II Social Studies 7-12 (8875) 8 Middle Level Social Studies, 7-9 8 Hours Per Day 100 0

375 Stoll, Courtney YesInstructional II English 7-12 (3230) ,Instructional II Library Science PK-12 (6420) ,Instructional II Social Studies 7-12 (8875) 8 English/Communication, 10-12 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

376 Stuckey, Elizabeth Yes Instructional II Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0377 Stumpf, Samantha Yes Instructional I Earth and Space Science 7-12 (8440) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0378 Swaha, Dominic Yes Instructional I Social Studies 7-12 (8875) 10 History, 10-12 8 Hours Per Day 100 0

379 Swartz, Carla YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) ,Supervisory Supvr Special Education PK-12 (9215) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

380 Sweeney, Kelly Yes Instructional II Elementary K-6 (2810) 3 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0381 Swoboda, Charlene Yes Instructional I Art PK-12 (1405) K-12 School Program Specialist 8 Hours Per Day 100 0

382 Sypolt, Bonnie YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Citiz. Ed 6-9 (2870) ,Instructional II Mid-Level English 6-9 (2850) ,Administrative II Principal PK-12 (1115) K-6 Assistant or Vice Elem Principal 8 Hours Per Day 100 0

383 Taggart, Jacqueline Yes Instructional II Communications 7-12 (3200) 9-12 English/Communication, 10-12; Other Not Listed Above (certified) 8 Hours Per Day 100 0384 Taylor, Jordon Yes Instructional II Art PK-12 (1405) 12 Art, Secondary, 7-12 8 Hours Per Day 100 0385 Texter, Catherine Yes Instructional II Mathematics 7-12 (6800) 9-12 Middle Level Mathematics, 7-9; Mathematics, 10-12 8 Hours Per Day 100 0386 Thomas, Randie Yes Instructional II Ment and/or Phys Handicapped K-12 (9235) 9-12 Special Ed, Sec English, 10-12; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0

387 Thorn, Mary YesInstructional II Elementary K-6 (2810) ,Instructional II Mathematics 7-12 (6800) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Mid-Level Science 6-9 (2880) 11 Mathematics, 10-12 8 Hours Per Day 100 0

388 Tinna, Kellie Yes Instructional II Biology 7-12 (8405) 8 Middle Level Science, 7-9 8 Hours Per Day 100 0389 Titus, Christine Yes Instructional II English 7-12 (3230) 12 Middle Level English, 7-9 8 Hours Per Day 100 0390 Topper, Caroline Yes Instructional I Ment and/or Phys Handicapped K-12 (9235) K-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0391 Traub, Christina Yes Instructional I Social Studies 7-12 (8875) ,Instructional I Special Education 7-12 (9227) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0392 Trautmann, James Yes Instructional II Mathematics 7-12 (6800) 11 Mathematics, 10-12 8 Hours Per Day 100 0

393Trego, April Yes

Private School - Teacher Elementary Education K-8 (12810) ,Educational Specialist I Elementary School Counselor K-6 (1836) ,Instructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

394 Tribbitt, Steven Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Science 6-9 (2880) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0395 Troxell, Elizabeth Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Science 6-9 (2880) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0396 Tufaro, Lisa Yes Instructional I Elementary K-6 (2810) ,Instructional I Ment and/or Phys Handicapped K-12 (9235) 7 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0397 Tunis, Jessica Yes Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-8 (9226) 6-8 Special Ed, Mid Level English, 7-9; Special Ed, Mid Level Math, 7-9; Special Ed, Mid Level Soc Stud, 7-9 8 Hours Per Day 100 0398 Tyson, Christina Yes Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) 3 Diag/Pres Reading, Elem, PreK-6 8 Hours Per Day 100 0

399Uttecht, Monique Yes

HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation Social Studies 7-12 (8875) ,HOUSSE Designation Mathematics 7-12 (6800) ,HOUSSE Designation General Science 7-12 (8450) ,Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) K-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0

400 Van Fleet, Alanna YesEducational Specialist I Inst Technology Specialist PK-12 (1825) ,Instructional II Elementary K-6 (2810) ,Instructional II Library Science PK-12 (6420) ,Instructional II Special Education PK-12 (9225) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

401 Vath, Kristin Yes Instructional II English 7-12 (3230) 9 English/Communication, 10-12 8 Hours Per Day 100 0402 Verner, Liliana Yes Instructional II Social Studies 7-12 (8875) 9 History, 10-12 8 Hours Per Day 100 0

403 Viebrock, Kathryn YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Administrative I Principal PK-12 (1115) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

404 Visaya-Loub, Mara Yes Instructional I Elementary K-6 (2810) ,Instructional I Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0405 Vogt, Jennifer Yes Instructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) 6-7 Elementary, Intermediate Grades 4-6; Special Ed, Mid Level Math, 7-9 8 Hours Per Day 100 0406 Voitek, Cayce Yes Instructional I Chemistry 7-12 (8420) ,Instructional I Earth and Space Science 7-12 (8440) 12 Chemistry; Phys Science, Intermediate, 10-12 8 Hours Per Day 100 0407 Wagner, Frank Yes Instructional II Bus-Computer-Info Tech PK-12 (1603) ,Instructional II Mathematics 7-12 (6800) 12 Mathematics, 10-12 8 Hours Per Day 100 0408 Wallace, Denise Yes Instructional II English 7-12 (3230) 9 Middle Level English, 7-9 8 Hours Per Day 100 0409 Waters, Nola Yes Educational Specialist II Secondary School Counselor 7-12 (1837) 6-8 Secondary School Counselor 8 Hours Per Day 100 0410 Watson-Fisher, Sherri Yes Instructional II Biology 7-12 (8405) 10 Biology 8 Hours Per Day 100 0

411Weaver, Kathryn Yes

Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) ,HOUSSE Designation Social Studies 7-12 (8875) ,HOUSSE Designation English 7-12 (3230) ,HOUSSE Designation Mathematics 7-12 (6800) ,HOUSSE Designation General Science 7-12 (8450) ,Administrative I Principal PK-12 (1115) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

412 Weaver, Leslie Yes Instructional I Elementary K-6 (2810) 4 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0413 Weigel, Stephen Yes Instructional II Social Studies 7-12 (8875) ,Administrative I Principal PK-12 (1115) 10 Asst or Vice Secondary Principal; History, 10-12 8 Hours Per Day 100 0

414 Weintraub, Megan YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Reading Specialist PK-12 (7650) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

415 Welty, Amanda YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Instructional II Mid-Level Science 6-9 (2880) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

416 White, Kelly YesInstructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Elementary K-6 (2810) ,Instructional II Mathematics 7-12 (6800) 10 Middle Level Mathematics, 7-9 8 Hours Per Day 100 0

417 White, Melissa Yes Instructional I Grades PK-4 (2825) ,Instructional I Special Education PK-8 (9226) 8 Special Ed, Resource, PreK-12 8 Hours Per Day 100 0418 White, William Yes Instructional II Social Studies 7-12 (8875) 12 Geography, 10-12 8 Hours Per Day 100 0419 Wiest, Kerry Yes Instructional II Special Education PK-12 (9225) ,Administrative II Principal PK-12 (1115) 9-12 Asst or Vice Secondary Principal 8 Hours Per Day 100 0420 Wilkie, Alexis Yes Program Specialist English as a Second Language (ESL) PK-12 (4499) ,Instructional II Biology 7-12 (8405) 7 Middle Level Science, 7-9 8 Hours Per Day 100 0421 Williamson, Brianne Yes Instructional II Elementary K-6 (2810) 3 Other,Staff Coach (Not Core,SE) 8 Hours Per Day 100 0422 Wise, Jaclyn Yes Instructional II English 7-12 (3230) ,Instructional II Social Studies 7-12 (8875) 10 English/Communication, 10-12 8 Hours Per Day 100 0

423 Wissinger, Cassie YesPrivate School - Teacher Nursery/Kindergarten N-K (12833) ,Instructional II Elementary K-6 (2810) ,Instructional II English 7-12 (3230) ,Instructional II Mid-Level Mathematics 6-9 (2860) 1 Elementary, Primary Grades 1-3 1/ 8 Hours Per Day 100 0


alphabetical order)

PA Certifie

d Yes/No


Teaching or Serving




Position


Certified

424 Wolfe, Chad YesAdministrative I Principal PK-12 (1115) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Safety Ed/Driver Ed 7-12 (5215) ,Instructional II Special Education PK-12 (9225) 9-12 Special Ed, Resource, PreK-12; Special Ed, Elem Subjects, PreK-6; Special Ed, Mid Level Math, 7-9 8 Hours Per Day 100 0

425 Wolfe, Kara Yes Instructional I Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0426 Wolfinger, Suzanne Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

427 Wolszczenski, Emily YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level English 6-9 (2850) ,Program Specialist English as a Second Language (ESL) PK-12 (4499) 7 Middle Level English, 7-9 8 Hours Per Day 100 0

428 Wychulis, Laura Yes Instructional II English 7-12 (3230) 10 English/Communication, 10-12 8 Hours Per Day 100 0429 Wyllie, Bryan Yes Instructional II Elementary K-6 (2810) 6 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0430 Yasembousky, Kyle Yes Instructional I English 7-12 (3230) 10 Middle Level English, 7-9 8 Hours Per Day 100 0

431 Yekel, Megan YesInstructional II Early Childhood N-3 (2840) ,Instructional II Elementary K-6 (2810) ,Instructional II Special Education PK-12 (9225) 5 Elementary, Intermediate Grades 4-6 8 Hours Per Day 100 0

432 Yerkes, Christopher YesInstructional II Elementary K-6 (2810) ,Instructional II Mid-Level Mathematics 6-9 (2860) ,Instructional II Mid-Level Science 6-9 (2880) ,Administrative II Principal PK-12 (1115) 6-8 Middle School Principal 8 Hours Per Day 100 0

433 Young, Casie Yes Instructional II Ment and/or Phys Handicapped K-12 (9235) K-12 Special Ed, Resource, PreK-12; Special Ed, Mid Level Math, 7-9; Special Ed, Sec Math, 10-12 8 Hours Per Day 100 0

434 Zangaro, Jodie YesEducational Specialist I Elementary School Counselor K-6 (1836) ,Educational Specialist I Secondary School Counselor 7-12 (1837) K-5 Elementary School Counselor 8 Hours Per Day 100 0

435 Zeigler, Kendra Yes Instructional I Elementary K-6 (2810) 5 Elementary, Intermediate Grades 4-6; Other Not Listed Above (certified) 8 Hours Per Day 100 0

436Zozos, Pauline Yes

Instructional II Early Childhood N-3 (2840) ,Letter of Equivalency Master's Equivalency - (1185) ,Instructional II Ment and/or Phys Handicapped K-12 (9235) ,Supervisory Supvr Special Education PK-12 (9215) ,Administrative Principal PK-12 (1115) K-12 Supervisor, Special Education 8 Hours Per Day 100 0

Total Number of Administrators (do not include CEO) __49_____Total Number of Teachers ___362_______ Counselors ____19______ School Nurses ____0______ Others ___108_______Total Number of Professional Staff _438________

PA Department of Education, 333 Market Street, Harrisburg, PA 17126-0333

Name Phone Number Check if InterviewedSuperintendent: Maurice Flurie III 717-710-3300 x11143Business Manager: Christine Hakes 717-710-3300 x11150Title I Coordinator: Sara Bingaman 717-710-3300 x11126Title II Part A Coordinator: Sara Bingaman 717-710-3300 x11126Title III Coordinator: ConsortiumTitle IV Part A Coordinator: Sara Bingaman 717-710-3300 x11126Ed-Flex Waiver Review Coordinator: n/aTitle VI-B REAP Coordinator: n/a

Program(s) Reviewed:

Title I

Title II Part A

Title III

Title IV Part A

Ed-Flex Waiver Review

Title VI-B REAP

Program Reviewer(s): Cindy Rhoads, PDE

Program Review Date: 03/29/2018

COMMONWEALTH OF PENNSYLVANIADEPARTMENT OF EDUCATION

333 Market Street Harrisburg, PA 17126-0333

Division of Federal ProgramConsolidated Program Review

2017-2018 School Year

Commonwealth Charter Academy CSOne Innovation Way

Harrisburg, PA 17110

LEA Level Monitoring

Page 1 of 79 April 10, 2018

2017-2018 Monitoring Protocol

of 79 April 10, 2018

2017-2018 Monitoring Protocol

Requirements Met NotMet N/A Suggested Evidence of

ImplementationAdditionalEvidence Comments

1. Teachers and paraprofessionalsworking in a Title I and Title IIprogram are appropriately statecertified.

List of staff working in theTitle I and Title II program andtheir certifications

Samples of valid level 1 or 2certificates with appropriatecontent areas aligned with classschedules.

Emergency permitsunacceptable except for charterschools 25% rule

Report generated by the LEAdata system on staff qualifications

Monitor Comments3/29/2018 10:36:34 AMState Administrator Cindy RhoadsList of staff were available forreview. All staff are appropriatelystate certified.

If you have additional comments to make

about this section, enter them here:

Title I

Component I: Appropriately State Certified

The Local Education Agency (LEA) will ensure that all teachers and paraprofessionals working in a program supported with Title I and Title II funds meetapplicable State certification and licensure requirements.

Section 1112(c)(6)

Page 3 of 79 Title I -- Component I: Appropriately State Certified April 10, 20182017-2018 Monitoring Protocol



1. The LEA has developed an Equity plan thatassures, through the implementation ofvarious strategies, poor and minority studentsare not taught at higher rates than otherstudents by inexperienced, unqualified, or out-of-field teachers in Title I schools.

Equity Plan

Documentation ofannual review of EquityPlan

Teachers arereassigned, ifapplicable

Changes to unioncontract are made, ifapplicable

Sample classschedules withapplicable staff andstudent percentages

Monitor Comments3/29/2018 10:41:06 AMState Administrator Cindy Rhoads2017-18 Equity Plan was availablefor review. No problems wereidentified that needed to beaddressed in the plan.

If you have additional comments to make about this

section, enter them here:

Component II: Equity Plan

The Local Education Agency (LEA) will describe how low-income and minority children enrolled in Title I schools are not served at disproportionate rates byineffective, out-of-field, or inexperienced teachers.

Section 1111(g)(1)(B)

Page 4 of 79 Title I -- Component II: Equity Plan April 10, 20182017-2018 Monitoring Protocol



1. The LEA developedtransportation procedures forstudents in foster care.

Writtentransportationprocedures

District Comments2/1/2018 9:53:32 AMFederal Programs Manager Sara BingamanCCA is an online charter school and does notprovide transportation for our students.

Monitor Comments3/29/2018 10:42:05 AMState Administrator Cindy RhoadsCyber school does not offer transportation toany students; therefore no transportation plan isrequired.



Component III: Foster Care

The Local Education Agency (LEA) must develop and implement clear written procedures for how transportation will be provided, arranged, and funded forthe duration of the time in foster care.

Section 1111(g)(1)(E)

Page 5 of 79 Title I -- Component III: Foster Care April 10, 20182017-2018 Monitoring Protocol



1. LEA has a written Parent and FamilyEngagement policy and evidence that it isreviewed and updated annually. RequiredComponents: states how the LEA involves parents inthe joint development of the Title I Plan(Title I Application) states how the LEA provides thecoordination, technical assistance, andother support necessary to assist andbuild the capacity of all participatingschools within the LEA in planning andimplementing effective parentinvolvement and described in Section1118(e) parent and family involvementactivities to improve student academicachievement and school performance states how the LEA coordinates andintegrates parent and family engagementstrategies under this part with parent andfamily engagement strategies, with otherrelevant Federal, State, and local lawsand programs states how the LEA conducts withparents an annual evaluation of thecontent and effectiveness of the parentand family engagement policy inimproving the academic quality of allschool served under this part, includingidentifying - barriers to greater participation inactivities,

LEA Parent and FamilyEngagement policy,parent meeting agendaand sign in sheet andevidence of distribution,examples - websiteposting, handbook,mailing, etc.

Monitor Comments3/29/2018 10:43:46 AMState Administrator Cindy RhoadsJanuary 17, 2018 - updated district levelpolicy was approved by Board.

Component IV: Parent and Family Engagement

The LEA may receive funds under this part only if such agency conducts outreach to all parents and family members and implements programs, activities, andprocedures for the involvement of parents and family members in programs. Such programs, activities, and procedures shall be planned and implemented withmeaningful consultation with parents of Title I students.

Section 1116(a)(1-3)

Page 6 of 79 Title I -- Component IV: Parent and Family Engagement April 10, 20182017-2018 Monitoring Protocol



- the needs of parents and familymembers to assist with the learning oftheir children, including engaging withschool personnel and teachers - Strategies to support successful schooland family interactions use the findings of the evaluation todesign evidence based strategies formore effective parental involvement, andhow to revise, if necessary, the parentand family engagement policies involve parents in the activities of theTitle I schools 2. Each LEA shall reserve at least onepercent of its Title I allocation to assistschools to carry out the activities in thissection, unless the LEA receives less than$500,000 in Title I funds. (This can bemarked N/A in the LEA receives less than$500,000 in Title I funds.)

ConsolidatedApplication, Reservationof Funds

Monitor Comments3/29/2018 10:47:16 AMState Administrator Cindy RhoadsGreater than 1% was set aside forparent involvement ($74,000)

3. Parents and family members of Title Istudents shall be involved in thedecisions regarding how funds reservedare allotted for parental involvementactivities. (This can be marked N/A if theLEA did not reserve funds for Parent andFamily Engagement)

Agendas and sign insheets demonstratingparents were included inthe decision on how touse the set aside

Monitor Comments3/29/2018 10:49:02 AMState Administrator Cindy RhoadsParent Advisory Council meeting heldannually. Meeting is held in theHarrisburg area for family mentors.They disseminate the information to allof their families. LEA follows up withemails to all families with an onlinemessage board to collect comments.




4. If the LEA receives $500,000 or morein Title I funds, the set aside funds shallbe used to carry out activities andstrategies consistent with LEA parent andFamily Engagement Policy, including atleast one of the following;- Supporting schools and nonprofitorganizations in providing professionaldevelopment for LEA and schoolpersonnel regarding parent and familyengagement strategies- Supporting programs that reach parentsand family members at home, in thecommunity, and at school- Disseminating information on bestpractices focused on parent and familyengagement, especially best practices forincreasing the engagement ofeconomically disadvantaged parents andfamily members- Collaborating, or providing subgrants toschools to enable such schools tocollaborate with community-based orother organizations or employers with arecord of success in improving andincreasing parent and family engagement- Engaging in any other activities andstrategies that the LEA determines areappropriate and consistent with theParent and Family Engagement (This canbe marked N/A if the LEA received lessthan $500,000 in Title I funds.)

LEA Parent and FamilyEngagement policy,parent meeting agendaand sign in sheet

Monitor Comments3/29/2018 10:50:29 AMState Administrator Cindy RhoadsReviewed parent policy. Includedactivities for parents - learning coachoutreach sessions in the Summer andFall to "teach" parents how to be cyberschool parents.

5. LEA must conduct an annualevaluation of the content andeffectiveness of the parent and familyengagement policy use the findings ofthe evaluation to design evidence-basedstrategies for more effective parentalinvolvement, and to revise, if necessary,the parent and family engagementpolicies.

Agendas and sign insheets from meeting withparents to discuss theevaluation

Surveys and collatedresults to demonstrateevaluation process

Monitor Comments3/29/2018 10:53:46 AMState Administrator Cindy RhoadsAfter each survey, parents are given asurvey after each session to evaluate theeffectiveness or the session and toprovide input on future sessions.


Requirements Met NotMet N/A Suggested Evidence

of ImplementationAdditionalEvidence Comments

1. The LEA is consolidating funds (state,local, and federal) in the Schoolwideprogram. (If not applicable, mark N/A)

Financial reports

District Comments2/1/2018 10:31:47 AMFederal Programs Manager Sara BingamanCCA does not consolidate funds since weare required to report out separately to thecomptroller's office.

Monitor Comments3/29/2018 10:54:55 AMState Administrator Cindy RhoadsCommonwealth Charter Academy does notconsolidated funds in a Title I Schoolwideprogram.

If you have additional comments to make about

this section, enter them here:

Component V: Schoolwide Programs

A local educational agency may consolidate and use funds under this part, together with other Federal, State, and local funds, in order to upgrade the entireeducational program of a school that serves an eligible school attendance area in which not less than 40 percent of the children are from low-income families,or not less than 40 percent of the children enrolled in the school are from such families.

Section 1114

If the LEA does not operate a Schoolwide Program in any Title I schools, this section can be skipped.

Page 10 of 79 Title I -- Component V: Schoolwide Programs April 10, 20182017-2018 Monitoring Protocol

Requirements Met NotMet N/A Suggested Evidence of Implementation Additional

Evidence Comments

1. LEA has procedures for provision ofservices to eligible children attendingnonpublic school officials.

Consolidated application, Performance Goalssection listing nonpublic student's measurablegoals and detailing the services provided tononpublic students.

2. Consultation has occurred betweenLEA and nonpublic officials. Copies of letters, e-mails, consultation forms,

meeting sign-in sheets between LEA and nonpublicofficials

Consolidated application NonpublicInvolvement section showing record of contactsbetween LEA and nonpublic schools

3. The results of agreement followingconsultation have been transmitted tothe SEAs equitable servicesombudsman.

Affirmation of Consultation

eGrants affirmation upload

LEA documentation that consultation has, orattempts at such consultation have, taken place(see Additional Evidence required ONLY if thenonpublic official fails to sign the affirmation).

ReturnReceipt mailcard

CertifiedLetter postagereceipt

4. LEA regularly monitors the provisionof Title I services to nonpublic students.

Nonpublic school visitation documentation byLEA

Component VI: Nonpublic Schools

The LEA provides Title I services to eligible children attending nonpublic schools.

ESEA sections 1117 and 8501, 8503UGG Sec. 200.313 and 200.320

If the LEA has no participating nonpublic schools, this section can be skipped.

Page 11 of 79 Title I -- Component VI: Nonpublic Schools April 10, 20182017-2018 Monitoring Protocol

Requirements Met NotMet N/A Suggested Evidence of Implementation Additional

Evidence Comments

5. LEA is evaluating the Title I programserving nonpublic school students. Evaluation data

Needs assessment survey form and collatedresults

Assessment data 6. Nonpublic school students arereceiving equitable services asdiscussed during consultation andParent & Family Engagement ifallocation is $500,000 and over.

Non-Public Organizations Summary and Non-Public Institutions sections of eGrants

Announcements/sign-in sheets for Parent &Family Engagement opportunities for nonpublicteachers and parents if required

7. LEA has budgets that documentappropriate set-asides. Title I budget / Budget Summary section of

eGrants 8. LEAs are properly monitoring thedistribution and use of equipment andsupplies purchased for the purposes ofproviding equitable services to eligibleprivate school students.

Inventory list of items purchased with Title I Anonpublic funds

Documentation that a physical inventory isconducted annually at the end of the school year

9. LEA has third-party contracts (perUniform Grants Guidance / Procurementprocedures) that include theproportionate share of Title I fundsdetermined by eGrants.

Copy of third-party contracts that include abreakdown of instructional costs, amount ofservices to be delivered, and administrative costsfor nonpublic schools

10. LEA has Title I complaint proceduresavailable for nonpublic schools Copy of complaint procedure and verification of

distribution to nonpublic schools



Page 12 of 79 Title I -- Component VI: Nonpublic Schools April 10, 20182017-2018 Monitoring Protocol

Description Requirements Met NotMet N/A Suggested Evidence of


1. Audits

The SEA ensures thatthe State and the LEAsare audited annually, ifrequired, and that allcorrective actionsidentified through thisprocess are fullyimplemented

Uniform GrantsGuidanceSection 200.501

1. Copies of single auditreports (2 most recent),corrective action plansand approval documentsfor the LEA

Two most recent auditreports (federal programsonly)

LEA response to findings

PDE follow-up review offindings

Independent auditor reportshows that LEA has completedall corrective actions

Monitor Comments3/29/2018 10:57:36 AMState AdministratorCindy RhoadsReviewed two mostrecent single auditreports. No findings wereidentified for either year.

Component VII: General Fiscal Requirements/Uniform Grants Guidance (UGG)

Fiscal monitoring is different than program monitoring: Fiscal monitoring will include a review of a subgrantees financial operations, which may include areview of internal controls for program funds in accordance with state and federal requirements, an examination of principles, laws and regulations, and adetermination of whether costs are reasonable and necessary to achieve program objectives. This activity involves an assessment of financial statements,records, and procedures. It is similar to an audit, but has a lesser degree of detail and depth and, usually, a higher degree of frequency.

Fiscal monitoring includes, but is not limited to:• Reviewing a random sample (usually 3-5 per program) of invoices or bills for expenditures charged to the program to determine if appropriate units ofmeasure are reported and that costs (units x rate) are correct and that costs align with grant objectives and were approved in the application for funds.

• Comparing budgets or budget limits to actual costs to determine if the LEAs expenditures are likely to be more or less than budgeted

• Obtaining documentation that services billed or items purchased were actually delivered according to the contract

• Comparing invoices with supporting documentation to determine that costs were allowable, necessary, and allocable.

An expenditure is allowable if it is an approved use of funds under the statute or regulations governing a program and meet the intent of the program.

An expenditure is necessary if it is part of an approved application for funding.

An expenditure is allocable to the extent that the expenditure is used to meet the intent of the grant program (costs are pro-rated across grants if used to meetseveral grant program objectives).

Page 13 of 79 Title I -- Component VII: General Fiscal Requirements/Uniform Grants April 10, 20182017-2018 Monitoring Protocol



2. Equipment andRelated Property

UGG Sec. 200.313

1. LEA maintainsInventory records,purchase orders andreceipts for equipment(over $1500) purchasedand Computing Devicesand Special PurposeEquipment ($300 -$1499)

Inventory list of itemspurchased with Title I A andD, Title II, Title III, and TitleIV

Monitor Comments3/29/2018 11:00:19 AMState AdministratorCindy RhoadsFederal funds used forsmall technology typepurchases less than $300.LEA tracks these itemsas all others. Otherlaptops purchases wereaccounted for in theinventory.

2. LEA conducts aphysical inventory of allitems every two years

Documentation thatphysical inventory wasconducted within the last twoyears

Monitor Comments3/29/2018 11:06:19 AMState AdministratorCindy RhoadsInventory lists areupdated on an ongoingbasis.

3. Obligating Funds

UGG Sec. 200.309

1. LEA began obligatingfunds on or after theprograms approved date

Documentation thatprogram funds were not spentprior to program approvaldate

Monitor Comments3/29/2018 11:26:40 AMState AdministratorCindy RhoadsReviewed fiscal reportsfor expenditures for TitleI and II. All were postedafter the approval date of7/1/17.




4. Record Retention

UGG Sec. 200.333

1. Federal programrecords are maintainedfor a period of 7 years(current year plus 6prior)

Documentation thatrecords are maintained for aperiod of seven years

Monitor Comments3/29/2018 11:27:34 AMState AdministratorCindy RhoadsDocuments physicallylocated in a storage room.Electronic documentationavailable for all otherrecords.

5. Performance GoalReporting Verification

UGG 200.328

1. LEA has submitted thePerformance Goal OutputReport for Title I, Title ID,and/or Title III Immigrantand EL, where applicable.

Consolidated Application,Performance Goal OutputReport in Title I, Title ID,and/or Title III Immigrant andEL.

Monitor Comments3/29/2018 11:28:40 AMState AdministratorCindy RhoadsReviewed consolidatedapplication performancereports for Title I, II andIV for 2016-17

2. Backup documentationexists for theperformance goal reportthat aligns with the dataindicated in the goals thatwould be used todetermine success.

Data reports/summaries Monitor Comments3/29/2018 11:29:12 AMState AdministratorCindy RhoadsReviewed iReady reportsthat containedperformance report datathat matched what wasindicated would be usedin the performance reportsection of eGrants.




6. Conflict of Interest

UGG Sec 200.112

1. Conflict of InterestRequirement - the non-federal entity mustdisclose in writing anypotential conflict ofinterest to the Federalawarding agency or pass-through entity inaccordance with theapplicable Federalawarding agency policy,which includes:

Standards of Conduct -(covering conflicts ofinterest when governingthe actions of itsemployees engaged inthe selection award andadministration ofcontracts)

Organizational Conflicts-(relationships with aparent company, affiliate,or subsidiaryorganization, the non-Federal entity is unableor appears to be unableto be impartial inconducting aprocurement actioninvolving a relatedorganization)

Disciplinary Actions-(actions taken against anindividual who violatesthe standards of conduct)

Mandatory Disclosure-(potential conflictdisclosed in writing)

Board Approved policy,

self-disclosure form,

resolution form or otherevidence of how it wasresolved (waived, ordisciplinary actions taken)

Monitor Comments3/29/2018 11:29:57 AMState AdministratorCindy RhoadsReviewed updatedconflict of interest policyfor 2017-18.




7. Allowability of Costs

UGG Sec 200.43

1. Allowability of CostsRequirement Expenditures must bealigned with approvedbudgeted items and whendetermining how theDistrict expends its fundsthe procedures mustinclude the following costprinciples:

Necessary, reasonableand allocable

Conform with federal lawand grant terms

Consistent with state andlocal policies

Adequately documented

Review programexpenditures

Review Allowability ofCosts Procedures to check forinternal controls relating tobulleted items.

Monitor Comments3/29/2018 11:33:05 AMState AdministratorCindy RhoadsReviewed allowability ofcosts proceduresdocument for internalcontrols. No deficiencieswere noted.




8. Procurement

UGG Sec 200.300

1. Procurement the LEAmaintains purchasingprocedures

Micro-purchases(purchase up to $3,500)

Small Purchase(between $3,500-$150,000)

Sealed Bids (purchasesover $150,000 withformal advertising)

Competitive Proposals(more than one sourcesubmitting a proposal)

Non-competitiveProposals i.e. Sole Source(Solicitation of a proposalfrom only one source)

Note: if opting to takeprocurement extensionmark N/A, and answerquestion 9.

Procurement proceduresexist and include the specificprocedures to be followedinternally for the fiveprocurement levels

Evidence that procurementprocedures were followed for 3-5 tested randomexpenditures.

District Comments3/14/2018 10:52:42 AMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy is taking theProcurement extension.Monitor Comments

4/10/2018 12:29:16 PMState AdministratorCindy RhoadsStaff indicated that thecharter school opted forthe procurementextension. Monitoringwill be based on pre-UGG requirements.




9. Procurementextension

EDGAR 80.36

1. Procurement the LEAmust still maintainprocurement proceduresusing more restrictthresholds:

Any expenditure under$100,000 price or ratequotes obtained byadequate number ofqualified sources

Bids obtained for costsover $100,000

Note: if opting not totake procurementextension mark N/A, andanswer question 8.

Procurement proceduresexist and include the specificprocedures to be followedinternally for the fiveprocurement levels anddocumentation that LEA istaking the Procurementextension

Monitor Comments3/29/2018 11:36:32 AMState AdministratorCindy RhoadsMonitored according toPRE UGG requirements.Procurement policy doesnot address procurementprocedures. Only Travelprocedures expensereport process. Nowritten policy in placefor obtaining quotes forfederal expenditures.




10. Cash Management

UGG Sec 200.305

1. Cash Management theDistrict must maintainwritten procedures toimplement the followingcash managementrequirements:

Reimbursements explain what happens ifthe District is initiallycharging federal grantexpenditures tononfederal funds

Advances explain whathappens if the Districtreceives advancepayments of federal grantfunds

Interest explain howthe District will manageinterest earned on federalgrant awards

Procedures are availablethat address the threecomponents

Evidence that LEA returnedinterest earned in excess of$500 to federal government, ifapplicable

Monitor Comments3/29/2018 11:38:20 AMState AdministratorCindy RhoadsReviewed current cashmanagement procedures.




11. TravelReimbursement

UGG Sec 200.474

1. Travel the Districtmust have written travelpolicies for travel costs tobe allowable

Types of travel (singleday, overnight or out-of-state)

What expenses may bereimbursed (food,lodging, transportation,airfare)

What type ofdocumentation is neededfor reimbursement (pre-approval travel form,receipts, post travelform)

Board approved policiesavailable for review

Samples of travel requestsreviewed followed policy

Prior written approval wasobtained by PDE for out ofstate travel

Monitor Comments3/29/2018 11:40:21 AMState AdministratorCindy RhoadsBoard approved 7/14/17.Reviewed policy.




12. Prior WrittenApproval for VariousExpenditures

1. LEA must obtain priorwritten approval for thefollowing expenditures:

Salaries ofAdministrative Staff(Clerical and FederalProgram Coordinators)(200.413(c))

Out of State Travel forworkshops/conferences(200.474)

Entertainment Costs(200.438)

Equipment (200.439)

Student Activity Costs

Memberships,subscriptions, andProfessional Activities(200.454)

Items were included inapproved consolidatedapplication budgets and/ornarratives

Emails or othercorrespondence with regionalcoordinator requesting andreceiving approval forexpenditures.

Monitor Comments3/29/2018 11:41:28 AMState AdministratorCindy RhoadsOne out of stateconference was approvedin the consolidatedapplication.

13. Carryover

The LEA complies withthe carryoverprovisions of Title I.

Sec. 1127 ESEA

1. LEAs with Title Iallocations greater than$50,000 per year havenot carried over morethan 15% of theirallocation from one yearto next unless the SEAhas waived the limitation(allowable once every 3-year cycle if the SEAbelieves the request isreasonable and necessary

Consolidated ApplicationCarryover section

Waiver request andCarryover Waiver ApprovalLetter

Monitor Comments3/29/2018 11:42:07 AMState AdministratorCindy RhoadsNo Title I carryoverrequested for 2017-18




14. Rank Order

The LEA ensures that itcomplies with therequirements of Title Iwhen allocating fundsto eligible schoolattendance areas orschools in rank orderof poverty based onthe number of childrenfrom low-incomefamilies who reside inan eligible schoolattendance area.

Sec. 1007 ESEA,amends Sec. 1113ESEA

1. The LEA is serving allbuildings over 75% low-income, regardless ofgrade span, in rankorder. Buildings below75% can be served inrank order in twomanners, either still inrank order regardless ofgrade span, or by rankorder within grade span"

Consolidated Application,Selection of Schools

District Comments2/12/2018 2:48:06 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy only has oneschool building and agrade span of K-12 inthat building.Monitor Comments

4/10/2018 12:28:31 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy only has oneschool building and agrade span of K-12 inthat building.




2. Buildings above 75%low-income must beserved and can only notbe served after writtenapproval has beenestablished by PDE. Thesame analysis shouldoccur for buildings below75% regardless of gradespan when that rankingmethodology is chosen,and when the ranking bygrade span methodologyis chosen then thisanalysis should occurwithin any establishedgrade span.







3. High schools (grades 9-12) may be served outof rank order at thediscretion of the LEA. Inthis case, any HighSchool that is over 50%low-income shall betreated and ranked as if itis at the 75% low-incomelevel. In this manner aHigh School would haveto be served in rankorder regardless of gradespan as it would beconsidered to be at the75% level.







4. Allocations to eacheligible school remainin rank order per themethod establishedduring the ConsolidatedApplication submissionand as analyzed in thebullets above, howevervariance in per pupilexpenditure may varyand may only be inan anticipated format asthis analysis is occurringmid-year

The Title I budget,including specific salary andbenefits for personnel andsupply orders for actual andanticipated expenditures,must be used for this analysis






5. Pre-kindergartenchildren are excludedfrom the poverty count ofany school

PIMS Report onEconomically Disadvantaged

District Comments3/1/2018 2:10:47 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy only has oneschool building and agrade span of K-12 inthat building. CCA doesnot have a pre-kindergarten program.Monitor Comments

4/10/2018 12:28:18 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy only has oneschool building and agrade span of K-12 inthat building. CCA doesnot have a pre-kindergarten program.Add a




15.Supplement/Supplant

The LEA ensures thatTitle funds are usedonly to supplement orincrease non-Federalsources used for theeducation ofparticipating studentsand not to supplantfunds from non-Federalsources.

Sec. 1012 of ESSAamending Sec. 1118 ofESEA

1. LEA approved budgetand records ofexpenditures of Titlefunds at the district levelmatch.

Title I A and D, Title II andTitle III, and Title IV budgets

LEA budget

Statement of Expendituresfor Title I A and D, Title II,Title III, and Title IV

Documentation of LEAmethodology for allocatingstate and local funds tobuildings.

Monitor Comments3/29/2018 11:43:17 AMState AdministratorCindy RhoadsCCA is schoolwide andone building. therefore,any federal dollars goinginto the LEA issupplemental.

2. For SchoolwidePrograms Funds shouldadd to (supplement) andnot replace (supplant)state and local funds inthe building.

Statement of federal, stateand local allocations for pasttwo years

Federal expendituresmatch Schoolwide Planactivities

MOE letter





3. For TargetedAssistance Programs Funds should add to(supplement) and notreplace (supplant) stateand local funds in thebuilding.

Federal expendituresmatch ConsolidatedApplication


Evidence of intent of Title Ibeing met through availabilityof services to students at-riskof failing.

District Comments2/1/2018 1:23:43 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy has aschoolwide program.Monitor Comments

4/10/2018 12:31:27 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy has aschoolwide program.

16. Comparability

The LEA complies withthe comparabilityprovisions of Title I.

Sec 1120A(c)

1. Title I ComparabilityReport comparing Title Ischools to non-Title Ischools reported to SEAannually in Pennsylvaniaand submitted byNovember 15

Detailed Data Sheet andAssurance page

Support data housed at theLEA (individual school listswith staff names attached tothe positions counted andexcluded)

Assurance page for thoseLEAs that are exempt

Monitor Comments3/29/2018 11:43:42 AMState AdministratorCindy RhoadsReviewed exemptionform. Submitted 10/25/17

17. Maintenance ofEffort (MOE)

1. LEAs combined fiscaleffort per student on theaggregate expendituresof the LEA from thepreceding year must notbe less than 90% of thesecond preceding year

Maintenance of EffortLetter indicatingcompliance/non-compliance

Monitor Comments3/29/2018 11:43:58 AMState AdministratorCindy RhoadsReviewed letters for 2016-17 and 2017-18.




18. Compliance toReservations

The LEA complies withrequirements regardingthe reservation offunds.

Sec. 1113 ESEA, 42U.S.C 11432

Sec. 9103

1. The LEA has reservedfunds for Homelessstudents at both Title Iserved and non-Title Iserved buildings. This isa district-levelreservation.

Consolidated ApplicationReservation of Funds page

Consolidated ApplicationTitle I budget

Statement of expendituresfor homeless

Monitor Comments3/29/2018 11:45:30 AMState AdministratorCindy RhoadsFunds are set aside butthe LEA uses state/localfunds to address theneeds of homelesschildren, if needed.

2. LEA reservedappropriate funds forNeglected Institutionserved.



Statement of expendituresfor Neglected Institution

District Comments2/1/2018 1:40:23 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy does not serveneglected children.Monitor Comments

4/10/2018 12:30:10 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy does not serveneglected children.




3. The LEA has reservedfunds for Foster studentsat both Title I served andnon-Title I servedbuildings. This is adistrict-level reservation.(If not used, select NA)



Statement of expendituresfor Foster

District Comments2/1/2018 1:41:12 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy did not use aset aside for fosterstudents.Monitor Comments

4/10/2018 12:28:08 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy did not use aset aside for fosterstudents.

4. If LEA has indicatedthe use of the Salary andFringe Benefit set-asideon the Reservation ofFunds worksheet, doesdocumentation exist toshow how the calculationwas derived and showshow the set-aside amountwas allocated back to theappropriate Title Ischool? (If not used,select NA)

Consolidated ApplicationReservation of Funds

Spreadsheetdemonstrating calculations

District Comments2/1/2018 1:45:38 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy did not indicatethe use of the Salary andFringe benefit set aside.Monitor Comments

4/10/2018 12:30:20 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy did not indicatethe use of the Salary andFringe benefit set aside




5. The LEA mayreserve funds at the LEA-level for Priority andFocus schools andassociated requirements. The LEA does NOT needto reserve 20% forPriority and Focus schools(only applies to thoseLEAs that set aside 20%,all others mark N/A)


Statement of expendituresfor interventions

Monitor Comments3/29/2018 11:47:34 AMState AdministratorCindy RhoadsSet aside 20% in 2017-18to pay stipends for familymentors.

6. LEAs receiving morethan $500,000 in Title Ifunds have reserved aminimum of 1% of theallocation for parent andfamily engagement andhave distributed aminimum of 90% of thosefunds to the school level. A LEA may reserve morethan 1% of the allocation. The 90% building-levelallocation rule is onlyapplicable against theoriginal 1%, not anypercentage above

Consolidated Application,Reservation of Funds

Procedure for allocation ofat least 90% of Parent andFamily Engagement funds tothe school level must bedemonstrated and applicableexpenditures provided asevidence of compliance

Monitor Comments3/29/2018 11:48:49 AMState AdministratorCindy RhoadsCCA is a cyber charterschool, so allocating 90%to a building is notpossible. Family andparent engagement stilloccurs through activitiesat the district level. Imarked this section NA.




19. Title I, Part D

Subpart 2: Sec. 1424

1. LEA spends Title I, PartD funds on allowable,supplemental, andeducational activities atthe selected delinquentinstitution(s)

Statement of expendituresfor delinquent

District Comments2/1/2018 1:44:45 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy does notparticipate in Title I, PartD funding.Monitor Comments

4/10/2018 12:27:58 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy does notparticipate in Title I, PartD funding.




20. CommunityEligibility Provision(CEP)

7 CFR 245.9(f)(7)(iii)

1. Did your LEA haveschools that participatedin the CommunityEligibility Provision (CEP)during the 16-17 SY? This is asked for 17-18monitoring because datafrom the previous year isused for the current yearSelection of Schools andNonpublic EquitableShare data

Note: If your LEA hasschools that haveadopted CEP for the firsttime during the 17-18 SYthis answer is no.

Note: If a no answer theremaining questions canbe marked N/A.

Consolidated ApplicationSelection of Schools

District Comments2/12/2018 3:17:24 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy does notparticipate in theCommunity EligibilityProvision.Monitor Comments

4/10/2018 12:30:44 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy does notparticipate in theCommunity EligibilityProvision.




2. Were all buildings in16-17 CEP or were someCEP and others non-CEP?If all schools CEP, selectMET. If not, select N/A,then discuss per bullet 3how data was madeuniform.







3. LEA has a datasource/process that wasused to ensure that CEPbuilding low-income datawas uniform with othernon-CEP buildings and/orwas equitable in regard tononpublic schools


The 1.6 multiplier wasapplied against CEP data fromparticipating schools to makeit uniform with traditional Freeand Reduced Lunch data atnon-CEP schools.

Raw CEP/DirectCertification (DC) data wasutilized at all schools in auniform manner without amultiplier and regardless ofwhether or not a school wasCEP participating or not.

A survey that looked likethe old Free and Reducedlunch survey but which madeclear that it was not arequirement of the foodsubsidy program was sent toparticipating CEP schools. Non-CEP schools would usethe traditional free andreduced forms.



21. Transferability

Sec 5103(b)

1. Up to 100% of Title IIand IV funds can betransferred. Funds canbe transferred into Title Iand Title III but not outof either subprogram. Title IIA and IV cantransfer betweenprograms.

Expenditures aligned totransferred into subprogram

Consolidated Application,Transferability page




2. Evidence of Non-publicschool consultation todiscuss transferredamounts

Agendas/sign in sheets

Emails

Other documentation toreflect consultation occurred

District Comments2/12/2018 3:18:23 PMFederal ProgramsManager Sara BingamanCommonwealth CharterAcademy does notcollaborate with any non-public schools.Monitor Comments

4/10/2018 12:31:05 PMState AdministratorCindy RhoadsCommonwealth CharterAcademy does notcollaborate with any non-public schools.

If you have additional comments to make about this section,

enter them here:


Description RequirementsResponse

1 2 3Comments

Methodology toAllocate Stateand Local Funds

1. Federal funds must be used to supplement and in no case supplantstate and local resources. LEAs must show methodology used toallocate State and local funds is the same as it would be in the absenceof Title I funds. This is an LEA decision, and PDE does not prescribemethods. Please explain your methodology used at the LEA level toallocate funds equitable to schools despite Title I status.

Commonwealth Charter Academyis the LEA and the school. Allfunding stays within our oneschoolwide school.

Component VIII: Supplement not Supplant

Sect. 1118(b)(2)

Page 38 of 79 Title I -- Component VIII: Supplement not Supplant April 10, 20182017-2018 Monitoring Protocol



1. The LEA provides evidencethat Title II activities are datadriven and that if data indicatesa need in higher povertyschools, priority is given tothese school(s)

Evidence of a needsassessment with data indicatinglarge class sizes or justificationfor the types of professionaldevelopment activities offered.

Monitor Comments3/29/2018 12:09:36 PMState Administrator Cindy RhoadsTitle II funds are used for PD. LEAconducted a needs assessment of all staff todetermine areas of focus. Coordinate withthe PD department to organize and deliverPD content to teachers.

2. The LEA provides evidence ofstakeholder engagement in thedevelopment of Title IIactivities e.g. parents,community members, schoolsstaff

Meeting notices, agenda,sign-in sheets, invitations

Monitor Comments3/29/2018 12:11:48 PMState Administrator Cindy RhoadsFor 2017-18 the LEA used their schoolimprovement team as the stakeholdergroup. LEA wants to add a student andcommunity member or government officialto invite to meetings to meet ESSArequirements for stakeholder groups.

3. All expenditures aresupplemental in nature and donot supplant, or replace,activities the LEA is required toprovide under state or locallaw, including board approvedpolicy.

Expenditure printoutsindicating detailed Title IIactivities

Monitor Comments3/29/2018 12:14:59 PMState Administrator Cindy RhoadsReviewed list of expenditures for Title II.

Title II Part A

Component I: Title IIA Requirements

The purpose of this title is to provide grants to State educational agencies and subgrants to local educational agencies to (1) increase student achievementconsistent with the challenging State academic standards; (2) improve the quality and effectiveness of teachers, principals, and other school leaders; (3)increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and (4) providelow-income and minority students greater access to effective teachers, principals, and other school leaders.

Sec. 2001

Page 39 of 79 Title II Part A -- Component I: Title IIA Requirements April 10, 20182017-2018 Monitoring Protocol



Detailed list of ESSA-authorized activities:

Teacher/principal evaluation.

Recruitment and retention.

Class size reduction.

PD tech integration, datausage, parent engagement,IEP, ELL, early learning,selecting and implementingassessments.

Identify trauma, mental illness,and intervention.

Safety, drug and alcoholabuse, chronic absenteeism.

Gifted learning.

Library programs.

Sex abuse.

STEM.

Improved staff workingconditions (feedback).

Career/tech ed integration andwork-based learning to preparefor workforce or post-secondarytransition

Other uses that at meet theintent of Title IIA




4. The LEA utilizesappropriately state certifiedteachers to reduce class size.

Class-size reduction teacherrosters

List of CSR staff and theircertifications

Copies of CSR teachercertificates (blackout socialsecurity numbers)

District Comments2/2/2018 9:34:33 AMFederal Programs Manager Sara BingamanCommonwealth Charter Academy does notpay teacher salaries using Title IIA.

Monitor Comments3/29/2018 12:16:12 PMState Administrator Cindy RhoadsNo teacher salaries paid from Title IIA.

3. LEA has submitted thePerformance Goal OutputReport for Title II.

Consolidated Application,Performance Goal Output Reportin Title II.

Monitor Comments3/29/2018 12:15:30 PMState Administrator Cindy RhoadsReviewed Title II performance goal reportfor 2016-17.

4. Backup documentation existsfor the performance goal reportthat aligns with the dataindicated in the goals thatwould be used to determinesuccess.

Data reports/summaries Monitor Comments3/29/2018 12:15:56 PMState Administrator Cindy RhoadsReviewed iReady backup data that alignswith the stated performance goal.

If you have additional comments tomake about this section, enter them

here:



Implementation Clarifying Questions/Explanations Comments

1. The LEA/Consortium's curriculum inEnglish Language Arts, Science, Math, andSocial Studies includes the PA ELDS and isaligned to PA core and academic contentstandards.

Content curriculumwith correspondence toELDS

ELD curriculumstandalone or connected to theELA or content areacurriculum

Lesson plans whichdemonstratedifferentiation forlanguage proficiency

1. Describe the LIEP program (s) inyour LEA.

2. Provide the ELD curriculum perprogram model.

3. Illustrate an ELs schedule per ESLlevel of proficiency and when the ELDinstruction occurs.

4. How does the LEA/Consortiumensure that educators differentiateinstruction and assessment for EnglishLearners?

5. Show a lesson plan with the ESLmodifications in content area classes.

2. The LEA/Consortium has disseminatedPA ELDS to all teachers and has providedprofessional development on the PA ELDSto all teachers.

Professionaldevelopment evidence,such as: Agendas sign-in sheets training schedule Act 48 credit hours

How does the district ensure that allteachers who works with ELs areknowledgeable in the use the of theELDS?

How does the district ensure that allteachers who work with ELs have beenprovided with a copy of the ELDS?



Title III

PA English Language Proficiency Standards (PA ELPS) for English Language Learners

Section 3113(b)(2)Section 1111(b)(1)

Page 42 of 79 Title III -- PA English Language Proficiency Standards (PA ELPS) for April 10, 20182017-2018 Monitoring Protocol


ImplementationClarifyingQuestions/Explanations Comments

1. The LEA/Consortium annuallyassesses All ESL/ELD students K-12 forEnglish language proficiency (ELP)using the required state annual ELPassessment (ACCESS for ELs 2.0 orAlternate ACCESS).

Completion of on-line ELPassessment ordering via WIDAAMS system (DRC)

UPS receipt verifying return ofstate annual ELP assessment

LEA database records ofESL/ELD students andassessment scores

LEA/school performance scorereports

Inclusion of studentperformance results in student'spermanent record

Who is the LEA/Consortiums TestCoordinator for ACCESS testing?

How many ELs enrolled? Howmany tested?

How are students determined to beeligible for the Alternate ACCESSfor ELLs?

2. The LEA/Consortium uses the statescreening and placement tool (WIDASCREENER) to formally assess theEnglish language proficiency ofPHLOTES for possible identification asan English language learner andplacement into the program.

PHLOTE List including theresults of the WIDA SCREENERscreening and placement

WIDA SCREENER assessmentresults are included in thestudent's permanent record

Who maintains the LEA access toWIDA SCREENER?

Who is responsible for maintainingthe PHLOTE list and administeringthe WIDA SCREENER?

3. The LEA/Consortium assessesstudents within 30 days of thebeginning of the school year or within14 days of initial school entry.

Student records indicate dateof enrollment and date ofadministration of WIDASCREENER, the state screeningand placement tool

Who is responsible for ensuringthat student assessment andplacement happens within therequired time frame?

Describe the identification process.

Assessment

Section 3113(b)(3)(C)(D)

Page 43 of 79 Title III -- Assessment April 10, 20182017-2018 Monitoring Protocol



4. The LEA/Consortium has in place aprocedure to ensure that all teacherswho administer the ACCESS 2.0 andAlternate ACCESS have met thePennsylvania eligibility and certificationrequirements.

List of test administrators andtheir assignedassessments/sessions to beadministered

Current PA-Specific TestAdministrator Eligibility andCertification Guidelines document

Proof of test administrators'completion of the WIDAcertification checklist for eachassessment type beingadministered

Who is the Test Coordinator forACCESS 2.0 test administration?

Describe the process used to ensuretest administrators meet eligibilityrequirements and completecertification requirements.

5. The LEA/Consortium assess ESL/ELDstudents (grades 3-8 and 11) using thePSSA, Keystone, or PASA.

PSSA, Keystone, and PASAresults for the EL subgroup(grades 3-8 and 11)

LEA database records ofresults for the EL subgroup(grades 3-8 and 11)

eMetric system reports





Evaluation

Section 3121

Page 44 of 79 Title III -- Evaluation April 10, 20182017-2018 Monitoring Protocol



1. The LEA(s) completes the LEP SYSTEM onor before the State-provided due date. Copy of the Accuracy

Certification Statement(ACS) for the LEP SYSTEM

Who is responsible to complete theLEP System?

2. The LEA(s) completes the PIMS snapshotsaccording to the State-provided due dates(on PIMS calendar on PDE website).

Copy of the ACS for thefollowing PIMS Snapshots:• October 1• Precode forACCESS/Alternate ACCESS• ACCESS Accountability• End of Year

Who is responsible to attend theLEP Data Trainings?

Describe the process used to ensurecollaboration between ELLCoordinator and PIMS Coordinator?

3. The LEA/Consortium performs regularProgram evaluations based on multiplecriteria that measure student progress inattaining English proficiency and attainmentof academic and achievement standards.

LEA implements improvements based on thisevaluation.

Copy of LEP SystemReport

Copy of PIMS End ofYear ACS

Diagnostic Tool forTaking your Program'sPulse

Written programevaluation

Describe the process used to ensureprogram evaluation and continuousimprovement.

Who is involved?

How does ESL Program evaluationconnect to Comprehensive Plan?





Program Effectiveness

Section 3115(c)(1)(2)

Page 45 of 79 Title III -- Program Effectiveness April 10, 20182017-2018 Monitoring Protocol



1. The LEA/Consortium is responsible forincreasing the English proficiency of ELs.

The LEA/Consortium bases itsinstructional programs on scientificallybased research.

The LEA/Consortium demonstrates theeffectiveness of the programs toincreasing a) English LanguageProficiency and b) Student academicachievement in the core academicsubjects.

Student records and grades

ACCESS for ELs ScoreReport data showing growth

PSSA/Keystone ScoreReport data

eMetric system reports

Written ESL Policy/Program

Program type and rationale

Explanation of thescientifically-based researchthat supports the languageinstructional program model

What instructional delivery model(s)does the LEA/Consortiumimplement?

How does this model support theprogram goals and LEA(s) mission?

Is the program effectively increasingthe English proficiency of students?What evidence do you have of this?

Is the program supporting theacademic success of ELs and offormer ELs?

2. The LEA/Consortium is responsible toprovide high quality professionaldevelopment to the classroom teachers,principals, administrators, and otherpersonnel designed to: a. Improve instruction and assessmentof ELs b. Enhance the ability of teachers touse curricula, assessment measures,and instructional strategies.

The professional development must bebased on evidenced-based researchdemonstrating its effectiveness inincreasing childrens English languageProficiency.

The professional development must beof sufficient intensity and duration tohave positive and lasting impact onteachers classroom performance.

Evidence of professionaldevelopment plan (Act 48):• Agenda• Training schedule• Teacher Act 48 lists

PIMS ProfessionalDevelopment Activities SurveyACS

What professional development hasthe LEA/Consortium implemented?By whom?

How does this professionaldevelopment support ESL Programgoals, Title III goals, and the LEAsmission?

Page 46 of 79 Title III -- Program Effectiveness April 10, 20182017-2018 Monitoring Protocol



If you have additional comments to make aboutthis section, enter them here:



1. The LEA/Consortium providesnotifications to parents in anunderstandable format, and, to theextent practicable, in a language thatthe parent can understand.

Notification includes the following: a. basis for identification andplacement b. level of proficiency and how itwas assessed c. method(s) of instruction used inthe Program d. how the program will meet thestudents needs e. how the Program will increaseEnglish proficiency and supportacademic achievement f. expected rate of transition out ofProgram g. exit criteria. h. for ELs with IEPs an explanationof how the Program meets the goalsof the IEP i. parents right to opt out ofsupplemental

The LEA/Consortium sends thenotification to parents within 30 daysof the beginning of school year or 2weeks during the school year.

Parent notification lettersfor placement in ESLProgram supported with TitleIII supplemental funds

Does the LEA/Consortium utilize theparent notification forms available onTransACT (www.transact.com)?

How does the LEA/Consortium ensurethat the information is presented in amanner and format that is understandableby the parent?

Who is responsible for completing thenotification process within 30 days at thebeginning of the school year or 14 daysduring the school year?

Parental Notification

Section 3302

Page 47 of 79 Title III -- Parental Notification April 10, 20182017-2018 Monitoring Protocol

http://www.transact.com







1. The LEA/Consortium must monitor theprogress of children made by children foreach of the two years after the childrenare no longer receiving ESL/Title IIIservices.

It should include the number andpercentage of children attaining Englishproficiency and a description of theprogress made in meeting challengingstate academic content and studentachievement standards.

ELRS SystemReport and ACS

Student ProgressReports

Teacher Reports

PDE Sample Post-reclassification tool(s)

Who is responsible for monitoring theprogress and continued success of formerELs who have been exited and are in thefirst and second years of monitoring?

Describe the monitoring process.





Post-Exit Student Monitoring

Section 3121 (a)(4)

ELs with Disabilities

22 Pa. Code § 4.26; Individuals with Disability Education Act Amendments of 1997 [IDEA]. (1997), Pa Code Ch. 14

Page 48 of 79 Title III -- ELs with Disabilities April 10, 20182017-2018 Monitoring Protocol



The LEA/Consortium is responsibleto provide appropriate ELDinstruction and Special Educationservices to ELs with Disabilities.

The LEA/Consortium is responsibleto ensure ELs with Disabilitiesparticipate in the annual ESL/ELDassessment per the IEP.

The LEA/Consortium ensures thatIEP Team includes an ESLprofessional with the studentslanguage needs.

ELs with Disabilities studentschedules

Student IEPs

ACCESS 2.0 or AlternateACCESS ISR Reports

List of IEP Team members

Written policies and proceduresof the school related to identifying,delivering services, and assessingELs with Disabilities

Describe your process foradministrating the ACCESS 2.0 orAlternate ACCESS to ELs withDisabilities.

How does the school involve the ESLprofessional in the IEP team?





1. The LEA/Consortium verifies ESL/ELDstudents meet annual language proficiencygrowth targets as per the EL accountabilitymeasure

Copy of annuallanguage proficiencygrowth charts for ELAccountability measureprovided by PDE

Who receives this report fromPDE and how is it communicatedthroughout the LEA?

2. The LEA/Consortium develops animprovement plan if the language growthtargets are not met for a group of students

Copy of the ELLanguage GrowthImprovement Plan (LGIP)for the school and/ordistrict

Any unforeseen challenges thatare impacting the implementationof the EL LGIP?

Any technical assistance orprofessional development needs tosupport the implementation of thePlan?

Accountability

Section 3122

Page 49 of 79 Title III -- Accountability April 10, 20182017-2018 Monitoring Protocol



3. If the LEA is part of a consortium, theLEA/Consortium has a signed copy of theMemorandum of Understanding specifying theresponsibilities of both the fiscal agent and theindividual LEAs related to services, parentalnotification, and EL Language GrowthImprovement Plan.

Copy of theMemorandum ofUnderstanding betweenthe LEA and fiscal agent.

When and how do Consortiummembers determine the needs forand uses of Title III funds?

Who is responsible for parentnotification?

Describe the process used toensure that parent notificationtakes place?


enter them here:


of Implementation Clarifying Questions/Explanations Comments

Authorized Subgrantee Activities for ESL/ELD

Section 3115(d)

Page 50 of 79 Title III -- Authorized Subgrantee Activities for ESL/ELD April 10, 20182017-2018 Monitoring Protocol


of Implementation Clarifying Questions/Explanations Comments

1. Authorized Activities:

a. Upgrading program objectives and effectiveinstruction strategies. b. Improving the instruction materials, educationsoftware, and assessment procedures c. Providing tutorials, academic or vocationaleducation for ELs, and intensified instruction d. Developing and implementing elementary orsecondary school instructional educationalprograms that are coordinated with other relevantprograms and services e. Improving the ELP and academic achievementof ELs f. Providing community participation programs,family literacy services, and parent outreach andtraining activities to ELs and their families. g. Improving the instruction of ELs by providingacquisition or development of ed technology orinstructional materials; access to and participationin electronic networks for materials, training, andcommunication h. Other activities

Title IIIapplication

Written ESLPolicy/Program

List of ELs beingserved

What activities did theLEA/Consortium implement this year?Are these addressed in the application?

How did these activities support theESL Program, LEAs mission,Comprehensive Plan, needs of ELs?


enter them here:


of ImplementationClarifyingQuestions/Explanations Comments

Authorized Subgrantee Activities for Immigrant Children and Youth

Monitored ONLY FOR LEAs that receive Immigrant funding

Section 3115(e)

Skip this section if LEA does not receive Immigrant funding.

Page 51 of 79 Title III -- Authorized Subgrantee Activities for Immigrant Children and April 10, 20182017-2018 Monitoring Protocol


of ImplementationClarifyingQuestions/Explanations Comments

1. Authorized Activities:

a. family literacy, parent outreach, and trainingactivities designed to assist parents to become activeparticipants in the education of their children b. support for personnel, including teacher aides whohave been specifically trained, or are being trained, toprovide services to immigrant children and youth c. provision of tutorials, mentoring, and academic orcareer counseling for immigrant children and youth d. identification and acquisition of curricularmaterials, educational software, and technologies to beused in the program carried out with funds e. basic instruction services that are directlyattributable to the presence in the school districtinvolved of immigrant children and youth, including thepayment of costs of providing additional classroomsupplies, costs of transportation, or such other costs asare directly attributable to such additional basicinstruction services f. other instruction services that are designed toassist immigrant children and youth to achieve inelementary schools and secondary schools in theUnited States, such as programs of introduction to theeducational system and civics education g. activities, coordinated with community-basedorganizations, institutions of higher education, privatesector entities, or other entities with expertise inworking with immigrants, to assist parents ofimmigrant children and youth by offeringcomprehensive community services

Title IIIapplication

List ofimmigrant childrenbeing served

What activities did theLEA/Consortium implementspecific to the needs of immigrantchildren?

How did these activities supportthe ESL Program, LEAs mission,Comprehensive Plan, needs ofELs?

If you have additional comments to make about this section, enter

them here:

Implementation of the Title III Application - Local Plans

Section 3116

Page 52 of 79 Title III -- Implementation of the Title III Application - Local Plans April 10, 20182017-2018 Monitoring Protocol



1. The LEA/Consortium must submitan annual Title III application,implement the Plan's activities, andevaluate the effectiveness of the Planand measure whether the outcomeswere met.

Copy of signed rider andapplication

Copy of Title III goals andoutcomes included inapplication

Did the LEA/Consortium implement theactivities outlined in the Title III Plan?

How does this year's Title III Plan buildon or follow from last year's Plan toenhance the LIEP?

Were last year's goals/outcomes met?Why/Why not?

2. The LEA/Consortium complies withrequirements regarding participation ofESL/ELD students and teachers inprivate schools within the geographicalboundaries of the LEA(s).

The LEA/Consortia maintains thefollowing:

a. written policy and procedure forensuring provision of services toeligible children attending privateschools b. inclusion of services for nonpublicentities in the Title III application c. annual consult with nonpublicentities to determine their participationin Title III services for ESL/ELDstudents d. provide equitable services fornonpublic students identified asESL/ELD e. administer a valid and reliableassessment to determine the Englishlanguage proficiency of nonpublicstudents f. procedure to monitor the provisionof services to nonpublic students g. procedure to evaluate the successof the Title III services to nonpublicstudents

Written policies andprocedures, addressing,identification, assessment,evaluation, consultation andmonitoring

Evidence ofcommunication withnonpublic LEAs forconsultation and monitoringpurposes:LettersEmailsmeeting agendas

Written agreement ofequitable services to beprovided.

Third party contract(s)

Copies of local applicationand budgets that documentappropriate set asides (LEA)

When and how does theLEA/consortium carry out theconsultation with the nonpublic areaswithin the geographical boundaries ofthe LEA(s)?

What instruments/data are used toevaluate the success of the Title IIIservices?




3. The LEA/Consortium must ensurethat all teachers in any languageinstruction educational program for ELstudents funded with Title III arefluent in English and any otherlanguage used for instruction,including having written and oralcommunication skills.

The fluency policy must includeappropriate Instructional level 1 or 2certification as wEL as the ESLProgram Specialist endorsement. Ifgrading student English performance,teachers must meet the highlyqualified definition.

Teacher fluencyassessment policy,assessment

Teacher fluency results

How do you ensure the Englishproficiency of teachers?

Do you provide any bilingualinstructional delivery model?If so, How do you ensure the teacher(s)proficiency in languages other thanEnglish?

4. The LEA/Consortium supplements,not supplants, the core program withTitle III funds. Title III Plan's activitiesand resources must be in addition toor supporting the core ESL Programand its requirements.

Core program budget andexpenditures

Title III budget andexpenditures

Evidence ofbudget/expenditures for ESLCore Program in state andlocal funds

Time & effort logs

If Title III funds are removed, does thecore ESL Program meet all the Laurequirements as outlined in the BEC(Educating Students with LimitedEnglish Proficiency and EnglishLearners)?






1. The LEA involves stakeholders (parents,school staff, and community members) in theplanning of the Title IV application andactivities.

Meeting notices,agenda, sign-in sheets

Monitor Comments3/29/2018 12:19:03 PMState Administrator Cindy RhoadsLEA used their school improvementteam as the stakeholder group for2017-18. Additional members willbe invited for 2018-19 to meet allthe required groups for Title IV.

2. If the LEA distributed funds to schools, ittargeted schools that have the greatest needs;have the highest percentages or numbers ofchildren low-income; are identified for priorityand focus; or are identified as persistentlydangerous.

Focus/Priorityschool status

Consolidatedapplication Selectionof Schools rankingpage

District Comments2/2/2018 9:56:37 AMFederal Programs Manager SaraBingamanCommonwealth Charter Academy isone school.

Monitor Comments3/29/2018 12:39:43 PMState Administrator Cindy RhoadsCCA is one school so noprioritization is necessary.

Title IV, Part A

Component I. Title IV, Part A Student Support and Academic Enrichment Grants

The Student Support and Academic Enrichment (SSAE) program is intended to: 1) provide all students with access to a well-rounded education, 2) improveschool conditions for student learning, and 3) improve the use of technology in order to improve the academic achievement and digital literacy of all students.(ESEA section 4101)

Sec. 4101

Page 55 of 79 Title IV, Part A -- Component I. Title IV, Part A Student Support and April 10, 20182017-2018 Monitoring Protocol



3. LEA completed a performance goal for eacharea where funds are spent under Title IV. Consolidated

application Title IVPerformance GoalSection

Monitor Comments3/29/2018 12:20:20 PMState Administrator Cindy RhoadsReviewed performance goals for allthree areas.

4. The LEA continued to consult withstakeholders to improve the activities itconducts and coordinates implementation withother related activities conducted in thecommunity

Meeting notices,agenda, sign-insheets, meetingminutes

Monitor Comments3/29/2018 12:22:00 PMState Administrator Cindy RhoadsSchool Improvement/Title IVStakeholder Group met severaltimes throughout the year. Reviewedminutes of all meetings.

5. LEA has only budgeted for 15% of theamount budgeted in Effective Use ofTechnology for technology infrastructure(devices, equipment, and software applicationsto address readiness shortfalls, blendedlearning technology software and platforms, thepurchase of digital instructional resources,initial professional development activities, andone-time information technology purchases).

Consolidatedapplication showingfunds in the EffectiveUse of Technologyexpenditure section

Monitor Comments3/29/2018 12:31:47 PMState Administrator Cindy RhoadsCurrently overbudgeted. Sara willtrasfer money to align on fundingadjustments.

6. If the LEA has received more than $30,000in Title IV funds, a needs assessment wascompleted (and will be completed once every 3years).

Needs Assessmentwith date

Monitor Comments3/29/2018 12:32:19 PMState Administrator Cindy RhoadsUsed same needs assessment as usedfor Title II for 2017-18




7. If the LEA has received more than $30,000in Title IV funds, 20% has been budgeted forWell-Rounded Educational activities.

Consolidatedapplication well-rounded narrativecompleted.

Consolidatedapplication showingfunds in the Well-Rounded expendituresection

Monitor Comments3/29/2018 12:32:48 PMState Administrator Cindy Rhoads20% set aside for well roundededucation was included in budget.

8. If the LEA has received more than $30,000in Title IV funds, 20% has been budgeted forSafe and Healthy activities.

Consolidatedapplication safe andhealthy narrativecompleted.

Consolidatedapplication showingfunds in the Safe andHealthy expendituresection

Monitor Comments3/29/2018 12:33:11 PMState Administrator Cindy Rhoads20% set aside for safe and healthystudents was included in budget

9. If the LEA has received more than $30,000in Title IV funds, some funds are budgeted forEffective Use of Technology activities.

Consolidatedapplication EffectiveUse of Technologynarrative completed.

Consolidatedapplication showingfunds in the EffectiveUse of Technologyexpenditure section

Monitor Comments3/29/2018 12:33:32 PMState Administrator Cindy RhoadsSome funds are budgeted foreffective use of technologyactivities.

10. All expenditures are supplemental in natureand do not supplant, or replace, activities theLEA is required to provide under state or locallaw, including board approved policy.

Expenditureprintouts indicatingdetailed Title IVactivities

Monitor Comments3/29/2018 12:34:25 PMState Administrator Cindy RhoadsAll expenditures are supplemental toother activities




1. The LEA has evidence of which Federal Program(s) and FederalRequirement(s) are to be waived, including the expected results ofwaiving each requirement.

Section 1 WaiverApplication

2. The LEA has evidence of how it will continue to provide assistanceto the same populations served by program for which waivers wererequested.


3. The LEA has evidence of how the waiver will improve theinstructional program and academic performance of students and hownon-public students will be affected.


4. The LEA has evidence of the education improvement goals,including methods that will be used to assess student progress towardthe goals, and how the LEA will be able to determine the impact of anyschool that benefits from an approved waiver.


5. The LEA has evidence of how it provided notice and information tothe public regarding the waiver request. Section 5 Waiver

Application 6. If an application was submitted for an extension of an approvedwaiver, the LEA has evidence of effectiveness of the waiver, how thewaiver improved student performance and how the waiver extensionwas in the public interest.

WaiverPerformance Report

7. The LEA has evidence of services provided, schools served withwaiver and school years approved with waiver. Approval Letter

from PDE

eGrants Budgetand Selection ofSchools



A Local Educational Agency (LEA) that receives funds under a program authorized under this Act and desires a waiver of any statutory or regulatoryrequirement of this Act shall submit a request containing the information described in subsection (b)(1) to the appropriate State educational agency. The Stateeducational agency determines if the waiver is appropriate.

SEC. 8401

Page 58 of 79 Ed-Flex Waiver Review -- Ed-Flex Waiver Review April 10, 20182017-2018 Monitoring Protocol



If you have additional comments to make about this section, enter them here:

Page 59 of 79 Ed-Flex Waiver Review -- Ed-Flex Waiver Review April 10, 20182017-2018 Monitoring Protocol


Implementation Additional Evidence Comments

1. The LEA ensures that it complies with therequirements of Title VI-B when allocating fundsfor REAP-Flex

Statement ofAllocations andExpenditures

Applicable Funding for REAP-Flex:

Title II-A

Uses of Applicable

Funding

Title I-A

Title II-A

Title III 2. The LEA ensures that it complies with therequirements of Title VI-B when allocating fundsfor Rural and Low Income Schools

Statement ofAllocations andExpenditures

Uses of Funds: TeacherRecruitment and Retention

Teacher ProfessionalDevelopment

Educational Technology

Parent and FamilyEngagement Activities

Title I-A

Title III

Title VI-B REAP

Title VI-B REAP

It is the purpose of this part to address the unique needs of rural school districts that frequently (1) lack the personnel and resources needed to competeeffectively for Federal competitive grants; and (2) receive formula grant allocations in amounts too small to be effective in meeting their intended purposes.

Sec. 5201

Page 60 of 79 Title VI-B REAP -- Title VI-B REAP April 10, 20182017-2018 Monitoring Protocol


Implementation Additional Evidence Comments

If you have additional comments to make about this section,enter them here:

Page 61 of 79 Title VI-B REAP -- Title VI-B REAP April 10, 20182017-2018 Monitoring Protocol

Building Date Staff Member Interviewed Staff Member PositionNo interviews have been entered.

Personnel Interviews

Page 62 of 79 Personnel Interviews April 10, 20182017-2018 Monitoring Protocol

Name Check ifInterviewed

Principal: Maurice Flurie III Parent: Parent: Parent: Parent: Parent:

ProgramReviewers:

Cindy Rhoads, PDE VisitDate:

3/29/2018

Division of Federal ProgramConsolidated Program Review

2017-2018 School YearCommonwealth Charter Academy CS

Commonwealth Charter Academy

SCHOOL Level Monitoring

Page 63 of 79 Personnel Interviews April 10, 20182017-2018 Monitoring Protocol



1. All instructional paraprofessionalsworking in a Title I and Title II program areappropriately certified.

List of paraprofessionals &their qualifications: HS Diplomaplus 2 years of college (48credits), AA Degree or localassessment

District Comments2/13/2018 12:58:09 PMFederal Programs ManagerSara BingamanCommonwealth CharterAcademy does not employany paraprofessionals.

Monitor Comments3/29/2018 12:41:44 PMState Administrator CindyRhoadsNo paraprofessionals areemployed by CCA

2. Parents (in Title I schools only) arenotified annually that they may requestinformation regarding the professionalqualifications of their childs teacher(s), andof paraprofessionals who provideinstructional services to their children.

Copy of Right-to-Know Teacher Qualifications letterand evidence of distributiondate

Monitor Comments3/29/2018 12:42:23 PMState Administrator CindyRhoadsLetter sent to all parents on9/6/17. Reviewed letter.

Title I: School Level

Component I: Appropriately State Certified

The Local Education Agency (LEA) and the Title I School has professional standards for paraprofessionals working in a program supported with Title I andTitle II funds.

Sec. 1112(c)(6)Sec. 1112(e)(1)(A)

Page 64 of 79 Title I: School Level - Commonwealth Charter Academy - Component I: April 10, 20182017-2018 Monitoring Protocol



3. Parents (in Title I schools only) arenotified if their child is assigned to or beingtaught for four or more consecutive weeksby a teacher who is not appropriately statecertified. (This cannot be marked N/A.)

Copy of Right-to-Know Four Consecutive Week letter

Evidence of distributiondate, if applicable

Monitor Comments3/29/2018 12:42:44 PMState Administrator CindyRhoadsReviewed sample 4 weekletter. Was not needed in2017-18.



Page 65 of 79 Title I: School Level - Commonwealth Charter Academy - Component I: April 10, 20182017-2018 Monitoring Protocol



4. The School implements strategies tofacilitate effective transitions forstudents.

Transition Plan Monitor Comments3/29/2018 12:43:31 PMState Administrator Cindy RhoadsReviewed transition document. Includes atransition into Cyber School plan.

Component II: Transition Plan

The Title I School will support, coordinate, and integrate Title I services with early childhood education programs at the local educational agency orindividual school level, including plans for the transition of participants in such programs to local elementary school programs. The Title I School willimplement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education.

Sec. 1112(b)(8)Sec. 1112(b)(10)Sec. 1114

Page 66 of 79 Title I: School Level - Commonwealth Charter Academy - Component II: April 10, 20182017-2018 Monitoring Protocol



1. 1. Schools receiving Title I funds shall jointlydevelop with, and distribute to, Title I parents andfamily members a written parent and familyengagement policy. Parents shall be notified of thepolicy in an understandable and uniform formatand to the extent practicable in a language theparents can understand. The policy shall be madeavailable to the local community and updatedperiodically to meet the changing needs of parentsand the school. Required components:

• Convene an annual meeting at a convenienttime, to which all Title I parents shall beinvited and encouraged to attend, to informparents of their schools Title I program andto explain the requirements of Title I and theright of parents to be involved.

• Offer a flexible number of meetings, such asmeetings in the morning or evening, andmay provide, with Title I funds,transportation, child care, or home visits, assuch services relate to parental involvement

School Parentand FamilyEngagement policy,Parent meetingagenda & sign-insheets, and methodof distribution

Monitor Comments3/29/2018 12:45:18 PMState Administrator Cindy RhoadsReviewed the policy for theschool level activities. Includesmore in depth activities forparents.

Component III: Parent and Family Engagement

The Local Education Agency (LEA) may receive funds under this part only if such agency conducts outreach to all parents and family members andimplements programs, activities, and procedures for the involvement of parents and family members in programs. Such programs, activities, and proceduresshall be planned and implemented with meaningful consultation with parents of Title I students.

Sec. 1116(b)(1-4)Sec. 1116(c)(1-5)Sec. 1116(d)(1-2)Sec. 1116(e)(1-5)

Page 67 of 79 Title I: School Level - Commonwealth Charter Academy - Component III: April 10, 20182017-2018 Monitoring Protocol



• Involve parents, in an organized ongoing,and timely way, in the planning, review, andimprovement of the Title I program,including the planning, review, andimprovement of the school parent and familyengagement policy and the jointdevelopment of the schoolwide programplan, if applicable, except that is a schoolhas a process in place in process forinvolving parents in the joint planning anddesign of the schools programs, the schoolmay use the process, if such processincluded an adequate representation of TitleI.

• Provide Title I parents◦ Timely information about Title I

programs◦ A description and explanation of the

curriculum in use at the school, theforms of academic assessment usedto measure student progress, and theachievement levels of the challengingState academic standards

◦ If requested by parents, opportunitiesfor regular meetings to formulatesuggestions and to participate, asappropriate, in decisions relating tothe education of their children, andrespond to any suggestions as soonas practicably possible.

• If the schoolwide plan is not satisfactory toTitle I parents, submit any parent commentson the plan when the school makes the planavailable to the LEA. (Only applies toSchoolwide schools).




• Shall educate teachers, specializedinstructional support personnel, and otherstaff, with the assistance of parents, in thevalue and utility of contributions of parentsand family members, and in how to reachout to, communicate with, and work withparents and family members as equalpartners, implement and coordinate parentprograms, and build ties between parentsand family members and the school.

• Describes how the school will provideassistance to parents in understanding theState's academic content standards andstudent achievement standards, localacademic assessments and how to monitor achild's progress and work with teachers toimprove the achievement of their children.

• States that a school-parent compact wasjointly developed with parents and thecompact outlines how parents, the entireschool staff and students will share in theresponsibility for improved studentachievement.

• Describes how the school provides materialsand training to help parents to work withtheir children to improve their children'sachievement, such as literacy training andusing technology, as appropriate, to fosterparent involvement.

• States how the school will, to the extentfeasible and appropriate, coordinate, andintegrate parent involvement programs andactivities with other Federal, State, and localprograms including public preschoolprograms and conduct other activities, thatencourage and support parents and familymembers in more fully participating in theeducation of their children.




• States how the school will ensure thatinformation related to school and parentprograms, meetings, and other activities issent to the parents and family members ofparticipating children in a format and to theextent practicable, in a language the parentsand family members can understand.

• States how the school, to the extentpracticable, will provide opportunities for theinformed participation of parents and familymembers (including parents and familymembers who have limited Englishproficiency, parents and family memberswith disabilities, and parents and familymembers of migratory children).

2. Convene an annual meeting at a convenienttime, to which all Title I parents shall be invitedand encouraged to attend, to inform parents oftheir schools Title I program and to explain therequirements of Title I and the right of parents tobe involved.

Title I meetingagenda & sign-insheets

Monitor Comments3/29/2018 12:46:06 PMState Administrator Cindy RhoadsReviewed sign in sheet andagenda for meeting held on8/16/17.




3. 3. Each Title I school shall jointly develop withparents of Title I children a school parent compactthat outlines how parents, the entire school staff,and students will share the responsibility forimproved student academic achievement and theschool and parents will build and develop apartnership to help children achieve the States highstandards. The compact shall - describe the schools responsibility to providehigh-quality curriculum and instruction in asupportive and effective learning environment thatenables Title I children to meet the State academicstandards, and the ways in which each parent willbe responsible for supporting their childrenslearning; volunteering in their childs classroom,and participating as appropriate, in decisionsrelating to the education of their children andpositive use of extracurricular time, and - address the importance of communicationbetween teachers and parents on an ongoing basisthrough at a minimum: parent-teacher conferencesin elementary schools, at least annually, duringwhich the compact shall be discussed as thecompact relates to the individual childsachievement; frequent reports to parents on theirchildrens progress; reasonable access to staff,opportunities to volunteer and participate in theirchilds class, and observation of classroomactivities; and ensuring two way meaningfulcommunication between family members andschool staff, and to the extent practicable, in alanguage that family members can understand.

School-parentcompact, Staff-parent meetingagenda, sign-insheets and methodof distribution

Monitor Comments3/29/2018 12:52:34 PMState Administrator Cindy RhoadsReviewed school compact. Lastupdated August 2017.




4. Title I Schools shall provide assistance toparents of Title I children in understanding suchtopics as the challenging State academic standards,State and local academic assessments, and how tomonitor a childs progress and work with educatorsto improve the achievement of their children.

Title I meetingagenda & sign-insheets

Staff/Parentmeeting agendasand sign-in sheets

District Comments2/13/2018 2:18:29 PMFederal Programs Manager SaraBingamanThese topics are covered duringour Learning Coach OutreachSessions. In addition, informationregarding SPP and common coreis posted on the Title I messageboard.

Monitor Comments3/29/2018 12:55:18 PMState Administrator Cindy RhoadsReviewed invitations, agenda, forfamily outreach sessions.Academic standars are integratedinto all the sessions offered there.Also posted on Title I messageboard that is accessible to allparents.




5. Title I Schools shall provide materials andtraining to help parents to work with their childrento improve their childrens achievement, such asliteracy training and using technology (includingeducation about the harms of copyright piracy) asappropriate, to foster parent involvement.

Trainingmaterials,evaluations, agendas& sign-in sheets,calendar of events

Workshops

District Comments2/13/2018 2:50:25 PMFederal Programs Manager SaraBingamanThese topics are covered duringour Learning Coach OutreachSessions.

Monitor Comments3/29/2018 12:56:40 PMState Administrator Cindy RhoadsParent Book offered to parentsattending the outreach sessions.Live virtual support sessions forfamily mentors to help answerquestions for family members.

6. Title I Schools shall educate teachers,specialized instructional support personnel,principals and other school leaders, and other staff,with the assistance of parents, in the value andutility of contributions of parents, and in how toreach out to, communicate with, and work withparents as equal partners, implement andcoordinate parent programs, and build ties betweenparents.


SPAC skits andstaff agendas andsign in sheets

Monitor Comments3/29/2018 12:58:38 PMState Administrator Cindy RhoadsTwo presentations for staff duringAugust PD conference. "Parentson Your Side". Also provided apresentation on EffectiveCommunications.

7. Title I Schools shall to the extent feasible andappropriate, coordinate and integrate parentinvolvement programs and activities with otherFederal, State, and local programs, including publicpreschool programs, and conduct other activities,such as parent resource centers, that encourageand support parents in more fully participating inthe education of their children.

Transition Plan

Parent trainingmaterials,evaluations,agendas, calendar ofevents


Monitor Comments3/29/2018 1:04:43 PMState Administrator Cindy RhoadsCyber charter schools cover theentire state and is considered aschool of choice rather thanhaving a regular attendance area,so it isn't feasible to invest thetime and effort into coordinatingthis on a statewide scale.




8. Title I schools shall ensure that informationrelated to school and parent programs, meetings,and other activities is sent to Title I parents in aformat and, the extent practicable, in a languagethe parents can understand.

Translateddocuments such asfliers, letters, website postings

TranslatedSchoolwide Plan

Monitor Comments3/29/2018 1:05:44 PMState Administrator Cindy RhoadsMaterials are translated intoSpanish at the moment.


enter them here:




1. Have a completed/revised Schoolwide Plan. Plan isbased on a comprehensive needs assessment of theentire school that takes into account information on theacademic achievement of children in relation to thechallenging State academic standards, particularly theneeds of those children who are failing, or are at-risk offailing, to meet the challenging State academicstandards and any other factors as determined by thelocal educational agency; and includes a descriptionofthe strategies that the school will be implementing toaddress school needs, including a description of howsuch strategies willprovide opportunities for all children,including each of the subgroups of students (as definedin section1111(c)(2)) to meet the challenging Stateacademic standards; use methods and instructionalstrategies that strengthen the academic program in theschool ,increase the amount and quality of learningtime, and help provide an enriched and acceleratedcurriculum, which may include programs, activities, andcourses necessary to provide a well-rounded education;and address the needs of all children in the school, butparticularly the needs of those at risk of not meeting thechallenging State academic standards.

Copy of the SchoolLevel/ImprovementPlan. Must provideagendas and sign-insheets, demonstratingplan was updatedwithin a year of themonitoring visit.

Monitor Comments3/29/2018 1:07:51 PMState AdministratorCindy RhoadsCharacter limits withinthe Comprehensiveplanning tool forced theCCA to limit what theywere able to include inthe plan.

If you have additional comments to make about this section, enter them

here:

Component IV: Schoolwide Programs

An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the daybefore the date of the enactment of the Every Student Succeeds Act)

Sec. 1114

If the LEA does not operate a Schoolwide Program in any Title I schools, this section can be skipped.

Page 75 of 79 Title I: School Level - Commonwealth Charter Academy - Component IV: April 10, 20182017-2018 Monitoring Protocol



1. The Title I school determines which students will be served, andserves participating students identified as eligible. Selection criteria and

student roster with testscores that includes rankorder listing.

2. The Title I school uses resources under this part to help eligiblechildren meet the challenging State academic standards, whichmay include programs, activities, and academic courses necessaryto provide a well-rounded education.

List of programs,activities, and academiccourses provided toeligible children

3. The Title I school uses methods and instructional strategies tostrengthen the academic program of the school through activities,which may includeexpanded learning time, before- and after-school, and summer programs and opportunities; and a schoolwidetiered model to prevent and address behavior problems, and earlyintervening services, coordinated with similar activities andservices carried out under the Individuals with DisabilitiesEducation Act (20 U.S.C. 1400 et seq.).

List of instructionalstrategies includingactivities that strengthenthe academic programprovided to eligiblechildren

4. The Title I school coordinates with and supports the regulareducation program, which may include services to assist preschoolchildren in the transition from early childhood education programssuch as Head Start, the literacy program under subpart 2 of part Bof title II, or State-run preschool programs to elementary schoolprograms.

Documentation ofregular team meetings,agenda, sign-in sheets,and minutes

Component V: Targeted Assistance

In all schools selected to receive funds under section 1113(c) that are ineligible for a schoolwide program under section 1114, have not received a waiverunder section 1114(a)(1)(B) to operate such a schoolwide program, or choose not to operate such a schoolwide program, a local educational agency servingsuch school may use funds received under this part only for programs that provide services to eligible children under subsection (c) identified as having thegreatest need for special assistance.

Sec. 1009 of ESSA 1115

If the LEA operates only Schoolwide Programs in Title I schools, this section can be skipped

Page 76 of 79 Title I: School Level - Commonwealth Charter Academy - Component V: April 10, 20182017-2018 Monitoring Protocol



5. The Title I school provides professional development withresources provided under this part, and, to the extent practicable,from other sources, to teachers, principals, other school leaders,paraprofessionals, and, if appropriate, specialized instructionalsupport personnel, and other school personnel who work witheligible children in programs under this section or in the regulareducation program.

List of professionaldevelopment activities,agendas, and sign insheets

If you have additional comments to make about this section, enter them here:

Page 77 of 79 Title I: School Level - Commonwealth Charter Academy - Component V: April 10, 20182017-2018 Monitoring Protocol



1. TimeDocumentation

UGG Sec.200.430

1. The LEA and Title I schoolmaintain semi-annual certificationsfor all employees funded 100%from a single cost objective

Semi-annual timecertifications

Monitor Comments3/29/2018 1:09:38 PMState Administrator CindyRhoadsAll staff included undersingle cost objective ofTitle I schoolwide.Reviewed single fundingcertification forms.

2. 2. The LEA and Title I schoolmaintain time documentation/logsfor prorated staff including theamount of time spent on eachfunding source activity; logs aresigned by a supervisor andreconciled to payroll documentationon a monthly basis; or fixedschedule approval has beenobtained from DFP

Time logs

Staff schedules

Documentation ofFixed schedule semi-annual timedocumentation DFPapproval

District Comments2/16/2018 2:26:40 PMFederal Programs ManagerSara BingamanCommonwealth CharterAcademy does not haveany prorated staff that ispaid out of Title I.

Monitor Comments3/29/2018 1:10:09 PMState Administrator CindyRhoadsNo prorated staff paid fromTitle I for CCA

2. BuildingLevel Budget

1. The LEA and Title I Schoolmaintain a building level budgetdocumenting Title I expenditures

School's Title Ibuilding level budgetincluding specific salaryand benefits forpersonnel and supplyorders for actual andanticipated expenditures,must be used for thisanalysis

Monitor Comments3/29/2018 1:10:38 PMState Administrator CindyRhoadsCCA is one school so thebudget submitted onegrants is the budget forboth the LEA and school.

Component VI: Fiscal Requirements

Page 78 of 79 Title I: School Level - Commonwealth Charter Academy - Component VI: April 10, 20182017-2018 Monitoring Protocol



If you have additional comments to make about this section, enter

them here:

Page 79 of 79 Title I: School Level - Commonwealth Charter Academy - Component VI: April 10, 20182017-2018 Monitoring Protocol

COMMONWEALTH CHARTER ACADEMY CHARTER SCHOOL

FINANCIAL AND COMPLIANCE REPORT

Year Ended June 30, 2017

TABLE OF CONTENTS Pages INDEPENDENT AUDITOR'S REPORT ................................................................................................... 1 - 2 MANAGEMENT’S DISCUSSION AND ANALYSIS ................................................................................. 3 - 7 BASIC FINANCIAL STATEMENTS Government-Wide Financial Statements Statement of Net Position ............................................................................................................. 8 Statement of Activities .................................................................................................................. 9 Fund Financial Statements Balance Sheet - Governmental Funds ........................................................................................... 10 Reconciliation of the Governmental Funds Balance Sheet to the Government-Wide Statement of Net Position ........................................................................... 11 Statement of Revenues, Expenditures, and Changes in Fund Balances - Governmental Funds .................................................................................................................. 12 Reconciliation of the Governmental Funds Statement of Revenues, Expenditures, and Changes in Fund Balances to the Government-Wide Statement of Activities ............................................................................................................... 13 Notes to Basic Financial Statements ................................................................................................ 14 - 36 REQUIRED SUPPLEMENTARY INFORMATION Budgetary Comparison Schedule for the General Fund ................................................................. 37 Schedule of the Charter School’s Proportionate Share of the Net Pension Liability and Related Ratios - Pension Plan ................................................................................. 38 Schedule of Charter School Contributions - Pension Plan .............................................................. 39 Note to Required Supplementary Information............................................................................... 40 SUPPLEMENTARY INFORMATION Single Audit Schedule of Expenditures of Federal Awards ................................................................................ 41 Notes to Schedule of Expenditures of Federal Awards ................................................................. 42 INDEPENDENT AUDITOR’S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS ....................................................... 43 - 44

Pages INDEPENDENT AUDITOR’S REPORT ON COMPLIANCE FOR EACH MAJOR PROGRAM AND ON INTERNAL CONTROL OVER COMPLIANCE REQUIRED BY THE UNIFORM GUIDANCE ...................................................................................... 45 - 46 SCHEDULE OF FINDINGS AND QUESTIONED COSTS ......................................................................... 47 - 48 STATUS OF PRIOR YEAR FINDINGS AND QUESTIONED COSTS ......................................................... 49 - 50

Herbein + Company, Inc. 2763 Century Boulevard Reading, PA 19610 P: 610.378.1175 F: 610.378.0999 www.herbein.com

Succeed With Confidence

1

INDEPENDENT AUDITOR'S REPORT To the Board of Directors Commonwealth Charter Academy Charter School Harrisburg, Pennsylvania Report on the Financial Statements We have audited the accompanying financial statements of the governmental activities and each major fund of Commonwealth Charter Academy Charter School, as of and for the year ended June 30, 2017, and the related notes to the financial statements, which collectively comprise the Charter School’s basic financial statements as listed in the table of contents. Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions. Opinions In our opinion, the financial statements referred to above present fairly, in all material respects, the respective financial position of the governmental activities and each major fund of Commonwealth Charter Academy Charter School, as of June 30, 2017, and the respective changes in financial position for the year then ended in accordance with accounting principles generally accepted in the United States of America.


2

Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis, the budgetary comparison schedule for the general fund, and pension information on pages 38 and 39 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance. Supplementary Information Our audit was conducted for the purpose of forming opinions on the financial statements that collectively comprise the Commonwealth Charter Academy Charter School’s basic financial statements. The schedule of expenditures of federal awards is presented for purposes of additional analysis as required by Title 2 U.S. Code of Federal Regulations (CFR) Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, and is not a required part of the basic financial statements. Such information is the responsibility of management and was derived from and relates directly to the underlying accounting and other records used to prepare the basic financial statements. The information has been subjected to the auditing procedures applied in the audit of the basic financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic financial statements or to the basic financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the schedule of expenditures of federal awards is fairly stated in all material respects in relation to the basic financial statements as a whole. Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report dated January 17, 2018, on our consideration of the Charter School’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the Charter School’s internal control over financial reporting and compliance.

Reading, Pennsylvania January 17, 2018

3

Commonwealth Charter Academy Charter School

Management Discussion and Analysis

June 30, 2017 The Management of Commonwealth Charter Academy Charter School (CCA or the School) has prepared this narrative overview and analysis of the financial activities of the School for the fiscal year ended June 30, 2017. The information presented here should be read and considered in conjunction with the School's financial statements. Financial Highlights The School ended June 30, 2017, with a deficit net position of $11,226,444. The current year operations decreased the deficit $10,098,107 from June 30, 2016. The School adopted GASB 68 beginning in 2014-15, and is accordingly reporting its share of the June 30, 2017 total PSERS pension liability calculated to be $93.5 million. This liability is the main contributor to the deficit net position. For fiscal year 2016-17, CCA adopted a balanced general fund budget in the amount of $116.5 million. Actual general fund revenues and other financing sources were $123.3 million. Actual general fund expenditures were $99.1 million and transfers to the capital projects fund were $22.4 million. The resulting general fund surplus of $1.8 million has been assigned by management. General fund revenues in 2016-17 decreased approximately $1.3 million over the prior year due to the significant reclassification of 2014-15 billings received in 2015-16 during the 2015-16 audit. The School's general fund cash balance at June 30, 2017 was $27.3 million, a decrease of $4.7 million from the previous year. School receivables have increased by $2.0 million due to the appropriate amount of receivables booked in the 2016-17 school year.

Relatedly, unearned revenue decreased by $790,000. Payables decreased by $5.3 million primarily for lower amounts owed to Connections Education at fiscal year-end.



June 30, 2017

4

Overview of Financial Statements This Management Discussion and Analysis is intended to serve as an introduction to the School's basic financial statements. The School's financial statements are comprised of: the Basic Financial Statements; Notes to Financial Statements; and Supplementary Information, including pension and single audit reporting requirements.

Government-Wide Financial Statements include a Statement of Net Position and Statement of Activities which are designed to provide readers with a short term and long term overview of the School's finances. The measurement focus of revenue and expense is similar to that used in the private sector and is referred to as the accrual basis of accounting. The remaining Fund Financial Statements focus on a more detailed presentation of operations in the short-term. In particular, fund balance may serve as a useful measure of a government's net resources available for spending for program purposes at the end of the fiscal year. The fund statements report revenues only to the extent cash has been received, or is expected to be received in the near future. This is known as the modified-accrual basis of accounting, and is unique to governmental entities. There is a Reconciliation of the Governmental Funds Balance Sheet with the net position presented on the Statement of Net Position. The Notes to the Financial Statements provide additional information that is essential to a full understanding of the data provided in the government-wide and fund financial statements.

The schedule of expenditures of federal awards is presented for purposes of additional analysis as required by Title 2 U.S. Code of Federal Regulations (CFR) Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards.



June 30, 2017

5

Government-Wide Financial Analysis Management has adopted Governmental Accounting Standards Board (GASB) Statement 34 which requires a comparative analysis of current and prior periods.

2017 2016 Current assets $ 48,523,474 $ 40,699,962 Capital assets, net 19,903,486 16,032,058 Deferred outflows of resources 28,825,767 18,050,982

Total assets and deferred outflows $ 97,252,727 $ 74,783,002 Current liabilities $ 14,786,171 $ 20,047,553 Net pension liability 93,514,000 76,192,000

Total liabilities 108,300,171 96,239,553 Deferred pension inflows 779,000 468,000 Net invested in capital assets 19,903,486 14,242,058 Restricted for Capital 14,077,198 -- Unrestricted (45,807,128) (36,166,609)

Total net position (11,826,444) (21,924,551) Total liabilities, deferred inflows, and net position $ 97,252,727 $ 74,783,002

The School's revenues are predominately local school district's funds based on the student enrollment. For the year ended June 30, 2017, the School's total revenues of $122.5 million exceeded expenditures of $112.4 million by $10.1 million, which impacts the net positon at the end of the year.

Comparative Statement of Activities Summary 2017 2016 Revenues Program Revenues Local educational agency assistance $ 116,105,844 $ 115,176,871 Operating grants & contributions 6,025,380 4,272,911 General revenues 375,307 159,666

Total revenues 122,506,531 119,609,448 Expenditures Instruction 64,983,032 70,330,912 Support services 42,346,050 44,862,455 Non-instructional services 2,111,055 1,818,114 Facilities acquisition and improvement services -- 3,854 Unallocated depreciation 2,921,956 342,406 Interest expense 46,331 56,047

Total expenditures 112,408,424 117,413,788 Change in net position 10,098,107 2,195,660 Net position, beginning (21,924,551) (24,120,211) Net position, ending $ (11,826,444) $ (21,924,551)



June 30, 2017

6

Governmental Funds The focus of the School's governmental funds is to provide information on near-term inflows, outflows, and balances of spendable resources. Such information is useful in assessing the School's financing requirements. In particular, fund balance may serve as a useful measure of a government's net resources available for spending for program purposes at the end of the fiscal year.

The School's governmental funds reported an ending fund balance of $33.5 million. Budget Variations The actual revenues exceeded budgeted amounts by $6.8 million, due to an increase in funding from

local school districts, deferred revenue from prior years recorded in 2016-17, and an increase in

federal funding monies.

Actual expenditures, excluding other financing uses, is less than budget by $9.8 million due to actual

enrollment being lower than anticipated.

Capital Assets As of June 30, 2017, the School's investment in capital assets for its governmental activities totaled $19,903,486 (net of accumulated depreciation). This investment in capital assets include equipment, furniture, buildings and building improvements. Major capital asset purchases during the year included the following;

- Capital expenditures of $7,530,585 for buildings and improvement, - Capital Expenditures of $634,000 for software development - Capital expenditures of $1,479,751 for furniture and equipment.

The additions to the assets are higher over the previous year due to building construction costs. Building improvements and equipment costing $10,779,541 with a net book value of $2,850,952 was disposed of during the year ended June 30, 2017. The net disposal of assets is higher than previous years due to a physical inventory conducted at the School’s facility. Additional information on the School's capital assets can be found in Note 5 of this report.



June 30, 2017

7

Economic Factors and Next Year's Budgets and Rates The School's primary source of revenue, the per student subsidy provided by the local school

districts, are anticipated to remain relatively flat as compared to the previous year. Economic factors

affecting budgets will include the cost of health insurance, increase of PSERS contribution rates and potential State budget cuts. Some future events that could impact the School financially are

fluctuations in the student enrollment.

The School purchased a building in August of 2016. Renovations are planned for the School to move

the two Harrisburg Family Service Center locations in 2017-18. The School anticipates that space will be leased to tenants to offset operating costs. Operating leases for the current locations will cease

upon the transition.

During 2017-18 and 2018-19 school years, the School is investing in curriculum and learning

management system enhancements. This will require additional resources for the next several years.

There are no other known future events that will financially impact the School. Contacting the School's Financial Management

The financial report is designed to provide interested parties a general overview of the School's finances. Questions regarding any of the information provided in this report should be addressed to the CEO, Commonwealth Charter Academy Charter School, One Innovation Way, Harrisburg, PA 17110.

GovernmentalActivities

ASSETSCash 39,969,441$ Intergovernmental Receivables 7,282,590

Prepaid Expenses 1,271,443Capital Assets Not Being Depreciated:

Land 171,105Construction in Progress 3,207,051

Capital Assets, Net of Accumulated Depreciation 16,525,330

TOTAL ASSETS 68,426,960

DEFERRED OUTFLOWS OF RESOURCESDeferred Outflows of Resources for Pension 21,544,153Pension Contributions Made Subsequent to the Measurement Date 7,281,614

TOTAL DEFERRED OUTFLOWS OF RESOURCES 28,825,767

LIABILITIESAccounts Payable 4,152,709Judgements Payable 227,027Line of Credit 447,500Accrued Salaries and Benefits 2,708,894Payroll Deductions and Withholdings 3,180,019Due to Connections Education LLC 4,070,022Noncurrent Liabilities:

Net Pension Liability 93,514,000

TOTAL LIABILITIES 108,300,171

DEFERRED INFLOWS OF RESOURCESDeferred Inflows of Resources for Pension 779,000

NET POSITIONNet Investment in Capital Assets 19,903,486Restricted for Capital Projects 14,077,198Unrestricted (Deficit) (45,807,128)

TOTAL NET POSITION (DEFICIT) (11,826,444)$

June 30, 2017

STATEMENT OF NET POSITION


See accompanying notes. 8

Net (Expense)Revenue andChanges inNet Position

OperatingCharges for Grants and Governmental

Functions/Programs Expenses Services Contributions Activities

Governmental ActivitiesInstructional Services:

Regular Programs 44,840,111$ 36,807,398$ 2,008,133$ (6,024,580)$ Special Programs 19,395,378 14,058,905 2,330,521 (3,005,952) Vocational Programs 279,822 401,350 91,214 212,742 Other Instructional Programs 467,721 765,243 ‐ 297,522 Total Instructional Services 64,983,032 52,032,896 4,429,868 (8,520,268)

Support Services:Student Services 9,785,396 15,649,702 ‐ 5,864,306 Instructional Staff 6,215,503 9,449,277 48,728 3,282,502 Administration 14,285,959 22,520,099 ‐ 8,234,140 Pupil Health 1,750 2,878 190,537 191,665 Business Services 1,159,568 1,691,112 11,657 543,201 Operation and Maintenance of Plant Services 4,056,176 6,069,898 ‐ 2,013,722 Student Transportation Services 276,476 454,692 ‐ 178,216 Central 6,537,991 5,019,366 54,765 (1,463,860) Other Support Services 27,231 44,784 ‐ 17,553 Total Support Services 42,346,050 60,901,808 305,687 18,861,445

Noninstructional Services:Student Activities 383,391 329,835 10,425 (43,131) Community Services 1,727,664 2,841,305 1,279,400 2,393,041 Interest on Long‐Term Debt 46,331 ‐ ‐ (46,331) Unallocated Depreciation Expense 2,921,956 ‐ ‐ (2,921,956) Total Noninstructional Services 5,079,342 3,171,140 1,289,825 (618,377)

Total Governmental Activities 112,408,424$ 116,105,844$ 6,025,380$ 9,722,800

General Revenues: Investment Earnings 86,122 Miscellaneous Income 289,185

Total General Revenues 375,307

Change in Net Position 10,098,107

Net Position (Deficit) ‐ Beginning of year (21,924,551)

Net Position (Deficit) ‐ End of year (11,826,444)$

Program Revenue

For the Year Ended June 30, 2017

STATEMENT OF ACTIVITIES



TotalCapital Governmental

General Projects FundsASSETS

Cash 27,339,655$ 12,629,786$ 39,969,441$ Interfund Receivables ‐ 2,957,000 2,957,000Intergovernmental Receivables 7,282,590 ‐ 7,282,590Prepaid Expenditures 1,261,443 10,000 1,271,443

TOTAL ASSETS 35,883,688$ 15,596,786$ 51,480,474$

LIABILITIES AND FUND BALANCE

LIABILITIES Interfund Payables 2,957,000$ ‐$ 2,957,000$ Accounts Payable 2,633,121 1,519,588 4,152,709Judgements Payable 227,027 ‐ 227,027Line of Credit 447,500 ‐ 447,500Accrued Salaries and Benefits 2,708,894 ‐ 2,708,894Payroll Deductions and Withholdings 3,180,019 ‐ 3,180,019Due to Connections Education LLC 4,070,022 ‐ 4,070,022

TOTAL LIABILITIES 16,223,583 1,519,588 17,743,171

DEFERRED INFLOWS OF RESOURCESUnavailable Revenue ‐ Tuition 231,555 ‐ 231,555

FUND BALANCESNonspendable Fund Balance:

Prepaid Expenditures 1,261,443 10,000 1,271,443 Restricted Fund Balance ‐ 14,067,198 14,067,198 Assigned Fund Balances:

Future Health Insurance Claims 900,000 ‐ 900,000 Future PSERS Retirement Rate Increases 650,000 ‐ 650,000 Payment of Line of Credit 447,500 ‐ 447,500 Purchase of Student and Staff Technology 2,000,000 ‐ 2,000,000 Potential Funding Reductions 3,600,000 ‐ 3,600,000 Capital Campus Renovation Project 4,000,000 ‐ 4,000,000 Purchase of Curriculum Materials 6,200,000 ‐ 6,200,000

Unassigned Fund Balance 369,607 ‐ 369,607

TOTAL FUND BALANCES 19,428,550 14,077,198 33,505,748

TOTAL LIABILITIES, DEFERRED INFLOWS OFRESOURCES, AND FUND BALANCES 35,883,688$ 15,596,786$ 51,480,474$

June 30, 2017

BALANCE SHEET ‐ GOVERNMENTAL FUND



TOTAL FUND BALANCES ‐ GOVERNMENTAL FUND 33,505,748$

Capital assets used in governmental activities are not financial resources

and, therefore, are not reported as assets in governmental funds. The cost

of the assets is $28,164,938 and the accumulated depreciation is

$8,261,452. 19,903,486

Tuition receivables will be collected this year, but are not available soon

enough to pay for the current period's expenditures and, therefore, are

reported as unavailable revenue in the funds. 231,555

The net pension obligation is not reflected on the fund financial statements. (93,514,000)

Deferred outflows and inflows of resources for pensions are recorded and

amortized in the statement of net position and are not reflected in the fund

financial statements. 28,046,767

TOTAL NET POSITION (DEFICIT) ‐ GOVERNMENTAL ACTIVITIES (11,826,444)$

June 30, 2017


RECONCILIATION OF GOVERNMENTAL FUND BALANCE SHEET TO THEGOVERNMENT‐WIDE STATEMENT OF NET POSITION

Amounts reported for governmental activities on the statement of net position are different because:


TotalCapital Governmental

General Projects FundsREVENUESLocal Sources 119,020,292$ 14,980$ 119,035,272$ State Sources 465,759 ‐ 465,759Federal Sources 3,794,242 ‐ 3,794,242

TOTAL REVENUES 123,280,293 14,980 123,295,273

EXPENDITURESCurrent:Instructional Services 60,181,822 ‐ 60,181,822Support Services 36,927,297 2,321,603 39,248,900Operation of Noninstructional Services 1,928,221 ‐ 1,928,221

Capital Outlay ‐ 8,019,490 8,019,490Debt Service:Interest 46,331 ‐ 46,331

Refund of Prior Year Revenues 73 ‐ 73

TOTAL EXPENDITURES 99,083,744 10,341,093 109,424,837

EXCESS (DEFICIENCY) OF REVENUESOVER EXPENDITURES 24,196,549 (10,326,113) 13,870,436

OTHER FINANCING SOURCES (USES)Sale of Capital Assets 3,200 ‐ 3,200 Other Revenue 1,511 ‐ 1,511 Transfers In ‐ 22,419,090 22,419,090 Transfers Out (22,419,090) ‐ (22,419,090)

TOTAL OTHER FINANCING SOURCES (USES) (22,414,379) 22,419,090 4,711

NET CHANGE IN FUND BALANCES 1,782,170 12,092,977 13,875,147

FUND BALANCES ‐ BEGINNING OF YEAR 17,646,380 1,984,221 19,630,601

FUND BALANCES ‐ END OF YEAR 19,428,550$ 14,077,198$ 33,505,748$


GOVERNMENTAL FUNDSTATEMENT OF REVENUES, EXPENDITURES, AND CHANGES IN FUND BALANCE ‐



Amounts reported for governmental activities in the statement of activities are different because:

NET CHANGE IN FUND BALANCE ‐ GOVERNMENTAL FUND 13,875,147$

Governmental funds report capital outlays as expenditures. However, in

the statement of activities, the cost of those assets is allocated over their

estimated useful lives as depreciation expense.

Capital Outlays 9,644,336$ Less: Depreciation Expense (2,921,956) Less: Loss on Disposal (2,850,952) 3,871,428

Because some tuition revenue will not be collected for several months

after the Charter School's year end, they are not considered as

"available" revenues in the governmental funds. (790,253)

The change in net pension liability and related deferred outflows and

inflows of resources are reflected as an adjustment to expense on the

statement of activities, but not included in the fund statements. (6,858,215)

CHANGE IN NET POSITION OF GOVERNMENTAL ACTIVITIES 10,098,107$


EXPENDITURES, AND CHANGES IN FUND BALANCE TO THE RECONCILIATION OF THE GOVERNMENTAL FUND STATEMENT OF REVENUES,


GOVERNMENT‐WIDE STATEMENT OF ACTIVITIES



NOTES TO BASIC FINANCIAL STATEMENTS

June 30, 2017

14

The Commonwealth Charter Academy Charter School (the “Charter School” or “School”) is a nonprofit corporation established pursuant to the Pennsylvania Nonprofit Corporation Law of 1988. The Charter School is chartered directly through the Pennsylvania Department of Education. The current charter expired June 30, 2016; the renewal is currently being processed by the Pennsylvania Department of Education. The Charter School is located in Harrisburg, Pennsylvania, and was established to leverage technology on behalf of students who need a more personalized approach to education to maximize their potential and meet the highest performance standards. The Charter School is a provider of high-quality, highly accountable virtual schooling for learners in grades K-12. The Charter School gives learners the flexibility to learn at home with a curriculum that meets rigorous State education standards. Through individualized service, instruction, and dedication to achievement, the Charter School provides an opportunity for all learners to competently meet personal and community goals, overcome challenges, and share their passion for success with future generations. The Charter School is governed by a board of directors. The number of directors shall be determined by the Board from time to time. At least three Directors shall be chosen from and shall represent one of the following constituencies: (1) the parent of one or more student(s) who is/are enrolled in the School; (2) a generally recognized community leader in the area served by the School, as determined at the discretion of the Board; and (3) an individual currently employed as either a teacher, college instructor in the area of education, or an individual who has served in those capacities or who otherwise has expertise in education, as determined at the discretion of the Board. NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES A. Reporting Entity

As required by generally accepted accounting principles, the financial statements of the reporting entity include only statements of the Charter School. The Charter School used guidance contained in generally accepted accounting principles to evaluate the possible inclusion of related entities (authorities, boards, councils, etc.) within its reporting entity. The criteria used by the Charter School for inclusion are financial accountability and the nature and significance of the relationships. In determining financial accountability in a given case, the Charter School reviews the applicability of the following criteria. The Charter School is financially accountable for:

• Organizations that make up the legal Charter School entity. • Legally separate organizations if Charter School officials appoint a voting majority of the

organization’s governing body and the Charter School is able to impose its will on the organization, or if there is a potential for the organization to provide specific financial benefits to, or impose specific financial burdens on, the Charter School as defined below.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED A. Reporting Entity - continued

Impose its will - If the Charter School can significantly influence the programs, projects, or activities of, or the level of services performed or provided by the organization. Financial benefit or burden - Exists if the Charter School (1) is entitled to the organization’s resources; (2) is legally obligated or has otherwise assumed the obligation to finance the deficits of, or provide support to, the organization; or (3) is obligated in some manner for the debt of the organization.

• Organizations that are fiscally dependent on the Charter School. Fiscal dependency is established if the organization is unable to adopt its budget, levy taxes, set rates or charges, or issue bonded debt without approval by the Charter School.

Based on the foregoing criteria, the Commonwealth Charter Academy Charter School has determined it has no component units.

B. Basis of Presentation - Government-Wide Financial Statements

Government-wide financial statements (i.e., the statement of net position and the statement of activities) display information about the reporting entity, except for its fiduciary activities. All fiduciary activities are reported only in the fund financial statements. The government-wide statements include separate columns for the governmental and business-type activities of the primary government, as well as any discretely presented component units. Governmental activities, which normally are supported by intergovernmental revenues and other nonexchange transactions, are reported separately from business-type activities which rely to a significant extent on fees and charges for support. Likewise, the primary government is reported separately from the legally separate component units for which the primary government is financially accountable. The Charter School presently only has governmental activities.

The statement of activities demonstrates the degree to which the direct expenses of a given function to the Charter School are offset by the program revenues related to that function. Direct expenses are those that are directly related to and clearly identified with a function. Program revenues include 1) charges to customers or others who purchase, use or directly benefit from services or goods provided by a given function or 2) grants and contributions that are restricted to meet the operational or capital requirements of a function. Other items properly not included in program revenues are reported as general revenues. As a general rule, the effect of interfund activity has been eliminated from the government-wide financial statements.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED C. Basis of Presentation - Fund Financial Statements

The fund financial statements provide information about the government’s funds, including its fiduciary funds. Separate financial statements are provided for governmental funds, proprietary funds, and fiduciary funds. The emphasis of fund financial statements is on major governmental and enterprise funds, each displayed in a separate column. All remaining governmental funds are aggregated and reported as nonmajor funds. The Charter School Reports the Following Major Governmental Funds:

General Fund: The general fund is the general operating fund of the Charter School. This fund is charged with all costs of operating the Charter School for which a separate fund has not been established. Capital Projects Fund: The capital projects fund accounts for expenditures related to facilities acquisitions and improvements as well as office furniture and equipment costs located within School facilities.

The Charter School does not currently have any enterprise or fiduciary funds. During the course of operations, the government has activity between funds for various purposes. Any residual balances outstanding at year end are reported as interfund receivables and payables. While these balances are reported in fund financial statements, certain eliminations are made in the preparation of the government-wide financial statements. Balances between the funds included in governmental activities (i.e., the governmental funds) are eliminated so that only the net amount is included as internal balances in the governmental activities column. Further, certain activity occurs during the year involving transfers of resources between funds. In fund financial statements, these amounts are reported at gross amounts as transfers in/out. While reported in fund financial statements, certain eliminations are made in the preparation of the government-wide financial statements. Transfers between the funds included in governmental activities are eliminated so that only the net amount is included as transfers in the governmental activities column.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED

D. Measurement Focus and Basis of Accounting

The accounting and financial reporting treatment is determined by the applicable measurement focus and basis of accounting. Measurement focus indicates the type of resources being measured such as current financial resources or economic resources. The basis of accounting indicates the timing of transactions or events for recognition in the financial statements. The government-wide financial statements are reported using the economic resources measurement focus and the accrual basis of accounting. Revenues are recorded when earned and expenses are recorded when a liability is incurred, regardless of the timing of related cash flows. Grants and similar items are recognized as revenue as soon as all eligibility requirements imposed by the provider have been met. The governmental fund financial statements are reported using the current financial resources measurement focus and the modified accrual basis of accounting. Revenues are recognized as soon as they are both measureable and available. Revenues are considered to be available when they are collectible within the current period or soon enough thereafter to pay liabilities of the current period. For this purpose, the Charter School considers revenues to be available if they are collected within 120 days of the end of the current fiscal period. Expenditure-driven grants are recognized as revenue when the qualifying expenditures have been incurred and all other eligibility requirements have been met, and the amount is received during the period or within the availability period for this revenue source. If time eligibility requirements are not met, deferred inflows of resources would be recorded. All other revenue items are considered to be measurable and available only when cash is received by the Charter School. Expenditures generally are recorded when a liability is incurred, as under accrual accounting. However, debt service expenditures, as well as expenditures related to compensated absences, and claims and judgments, are recorded only when payment is due. General capital asset acquisitions are reported as expenditures in governmental funds. Issuance of long-term debt and acquisitions under capital leases are reported as other financing sources.

E. Budgetary Information

1. Budgetary Basis of Accounting

Annual budgets are adopted on a basis consistent with generally accepted accounting principles for the general fund. All annual appropriations, except unexpended grant appropriations and encumbrances, lapse at fiscal year end. The Charter School’s 2016-2017 budget was prepared and approved by the board of directors prior to submitting the budget to the Pennsylvania Department of Education. All budget amounts presented in the accompanying financial statements have been adjusted for legally authorized revisions of the annual budget during the year.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED

F. Assets, Liabilities, Deferred Inflows/Outflows of Resources, and Net Position/Fund Balance

1. Cash and Cash Equivalents The Charter School’s reporting entity considers all highly-liquid investments with a maturity of three

months or less when purchased to be cash equivalents. Investments are valued at fair value in accordance with Governmental Accounting Standards Board

Statement No. 72, Fair Value Measurement and Application, except for investments in external investment pools, which are valued at amortized costs if required criteria are met as outlined in Governmental Accounting Standards Board Statement No. 79, Certain External Investment Pools and Pool Participants.

The Charter School categorizes its fair value measurements within the fair value hierarchy established

by generally accepted accounting principles. The hierarchy is based on the valuation inputs used to measure fair value of the asset. Level 1 inputs are quoted prices in active markets for identical assets; Level 2 inputs are significant other observable inputs; Level 3 inputs are significant unobservable inputs.

2. Receivables The intergovernmental receivables are amounts due from local school districts, the Pennsylvania

Department of Education (PDE), and other governmental entities. 3. Prepaid Items Certain payments to vendors reflect costs applicable to future accounting periods and are recorded as

prepaid items in both the government-wide and fund financial statements. The costs of prepaid items are recorded as expenditures/expenses when consumed rather than when purchased.

4. Capital Assets, Depreciation, and Amortization The Charter School’s capital assets with useful lives of more than one year are stated at historical cost

and comprehensively reported in the government-wide financial statements. The reported value excludes normal maintenance and repairs, which are essentially amounts spent in relation to capital assets that do not increase the capacity or efficiency of the item or extend its useful life beyond the original estimate. In the case of donations, the Charter School values these capital assets at the estimated fair value of the item at the date of its donation.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED F. Assets, Liabilities, Deferred Inflows/Outflows of Resources, and Net Position/Fund Balance - continued

4. Capital Assets, Depreciation, and Amortization - continued The Charter School generally capitalizes assets with a cost of $10,000 or more as purchase and

construction outlays occur, with the exception of laptops. Assets purchased or constructed with long-term debt may be capitalized regardless of the threshold established. The costs of normal maintenance and repairs that do not add to the asset value or materially extend useful lives are not capitalized. Capital assets are depreciated using the straight-line method. When capital assets are disposed, the cost and applicable accumulated depreciation are removed from the respective accounts, and the resulting gain or loss is recorded in operations.

Estimated useful lives, in years, for depreciable assets are as follows:

Assets Years

Building and improvements 6 - 27.5Furniture and equipment 3 - 7

5. Deferred Outflows/Inflows of Resources In addition to assets, the statement of financial position will sometimes report a separate section for

deferred outflows of resources. This separate financial statement element, deferred outflows of resources, represents a consumption of net position that applies to a future period(s) and so will not be recognized as an outflow of resources (expense/expenditure) until then. The Charter School has two items that qualify for reporting in this category, which are a deferred pension contribution and deferred outflows of resources for pension reported in the government-wide statement of net position. A deferred pension contribution results from contributions made to the pension plan subsequent to the measurement date and prior to the Charter School’s year end. The contributions will be recognized as a reduction in net pension liability in the following year. Deferred outflows of resources for pension relates to the Charter School’s net pension liability and pension expense and arises from changes in assumptions, actual versus expected results, changes in benefits, variances in expected versus actual investment earnings, changes in the employer’s proportion, or differences between employer contributions and the proportionate share of total contributions reported by the pension plan. These amounts are deferred and amortized over either a closed five-year period or the average remaining service life of all employees, depending on what gave rise to the deferred outflow.



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5. Deferred Outflows/Inflows of Resources - continued In addition to liabilities, the statement of financial position will sometimes report a separate section

for deferred inflows of resources. This separate financial statement element, deferred inflows of resources, represents an acquisition of net position that applies to a future period(s) and so will not be recognized as an inflow of resources (revenue) until that time. The Charter School has two items that qualify for reporting in this category. The first item, deferred inflows of resources for pension, relates to the Charter School’s net pension liability and pension expense and arises from changes in assumptions, actual versus expected results, changes in benefits, variances in expected versus actual investment earnings, changes in the employer’s proportion, or differences between employer contributions and the proportionate share of total contributions reported by the pension plan. These amounts are deferred and amortized over either a closed five-year period or the average remaining service life of all employees depending on what gave rise to the deferred inflow. The second item, unavailable revenue, arises only under a modified accrual basis of accounting and is reported only in the governmental funds balance sheet. The governmental funds report unavailable revenues from tuition. These amounts are deferred and recognized as an inflow of resources in the period that the amounts become available.

6. Unearned Revenues Revenues that are received but not earned are reported as unearned revenues in the government-

wide, governmental, and proprietary funds financial statements. Unearned revenues arise when resources are received prior to the incurrence of qualifying expenditures. In subsequent periods, when both revenue recognition criteria are met, or when the Charter School has legal claim to the resources, the liability for unearned revenue is removed from the respective financial statements and revenue is recognized.

7. Net Position

Net position represents the difference between assets and deferred outflows of resources less liabilities and deferred inflows of resources. Net investment in the capital assets component of net position is comprised of capital assets, net of accumulated depreciation, reduced by the outstanding balances of any borrowings used for the acquisition, construction, or improvement of those assets. In addition, any deferred outflows of resources and/or deferred inflows of resources related to such capital assets or liabilities associated with the capital assets should also be added to or deducted from the overall net investment in capital assets. The restricted component of net position is used when there are limitations imposed on their use either through the enabling legislation adopted by a higher governmental authority or through external restrictions imposed by creditors, grantors, or laws or regulations of other governments. The remaining component of net position is unrestricted. The Charter School applies restricted resources first when an expense is incurred for purposes for which both the restricted and unrestricted components of net position are available.



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8. Fund Balance Policies and Flow Assumptions Fund balance of governmental funds is reported in various categories based on the nature of any

limitations requiring the use of resources for specific purposes. The Charter School itself can establish limitations on the use of resources through either a commitment (committed fund balance) or an assignment (assigned fund balance).

The committed fund balance classification includes amounts that can be used only for the specific

purposes determined by a formal action of the Charter School’s highest level of decision-making authority. The board of directors is the highest level of decision-making authority for the Charter School that can, by adoption of a resolution prior to the end of the fiscal year, commit fund balance. Once adopted, the limitation imposed by the resolution remains in place until a similar action is taken (the adoption of another resolution) to remove or revise the limitation.

Amounts in the assigned fund balance classification are intended to be used by the government for

specific purposes but do not meet the criteria to be classified as committed. The Senior Director of Business Operations may assign fund balance. Unlike commitments, assignments generally only exist temporarily. In other words, an additional action does not normally have to be taken for the removal of an assignment. Conversely, as discussed above, an additional action is essential to either remove or revise a commitment.

The Charter School does not have a minimum fund balance policy. Sometimes the government will fund outlays for a particular purpose from both restricted and unrestricted resources (the total of committed, assigned, and unassigned fund balance). In order to calculate the amounts to report as restricted, committed, assigned, and unassigned fund balance in the governmental fund financial statements, a flow assumption must be made about the order in which the resources are considered to be applied. The Charter School’s policy states in circumstances where an expenditure is made for a purpose for which amounts are available in multiple fund balance classifications, the order in which resources will be expensed is as follows: restricted fund balance, followed by committed fund balance, assigned fund balance and unassigned fund balance.



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NOTE 1 - SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES - CONTINUED G. Revenues/Expenditures/Expenses

1. Program Revenues Amounts reported as program revenues include 1) charges to customers or applicants who purchase,

use, or directly benefit from goods, services, or privileges provided by a given function or segment and 2) grants and contributions (including special assessments) that are restricted to meeting the operations or capital requirements of a particular function or segment. Other internally dedicated resources are reported as general revenues rather than as program revenues.

2. Resident School District Payments Local sources revenue includes amounts paid by various school districts for the students enrolled in

the Charter School who reside within that particular school district. Payment charges per student enrolled vary by district and are calculated annually under Section 1725-A of the Pennsylvania Public School Code. This revenue is earned and recognized during the applicable school year, net of any refunds, if collected within the period of availability.

H. Other Use of Estimates

The preparation of the financial statements in conformity with generally accepted accounting principles requires management to make estimates and assumptions that affect certain reported amounts and disclosures. Accordingly, actual results could differ from those estimates.

NOTE 2 - STEWARDSHIP, COMPLIANCE, AND ACCOUNTABILITY A. Compliance with Finance Related Legal and Contractual Provisions

The Charter School has no material violations of finance related legal and contractual provisions.

B. Deficit Fund Balance or Net Position of Individual Funds

For the year ended June 30, 2017, no individual fund had a deficit fund balance or net position.

C. Excess of Expenditures Over Appropriations in Individual Funds

No individual fund, which had a legally adopted budget, had an excess of expenditures over appropriations.



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NOTE 2 - STEWARDSHIP, COMPLIANCE, AND ACCOUNTABILITY - CONTINUED D. Budgetary Compliance

The Charter School’s only legally adopted budget is for the General Fund. All budgetary transfers were made within the last nine months of the fiscal year. The Charter School cancels all purchase orders open at year end; therefore, it does not have any outstanding encumbrances at June 30, 2017. In addition, the Charter School includes a portion of the prior year’s fund balance represented by unappropriated liquid assets remaining in the fund as budgeted revenue in the succeeding year. The results of operations on a GAAP basis do not recognize the fund balance allocation as revenue as it represents prior period’s excess of revenues over expenditures.

NOTE 3 - CASH The deposit and investment policy of the Charter School adheres to state statutes. There were no deposits or investment transactions during the year that were in violation of either the state statutes or the policy of the Charter School. Deposits Custodial Credit Risk Custodial credit risk is the risk that in the event of a bank failure, the government’s deposits may not be returned to it. The Charter School does not have a policy for custodial credit risk. As of June 30, 2017, the carrying amount of the Charter School’s deposits was $39,969,441 and the bank balance was $41,845,129. Of the bank balance, $250,000 was covered by federal depository insurance and $41,595,129 of the Charter School’s bank balance was exposed to custodial credit risk, but covered by collateralization requirements in accordance with Act 72 of the 1971 Session of the General Assembly. NOTE 4 - INTERGOVERNMENTAL RECEIVABLES AND UNAVAILABLE REVENUE The intergovernmental and state/federal receivables are due from local school districts, the Pennsylvania Department of Education (PDE), and other governmental agencies. The intergovernmental receivables balance consists of the following as of June 30, 2017:

Local Education Agencies 5,998,441$ Pennsylvania Department of Education 1,382,146 Allowance for Uncollectible Accounts (97,997)

Total Intergovernmental Receivables 7,282,590$



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NOTE 4 - INTERGOVERNMENTAL RECEIVABLES AND UNAVAILABLE REVENUE - CONTINUED The Charter School also reports unavailable revenue of $231,555 consisting of tuition revenue that has been earned, but is not collected within 120 days of the fiscal year end. NOTE 5 - CAPITAL ASSETS Capital assets balances and activity for the year ended June 30, 2017 was as follows:

Beginning Decrease/ EndingBalance Increase Transfers Balance

Governmental Activities

Capital Assets Not Being Depreciated: Land 171,105$ -$ -$ 171,105$ Construction in Progress - 3,207,051 - 3,207,051

Total Assets Not Being Depreciated 171,105 3,207,051 - 3,378,156

Capital Assets Being Depreciated: Building and Improvements 8,428,410 4,957,534 (174,359) 13,211,585 Furniture and Equipment 20,700,628 1,479,751 (10,605,182) 11,575,197

Total Assets Being Depreciated 29,129,038 6,437,285 (10,779,541) 24,786,782

Less Accumulated Depreciation For: Building and Improvements 644,793 501,935 (136,169) 1,010,559 Furniture and Equipment 12,623,292 2,420,021 (7,792,420) 7,250,893

Total Accumulated Depreciation 13,268,085 2,921,956 (7,928,589) 8,261,452

TOTAL CAPITAL ASSETS BEINGDEPRECIATED, NET 15,860,953 3,515,329 (2,850,952) 16,525,330

GOVERNMENTAL ACTIVITIES,CAPITAL ASSETS, NET 16,032,058$ 6,722,380$ (2,850,952)$ 19,903,486$

Depreciation expense of $2,921,956 in governmental activities was unallocated for the year ended June 30, 2017.



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NOTE 6 - LINE OF CREDIT

On June 27, 2014, the Charter School obtained a $5,000,000 line of credit to fund short-term asset purchases and fund accounts receivable. Interest on the Line is payable at LIBOR plus 2.75 percent. The Line is subject to certain financial covenants and all assets of the Charter School are pledged as collateral. The balance of the Line and activity for the year ended June 30, 2017 was as follows:

Beginning EndingBalance Additions Reductions Balance

Line of Credit 1,790,000$ -$ 1,342,500$ 447,500$

Interest expense was $46,331 for the year ended June 30, 2017. The line of credit liability will be liquidated by the general fund. NOTE 7 - EMPLOYEE RETIREMENT PLAN

Employee Defined Benefit Pension Plan Summary of Significant Accounting Policies Pension Plan For purposes of measuring the net pension liability, deferred outflows of resources and deferred inflows of resources related to pensions, and pension expense, information about the fiduciary net position of the Public School Employees’ Retirement System (PSERS) and additions to/deductions from PSERS’s fiduciary net position have been determined on the same basis as they are reported by PSERS. For this purpose, benefit payments (including refunds of employee contributions) are recognized when due and payable in accordance with the benefit terms. Investments are reported at fair value.



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NOTE 7 - EMPLOYEE RETIREMENT PLAN - CONTINUED

Employee Defined Benefit Pension Plan - continued General Information about the Pension Plan Plan Description PSERS is a governmental cost-sharing multi-employer defined benefit pension plan that provides retirement benefits to public school employees of the Commonwealth of Pennsylvania under Title 24 Part IV of the Pennsylvania General Assembly. The members eligible to participate in the System include all full-time public school employees, part-time hourly public school employees who render at least 500 hours of service in the school year, and part-time per diem public school employees who render at least 80 days of service in the school year in any of the reporting entities in Pennsylvania. PSERS issues a publicly available financial report that can be obtained at www.psers.state.pa.us. Benefits Provided PSERS provides retirement, disability, and death benefits. Members are eligible for monthly retirement benefits upon reaching (a) age 62 with at least one year of credited service; (b) age 60 with 30 or more years of credited service; or (c) 35 or more years of service regardless of age. Act 120 of 2010 (Act 120) preserves the benefits of existing members and introduced benefit reductions for individuals who become new members on or after July 1, 2011. Act 120 created two new membership classes, Membership Class T-E (Class T-E) and Membership Class T-F (Class T-F). To qualify for normal retirement, Class T-E and Class T-F members must work until age 65 with a minimum of three years of service or attain a total combination of age and service that is equal to or greater than 92 with a minimum of 35 years of service. Benefits are generally equal to two percent or 2.5 percent, depending upon membership class, of the member’s final average salary (as defined in the Code) multiplied by the number of years of credited service. For members whose membership started prior to July 1, 2011, after completion of five years of service, a member’s right to the defined benefits is vested and early retirement benefits may be elected. For Class T-E and Class T-F members, the right to benefits is vested after 10 years of service. Participants are eligible for disability retirement benefits after completion of five years of credited service. Such benefits are generally equal to two percent or 2.5 percent, depending upon membership class, of the member’s final average salary (as defined in the Code) multiplied by the number of years of credited service, but not less than one-third of such salary nor greater than the benefit the member would have had at normal retirement age. Members over normal retirement age may apply for disability benefits. Death benefits are payable upon the death of an active member who has reached age 62 with at least one year of credited service (age 65 with at least three years of credited service for Class T-E and Class T-F members) or who has at least five years of credited service (10 years for Class T-E and Class T-F members). Such benefits are actuarially equivalent to the benefit that would have been effective if the member had retired on the day before death.

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



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Employee Defined Benefit Pension Plan - continued General Information about the Pension Plan Contributions The contribution policy is set by State Statute and requires contributions by active members, employers, and the Commonwealth of Pennsylvania. Member Contributions: Active members who joined the System prior to July 22, 1983 contribute at 5.25 percent (Membership Class T-C) or at 6.50 percent (Membership Class T-D) of the member’s qualifying compensation. Members who joined the System on or after July 22, 1983, and who were active or inactive as of July 1, 2001, contribute at 6.25 percent (Membership Class T-C) or at 7.50 percent (Membership Class T-D) of the member’s qualifying compensation. Members who joined the System after June 30, 2001 and before July 1, 2011 contribute at 7.50 percent (automatic Membership Class T-D). For all new hires and for members who elected Class T-D membership, the higher contribution rates began with service rendered on or after January 1, 2002. Members who joined the System after June 30, 2011 automatically contribute at the Membership Class T-E rate of 7.5 percent (base rate) of the member’s qualifying compensation. All new hires after June 30, 2011, who elect Class T-F membership, contribute at 10.3 percent (base rate) of the member’s qualifying compensation. Membership Class T-E and Class T-F are affected by a “shared risk” provision in Act 120 of 2010 that in future fiscal years could cause the Membership Class T-E contribution rate to fluctuate between 7.5 percent and 9.5 percent and Membership Class T-F contribution rate to fluctuate between 10.3 percent and 12.3 percent. Employer Contributions: The Charter School’s contractually required contribution rate for fiscal year ended June 30, 2017 was 29.20 percent of covered payroll, actuarially determined as an amount that, when combined with employee contributions, is expected to finance the costs of benefits earned by employees during the year, with an additional amount to finance any unfunded accrued liability. The rate was certified by the PSERS board of trustees. Contributions to the pension plan from the Charter School were $7,281,614 for the year ended June 30, 2017. The Charter School is also required to contribute a percentage of covered payroll to PSERS for healthcare insurance premium assistance. For the year ended June 30, 2017, the contribution rate was 0.83 percent of covered payroll and the Charter School contributed $206,977.



June 30, 2017

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Employee Defined Benefit Pension Plan - continued Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions At June 30, 2017, the Charter School reported a liability of $93,514,000 for its proportionate share of the net pension liability. The net pension liability was measured as of June 30, 2016, and the total pension liability used to calculate the net pension liability was determined by rolling forward the System’s total pension liability as of June 30, 2015 to June 30, 2016. The Charter School’s proportion of the net pension liability was calculated utilizing the employer’s one-year reported covered payroll as it relates to the total one-year reported covered payroll. At June 30, 2016, the Charter School’s proportion was 0.1887 percent, which was an increase of 0.0128 percent from its proportion measured as of June 30, 2015. For the year ended June 30, 2017, the Charter School recognized pension expense of $14,139,829. At June 30, 2017, the Charter School reported deferred outflows of resources and deferred inflows of resources related to pensions from the following sources:

Deferred DeferredOutflows Inflows

of ofResources Resources

Net difference between projected and actual investment earnings 5,212,000$ -$ Difference between expected and actual experience - 779,000 Changes in proportions - plan level 12,875,000 - Changes of assumptions 3,376,000 - Difference between employer contributions and proportionate share of total contributions 81,153 - Contributions subsequent to the measurement date 7,281,614 -

28,825,767$ 779,000$



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Employee Defined Benefit Pension Plan - continued Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions - continued The $7,281,614 reported as deferred outflows of resources resulting from Charter School pension contributions made subsequent to the measurement date will be recognized as a reduction of the net pension liability in the year ended June 30, 2018. Other amounts reported as deferred outflows of resources and deferred inflows of resources related to pensions will be recognized in pension expense as follows for the years ending June 30:

Actuarial Assumptions The total pension liability as of June 30, 2016, was determined by rolling forward the System’s total pension liability as of June 30, 2015 to June 30, 2016, using the following actuarial assumptions applied to all periods included in the measurement: Changes in assumptions used in measurement of the Total Pension Liability beginning June 30, 2016:

• The investment rate of return was adjusted from 7.50% to 7.25%. • The inflation assumption was decreased from 3.0% to 2.75%. • Salary growth changed from an effective average of 5.50%, which was comprised of inflation of 3.00%,

real wage growth and for merit or seniority increases of 2.50%, to an effective average of 5.00%, comprised of inflation of 2.75% and 2.25% for real wage growth and for merit or seniority increases.

• Mortality rates were modified from the RP-2000 Combined Healthy Annuitant Tables (male and female) with age set back 3 years for both males and females to the RP-2014 Mortality Tables for Males and Females, adjusted to reflect PSERS’ experience and projected using a modified version of the MP-2015 Mortality Improvement Scale. For disabled annuitants the RP-2000 Combined Disabled Tables (male and female) with age set back 7 years for males and 3 years for females to the RP-2014 Mortality Tables for Males and Females, adjusted to reflect PSERS’ experience and projected using a modified version of the MP-2015 Mortality Improvement Scale.

2018 6,173,829$ 2019 6,173,829 2020 5,321,024 2021 3,096,471

20,765,153$



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Employee Defined Benefit Pension Plan - continued Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions - continued Actuarial Assumptions - continued The actuarial assumptions used in the June 30, 2016 valuation were based on the experience study that was performed for the five-year period ending June 30, 2015. The recommended assumption changes based on this experience study were adopted by the PSERS Board at its June 10, 2016 Board meeting, and were effective beginning with the June 30, 2016 actuarial valuation. The long-term expected rate of return on pension plan investments was determined using a building-block method in which best-estimate ranges of expected future real rates of return (expected returns, net of pension plan investment expense and inflation) are developed for each major asset class. These ranges are combined to produce the long-term expected rate of return by weighting the expected future real rates of return by the target asset allocation percentage and by adding expected inflation. The pension plan’s policy in regard to the allocation of invested plan assets is established and may be amended by the board. Plan assets are managed with a long-term objective of achieving and maintaining a fully funded status for the benefits provided through the pension.

Long-TermTarget Expected Real

Asset Class Allocation Rate of Return

Global public equity 22.5% 5.3%Fixed income 28.5% 2.1%Commodities 8.0% 2.5%Absolute return 10.0% 3.3%Risk parity 10.0% 3.9%Infrastructure/MLPs 5.0% 4.8%Real estate 12.0% 4.0%Alternative investments 15.0% 6.6%Cash 3.0% 0.2%Financing (LIBOR) (14.0%) 0.5%

100.0%

The above was the PSERS Board’s adopted asset allocation policy and best estimates of geometric real rates of return for each major asset class as of June 30, 2016.



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Employee Defined Benefit Pension Plan - continued Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of Resources Related to Pensions - continued Discount Rate The discount rate used to measure the total pension liability was 7.25 percent. The projection of cash flows used to determine the discount rate assumed that contributions from plan members will be made at the current contribution rate and that contributions from employers will be made at contractually required rates, actuarially determined. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make all projected future benefit payments of current plan members. Therefore, the long-term expected rate of return on pension plan investments was applied to all periods of projected benefit payments to determine the total pension liability. Sensitivity of the School’s Proportionate Share of the Net Pension Liability to Changes in the Discount Rate The following presents the net pension liability calculated using the discount rate of 7.25 percent, as well as what the net pension liability would be if it were calculated using a discount rate that is one percentage point lower (6.25%) or one percentage point higher (8.25%) than the current rate:

Current1% Decrease Discount Rate 1% Increase

6.25% 7.25% 8.25%

Charter School's proportionate share of the net pension liability 114,392,000$ 93,514,000$ 75,969,000$

Pension Plan Fiduciary Net Position Detailed information about PSERS’ fiduciary net position is available in PSERS Comprehensive Annual Financial Report which can be found on the System’s website at www.psers.state.pa.us. Payables to the Pension Plan At June 30, 2017, the Charter School had an accrued balance due to PSERS of $1,971,707. This amount represents the Charter School’s contractually obligated contributions for wages earned in April 2017 through June 2017. The balance was paid in September 2017.

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



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403(b) Tax Shelter Plan The Charter School has established a 403(b) tax shelter plan permitting the establishment of accounts for school employees to voluntarily set aside monies to supplement their retirement income. All school employees are eligible, but not required to participate from their initial date of employment. All contributions to the Plan by the employee are discretionary through elective salary reduction, and there is no employer matching contribution. NOTE 8 - INTERFUND RECEIVABLES/PAYABLES AND TRANSFERS The following is a summary of interfund receivables and payables at June 30, 2017:

Interfund InterfundReceivables Payables

General Fund -$ 2,957,000$ Capital Projects Fund 2,957,000 -

2,957,000$ 2,957,000$

Interfund receivables and payables exist as a result of a time lag between dates when payments between funds are made. All will be paid within one year. Interfund transfers are summarized as follows at June 30, 2017:

Transfers TransfersIn Out

General Fund -$ 22,419,090$ Capital Projects Fund 22,419,090 -

22,419,090$ 22,419,090$

Transfers are made to fund current and future capital purchases.



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NOTE 9 - RISK MANAGEMENT The Charter School is exposed to various risks of loss related to torts; theft of, damage to, and destruction of assets; error and omissions; injuries to employees; and natural disasters. Significant losses are covered by commercial insurance for all major programs except for health and vision, for which the Charter School retains risk of loss, as described below. For insured programs, there were no significant reductions in insurance coverages for the 2016/2017 school year. Settlement amounts have not exceeded insurance coverage for the current year. Currently, the Charter School is self-insured for medical, dental, drug and vision insurance for current employees and their dependents. No retired individuals are participating in the plan. The Charter School uses a third party administrator to provide consulting and administrative services to process claims within the self-insurance fund. During the year ended June 30, 2017, the Charter School had stop-loss coverage for individual claims exceeding $150,000 per year per participant with exceptions. The Charter School will also receive a stop loss reimbursement of 100 percent for all medical claims which exceed $5,175,860 in the aggregate for the year. The following table presents the components of the Plan’s benefit obligation and the related changes in the plan’s benefit obligations. Benefit obligations at June 30:

2017 2016

Claims payable 453,722$ 381,213$

Changes in benefit obligations are as follows for the years ended June 30:

2017 2016

Claims payable, beginning of year 381,213$ 220,999$ Benefits earned 4,735,467 5,068,595 Claims paid (4,662,958) (4,908,381)

Claims payable, end of year 453,722$ 381,213$



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NOTE 10 - CONTINGENT LIABILITIES The Charter School receives federal, state, and local funding through a number of programs. Payments made by these sources under contractual agreements are provisional and subject to redetermination based on filing reports and audits of those reports. Final settlements due from or to these sources are recorded in the year in which the related services are performed. Any adjustments resulting from subsequent examinations are recognized in the year in which the results of such examinations become known. Charter School officials do not expect any significant adjustments as a result of these examinations. The Charter School is involved in various lawsuits that arise in the normal course of business. Although the outcome of these lawsuits is not presently determinable, in the opinion of the Charter School’s legal counsel, the resolution of these matters will not have a material adverse effect on the financial condition of the Charter School. NOTE 11 - COMMITMENTS The Charter School has the following commitment under a long-term construction contract as of June 30, 2017:

Adjusted Balance RemainingContractor Contract Amount on Contract

Lobar, Inc. $11,911,200 $10,582,778

The Charter School plans to use existing resources in the capital projects fund to fulfill the above commitment. The Charter School leases multiple facilities in Pennsylvania under various operating leases expiring through August 31, 2021. The following is a schedule of future lease rentals for the years ending June 30:

2018 555,806$ 2019 332,577 2020 273,696 2021 197,971 2022 33,056

1,393,106$



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NOTE 12 - PROFESSIONAL SERVICES AGREEMENT On July 1, 2016, the School entered into an agreement with Connections Education, LLC to provide curriculum which, when supplemented with the Charter School teacher provided additions and modifications, meets the Pennsylvania Academic State Standards, including Pennsylvania Core Standards. The agreement shall expire on June 30, 2018. For this service, the Charter School is invoiced $2,199 per billed student per year. Total charges from Connections were $19,850,287 for the year ended June 30, 2017. NOTE 13 - FUND BALANCES

Details of the Charter School’s governmental fund balance reporting and policy can be found in Note 1, Summary of Significant Accounting Policies. Fund balance classifications for the year ended June 30, 2017, was as follows: General Fund The General Fund has nonspendable funds of $1,261,443; assigned funds of $900,000 for future health insurance claims; $650,000 for future PSERS retirement rate increases; $447,500 for payment of line of credit; $2,000,000 for purchase of student and staff technology; $3,600,000 for potential funding reductions; $4,000,000 for the capital campus renovation project; and $6,200,000 for purchase of curriculum materials; and unassigned funds of $369,607. Capital Projects Fund The capital projects fund has nonspendable funds of $10,000 and restricted funds of $14,067,198 comprised of surplus monies transferred from the General Fund for the acquisition or construction of capital facilities and qualifying capital assets. The commitments and assignments were authorized by the board of directors’ motion to set aside resources to fund the commitments noted above. The Charter School has established and will maintain reservations of fund balance in accordance with GASB 54. This policy applies to the Charter School’s General Fund and all governmental funds. Fund balance is composed of nonspendable, restricted, committed, assigned, and unassigned amounts. Fund balance information is used to identify the available resources to repay long-term debt, reduce property taxes, add new governmental programs, expand existing programs, or enhance the financial position of the Charter School in accordance with policies established by the board of school directors.



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NOTE 14 - NEW ACCOUNTING STANDARDS The Government Accounting Standards Board (GASB) has issued the following standards which have not yet been implemented:

• Statement No. 75, Accounting and Financial Reporting for Postemployment Benefits Other Than

Pensions - This statement replaces the requirements of Statement No. 45, Accounting and Financial Reporting by Employers for Postemployment Benefits Other Than Pensions. The scope of this statement addresses accounting and financial reporting for OPEB that is provided to the employees of state and local governmental employers. This statement establishes standards for recognizing and measuring liabilities, deferred outflows of resources, deferred inflows of resources, and expense/expenditures. This statement is effective for the Charter School’s fiscal year ending June 30, 2018.

• Statement No. 87, Leases - This statement requires recognition of certain lease assets and liabilities for

leases that previously were classified as operating leases and recognized as inflows of resources or outflows of resources based on the payment provisions of the contract. It establishes a single model for lease accounting based on the foundational principle that leases are financings of the right to use an underlying asset. Under this Statement, a lessee is required to recognize a lease liability and an intangible right-to-use lease asset, and a lessor is required to recognize a lease receivable and a deferred inflow of resources. This statement is effective for the Charter School’s fiscal year ending June 30, 2021.

The Charter School has not yet completed the analysis necessary to determine the actual financial statement impact of these new pronouncements.

https://checkpoint.riag.com/app/main/docLinkNew?DocID=iGASB%3A1231.1&SrcDocId=T0GASB%3A1335.1-1&feature=ttoc&lastCpReqId=3342422

REQUIRED SUPPLEMENTARY INFORMATION

Original FinalBudget Budget Actual Variance

REVENUESLocal Sources 113,834,590$ 113,834,590$ 119,020,292$ 5,185,702$ State Sources 67,240 67,240 465,759 398,519 Federal Sources 2,582,445 2,582,445 3,794,242 1,211,797

TOTAL REVENUES 116,484,275 116,484,275 123,280,293 6,796,018

EXPENDITURESINSTRUCTIONAL SERVICES:

Regular Programs 47,675,060 47,675,060 40,689,860 6,985,200 Special Programs 22,503,345 22,503,345 18,782,612 3,720,733 Vocational Education 230,510 230,510 244,042 (13,532) Other Instructional Programs 832,325 832,325 465,308 367,017

TOTAL INSTRUCTIONAL SERVICES 71,241,240 71,241,240 60,181,822 11,059,418

SUPPORT SERVICES:Student Services 10,209,610 10,209,610 9,515,846 693,764 Instructional Staff 5,551,020 5,551,020 5,745,659 (194,639) Administration 12,119,025 12,119,025 13,693,410 (1,574,385) Pupil Health 5,000 5,000 1,750 3,250 Business Services 1,188,405 1,188,405 1,028,286 160,119 Operation and Maintenance of Plant Services 3,800,130 3,800,130 3,586,599 213,531 Student Transportation Services 91,330 91,330 276,476 (185,146) Central 2,624,205 2,624,205 3,052,040 (427,835) Other Support Services 52,665 52,665 27,231 25,434

TOTAL SUPPORT SERVICES 35,641,390 35,641,390 36,927,297 (1,285,907)

OPERATION OF NONINSTRUCTIONAL SERVICES:Student Activities 120,435 120,435 200,557 (80,122) Community Services 1,778,985 1,778,985 1,727,664 51,321 Scholarships and Awards 5,000 5,000 ‐ 5,000

TOTAL OPERATION OFNONINSTRUCTIONAL SERVICES 1,904,420 1,904,420 1,928,221 (23,801)

Debt Service Payments 60,465 60,465 46,331 14,134 Refunds of Prior Year Revenues ‐ ‐ 73 (73)

TOTAL EXPENDITURES 108,847,515 108,847,515 99,083,744 9,763,844

EXCESS OF REVENUES OVER EXPENDITURES 7,636,760 7,636,760 24,196,549 16,559,789

OTHER FINANCING SOURCES (USES)Sale of Capital Assets ‐ ‐ 3,200 3,200 Other Revenues 55,000 55,000 1,511 (53,489) Transfers Out (6,600,000) (6,600,000) (22,419,090) (15,819,090) Budgetary Reserve (1,091,760) (1,091,760) ‐ 1,091,760

TOTAL OTHER FINANCING SOURCES (USES) (7,636,760) (7,636,760) (22,414,379) (14,777,619)

REVENUES AND OTHER FINANCINGSOURCES OVER EXPENDITURESAND OTHER FINANCING USES ‐$ ‐$ 1,782,170 1,782,170$

FUND BALANCE ‐ BEGINNING OF YEAR 17,646,380

FUND BALANCE ‐ END OF YEAR 19,428,550$


GENERAL FUNDBUDGETARY COMPARISON SCHEDULE


See note to required supplementary information. 37

2017 2016 2015 2014

Charter School's proportion of the collective netpension liability 0.1887% 0.1759% 0.1646% 0.1322%

Charter School's proportionate share of the collectivenet pension liability 93,514,000$ 76,192,000$ 65,150,000$ 54,177,000$

Charter School's covered employee payroll 24,440,167$ 22,634,497$ 21,008,594$ 16,966,671$

Charter School's proportionate share of thenet pension liability as a percentageof its covered employee payroll 382.62% 336.62% 310.11% 319.31%

Plan fiduciary net position as a percentage of the total pension liability 50.14% 54.36% 57.24% 54.50%

The Charter School's covered employee payroll noted above is as of the measurement date of the netpension liability (June 30, 2016, 2015, 2014, and 2013).

Note: This schedule is to present the requirement to show information for 10 years. However, untila full 10‐year trend is compiled, information for only those years for which information is availableis shown.


SCHEDULE OF THE CHARTER SCHOOL'S PROPORTIONATE SHARE OF THE NET PENSION LIABILITYAND RELATED RATIOS ‐ PENSION PLAN


2017 2016 2015

Contractually required contribution 7,281,614$ 6,090,359$ 4,559,412$

Contributions in relation to thecontractually required contribution 7,281,614 6,090,359 4,559,412

Contribution deficiency (excess) ‐$ ‐$ ‐$

Charter School's covered employee payroll 24,883,309$ 24,440,167$ 22,634,497$

Contributions as a percentage ofcovered employee payroll 29.26% 24.92% 20.14%

NOTE: This schedule is to present the requirement to show information for 10 years. However, until a full 10‐year trend is compiled, information for only those years for which information is available is shown.


SCHEDULE OF CHARTER SCHOOL CONTRIBUTIONS ‐ PENSION PLAN


40


NOTE TO REQUIRED SUPPLEMENTARY INFORMATION

June 30, 2017 BUDGETARY DATA The budget for the general fund is adopted on the modified accrual basis of accounting which is consistent with generally accepted accounting principles.

SUPPLEMENTARY INFORMATION

Accrued/ Accrued/Federal Pass‐Through Grant Period Program or Receipts (Unearned) (Unearned)

Federal Grantor/Pass‐Through Source CFDA Grantor's Beginning/ Award for the Revenue at Revenue Revenue atGrantor/Program Title Code Number Number Ending Dates Amount Year June 30, 2016 Recognized Expenditures June 30, 2017 U.S. Department of EducationPassed through Commonwealth of Pennsylvania Department of Education:Title I ‐ Grants to Local Education Agencies I 84.010 013‐161037 07/01/15‐09/30/16 2,111,030$ 360,166$ 56,313$ 303,853$ 303,853$ ‐$ Title I ‐ Grants to Local Education Agencies I 84.010 013‐171037 07/01/16‐09/30/17 2,789,467 1,476,954 ‐ 2,789,467 2,789,467 1,312,513 Title I ‐ Program Improvement Set Aside I 84.010 042‐161037 04/22/16‐09/30/17 69,832 42,675 ‐ 69,832 69,832 27,157 Subtotal 1,879,795 56,313 3,163,152 3,163,152 1,339,670

Supporting Effective Instruction State Grant I 84.367 020‐161037 07/01/15‐09/30/16 53,222 10,712 10,712 ‐ ‐ ‐ Supporting Effective Instruction State Grant I 84.367 020‐171037 07/01/16‐09/30/17 46,511 28,362 ‐ 46,511 46,511 18,149 Subtotal 39,074 10,712 46,511 46,511 18,149

Passed through Capital Area Intermediate Unit:Race to the Top I 84.395 B413A120004 07/01/15‐06/30/16 38,259 38,259 38,259 ‐ ‐ ‐

IDEA ClusterIDEA‐B Special Education ‐ Grants to States I 84.027 062‐160015 07/01/15‐09/30/16 1,690,022 1,245,335 1,245,335 ‐ ‐ ‐ IDEA‐B Special Education ‐ Grants to States I 84.027 062‐170015 07/01/16‐09/30/17 1,741,862 1,741,862 ‐ 1,741,862 1,741,862 ‐ Section 619 IDEA‐B Special Education ‐ Preschool Grants I 84.173 131‐160015 07/01/15‐09/30/16 1,711 1,711 1,711 ‐ ‐ ‐ Section 619 IDEA‐B Special Education ‐ Preschool Grants I 84.173 131‐170015 07/01/16‐09/30/17 1,459 1,459 ‐ 1,459 1,459 ‐

Total IDEA Cluster 2,990,367 1,247,046 1,743,321 1,743,321 ‐

TOTAL U.S. DEPARTMENT OF EDUCATION 4,947,495 1,352,330 4,952,984 4,952,984 1,357,819

U.S. Department of Health and Human ServicesPassed through Pennsylvania Department of Human Services:Medical Assistance Reimbursement for Administration, Revenue Code 8820 I 93.778 N/A 07/01/15‐06/30/16 32,930 27,856 27,856 ‐ ‐ ‐ Medical Assistance Reimbursement for Administration, Revenue Code 8820 I 93.778 N/A 07/01/16‐06/30/17 30,767 6,440 ‐ 30,767 30,767 24,327

Total Medical Assistance Reimbursement for Administrationand Total U.S. Department of Health and Human Services 34,296 27,856 30,767 30,767 24,327

TOTAL FEDERAL AWARDS 4,981,791$ 1,380,186$ 4,983,751$ 4,983,751$ 1,382,146$

Source Code: I = Indirect

NOTE: No funds were passed through to subrecipients in the year ended June 30, 2017.


SCHEDULE OF EXPENDITURES OF FEDERAL AWARDS

June 30, 2017

See notes to schedule of expenditures of federal awards. 41

42


NOTES TO SCHEDULE OF EXPENDITURES OF FEDERAL AWARDS

For the Year Ended June 30, 2017 NOTE 1 - BASIS OF PRESENTATION The accompanying schedule of expenditures of federal awards (the Schedule) includes the federal award activity of the Commonwealth Charter Academy Charter School under programs of the federal government for the year ended June 30, 2017. The information in this Schedule is presented in accordance with the requirements of Title 2 U.S. Code of Federal Regulations Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance). Because the Schedule presents only a selected portion of the operations of the Commonwealth Charter Academy Charter School, it is not intended to and does not present the financial position, changes in net position, or cash flows of the Commonwealth Charter Academy Charter School. NOTE 2 - SUMMARY OF SIGNIFICANT ACCOUNTING PRINCIPLES Expenditures reported on the Schedule are reported on the accrual basis of accounting. Such expenditures are recognized following the cost principles contained in Uniform Guidance, wherein certain types of expenditures are not allowable or are limited as to the reimbursement. Negative amounts shown on the Schedule represent adjustment or credits made in the normal course of business to amounts reported as expenditures in prior years. NOTE 3 - DE MINIMUS RATE FOR INDIRECT COSTS The Charter School did not elect to use the De Minimus rate for indirect costs.



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INDEPENDENT AUDITOR’S REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON COMPLIANCE AND OTHER

MATTERS BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS

To the Board of Directors Commonwealth Charter Academy Charter School Harrisburg, Pennsylvania We have audited, in accordance with the auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States, the financial statements of the governmental activities and each major fund of Commonwealth Charter Academy Charter School, as of and for the year ended June 30, 2017, and the related notes to the financial statements, which collectively comprise Commonwealth Charter Academy Charter School’s basic financial statements and have issued our report thereon dated January 17, 2018. Internal Control over Financial Reporting In planning and performing our audit of the financial statements, we considered the Commonwealth Charter Academy Charter School’s internal control over financial reporting (internal control) to determine the audit procedures that are appropriate in the circumstances for the purpose of expressing our opinions on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of Commonwealth Charter Academy Charter School’s internal control. Accordingly, we do not express an opinion on the effectiveness of the Commonwealth Charter Academy Charter School’s internal control. A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, misstatements on a timely basis. A material weakness is a deficiency, or a combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity’s financial statements will not be prevented, or detected and corrected on a timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control that is less severe than a material weakness, yet important enough to merit attention by those charged with governance. Our consideration of internal control was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control that might be material weaknesses or significant deficiencies. Given these limitations, during our audit we did not identify any deficiencies in internal control that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified.


44

Compliance and Other Matters As part of obtaining reasonable assurance about whether Commonwealth Charter Academy Charter School’s financial statements are free of material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards. Purpose of this Report The purpose of this report is solely to describe the scope of our testing of internal control and compliance and the results of that testing, and not to provide an opinion on the effectiveness of the entity’s internal control or on compliance. This report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the entity’s internal control and compliance. Accordingly, this communication is not suitable for any other purpose.




45

INDEPENDENT AUDITOR’S REPORT ON COMPLIANCE FOR EACH MAJOR PROGRAM AND ON INTERNAL CONTROL OVER COMPLIANCE

REQUIRED BY THE UNIFORM GUIDANCE

To the Board of Directors Commonwealth Charter Academy Charter School Harrisburg, Pennsylvania

Report on Compliance for Each Major Federal Program

We have audited Commonwealth Charter Academy Charter School’s compliance with the types of compliance requirements described in the OMB Compliance Supplement that could have a direct and material effect on each of Commonwealth Charter Academy Charter School’s major federal programs for the year ended June 30, 2017. Commonwealth Charter Academy Charter School’s major federal programs are identified in the summary of auditor’s results section of the accompanying schedule of findings and questioned costs.

Management’s Responsibility

Management is responsible for compliance with federal statutes, regulations, and the terms and conditions of its federal awards applicable to its federal programs.

Auditor’s Responsibility

Our responsibility is to express an opinion on compliance for each of Commonwealth Charter Academy Charter School’s major federal programs based on our audit of the types of compliance requirements referred to above. We conducted our audit of compliance in accordance with auditing standards generally accepted in the United States of America; the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States; and the audit requirements of Title 2 U.S. Code of Federal Regulations Part 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance). Those standards and the Uniform Guidance require that we plan and perform the audit to obtain reasonable assurance about whether noncompliance with the types of compliance requirements referred to above that could have a direct and material effect on a major federal program occurred. An audit includes examining, on a test basis, evidence about Commonwealth Charter Academy Charter School’s compliance with those requirements and performing such other procedures as we considered necessary in the circumstances.

We believe that our audit provides a reasonable basis for our opinion on compliance for each major federal program. However, our audit does not provide a legal determination of Commonwealth Charter Academy Charter School’s compliance.

Opinion on Each Major Federal Program

In our opinion, Commonwealth Charter Academy Charter School complied, in all material respects, with the types of compliance requirements referred to above that could have a direct and material effect on each of its major federal programs for the year ended June 30, 2017.


46

Report on Internal Control Over Compliance Management of Commonwealth Charter Academy Charter School is responsible for establishing and maintaining effective internal control over compliance with the types of compliance requirements referred to above. In planning and performing our audit of compliance, we considered Commonwealth Charter Academy Charter School’s internal control over compliance with the types of requirements that could have a direct and material effect on a major federal program to determine the auditing procedures that are appropriate in the circumstances for the purpose of expressing an opinion on compliance for each major federal program and to test and report on internal control over compliance in accordance with the Uniform Guidance, but not for the purpose of expressing an opinion on the effectiveness of internal control over compliance. Accordingly, we do not express an opinion on the effectiveness of Commonwealth Charter Academy Charter School’s internal control over compliance. A deficiency in internal control over compliance exists when the design or operation of a control over compliance does not allow management or employees, in the normal course of performing their assigned functions, to prevent, or detect and correct, noncompliance with a type of compliance requirement of a federal program on a timely basis. A material weakness in internal control over compliance is a deficiency, or combination of deficiencies, in internal control over compliance, such that there is a reasonable possibility that material noncompliance with a type of compliance requirement of a federal program will not be prevented, or detected and corrected, on a timely basis. A significant deficiency in internal control over compliance is a deficiency, or a combination of deficiencies, in internal control over compliance with a type of compliance requirement of a federal program that is less severe than a material weakness in internal control over compliance, yet important enough to merit attention by those charged with governance. Our consideration of internal control over compliance was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control over compliance that might be material weaknesses or significant deficiencies. We did not identify any deficiencies in internal control over compliance that we consider to be material weaknesses. However, material weaknesses may exist that have not been identified. The purpose of this report on internal control over compliance is solely to describe the scope of our testing of internal control over compliance and the results of that testing based on the requirements of the Uniform Guidance. Accordingly, this report is not suitable for any other purpose.


47


SCHEDULE OF FINDINGS AND QUESTIONED COSTS

For the Year Ended June 30, 2017 Section I - Summary of Auditor's Results Financial Statements Type of auditor's report issued: Unmodified Internal control over financial reporting:

Material weakness(es) identified? Yes X no Significant deficiency(ies) identified not considered to be

material weaknesses? yes X none reported Noncompliance material to financial statements noted? yes X no Federal Awards Internal control over major programs:

Material weakness(es) identified? Yes X no Significant deficiency(ies) identified not considered to be

material weaknesses? yes X none reported Type of auditor's report issued on compliance for

major programs: Unmodified

Any audit findings disclosed that are required to be

reported in accordance with 2 CFR Section 200.516(a)? yes X no Identification of major programs:

CFDA Number(s) Name of Federal Program or Cluster SPECIAL EDUCATION CLUSTER: 84.027 IDEA-B Special Education - Grants to States 84.173 Section 619 IDEA-B Special Education - Grants to States Dollar threshold used to distinguish between Type A and Type B programs:

$750,000

Auditee qualified as low-risk auditee? X yes no

48


SCHEDULE OF FINDINGS AND QUESTIONED COSTS

For the Year Ended June 30, 2017 Section II - Financial Statement Findings There were no financial statement findings. Section III - Federal Awards Findings and Questioned Costs There were no federal awards findings or questioned costs reported.

49


STATUS OF PRIOR YEAR FINDINGS AND QUESTIONED COSTS


Section II ‐ Financial Statement Findings 2016‐001 FINANCIAL STATEMENT ADJUSTMENTS Condition and Criteria Material adjustments were required to be posted to the School’s general ledger to properly reflect its financial position and financial activity for the year under audit. These adjustments had not been identified and were required to be posted in order for the financial statements to be properly stated which constitutes a deficiency in the School’s financial reporting process. Effect The School’s financial position and financial activity as of and for the year ended June 30, 2016 was not properly stated until adjustments were posted to the general ledger. Cause An error in the application of accounting principles in the prior year required the beginning general fund balance and the beginning governmental net position to be adjusted. Significant revenues not received within the period of availability had to be deferred to future periods. A significant expenditure relating to the subsequent fiscal year was paid in the current year and reflected as a current year expense instead of as a prepaid item. Recommendation All revenues not collected within the period of availability should be deferred to future periods. All significant expenditures during the year‐end cutoff period should be evaluated to determine that they have been included in the proper fiscal year. Management Response During the 2015 and 2016 fiscal years, Commonwealth Connections Academy experienced significant delays in payments for services from the Commonwealth of PA and various school districts, necessitating adjustments to the revenue recognition estimates. If 2014‐15 and 2015‐16 had been a typical year with billings and payments flowing consistent with historical norms, the revenue recognition adjustments would not have been required. Nonetheless, the Charter School management acknowledges the finding for the revenue and expense audit adjustments and has made appropriate modifications to its year end accounting processes and policies to prevent future adjustments.

50


STATUS OF PRIOR YEAR FINDINGS AND QUESTIONED COSTS ‐ CONTINUED


Section II ‐ Financial Statement Findings ‐ continued 2016‐001 FINANCIAL STATEMENT ADJUSTMENTS ‐ CONTINUED Current Status of Corrective Action Plan This is no longer a finding in the current year. Section III ‐ Federal Awards Findings and Questioned Costs There were no federal awards findings or questioned costs reported.

Charter School Corrective Action Verification/Compliance and Improvement Plan - Bureau of Special Education

This form is designed to serve both as a planning tool and as verification of completion of corrective action.

Charter School: Commonwealth Charter Academy CS

Chief Executive Officer: Dr. Maurice Flurie

Special Education Director/Coordinator: Paulie Zozos

BSE Special Education Adviser: Jessica Keener-Haas

Date of Report: April 30, 2018

First Visit Date: February 09, 2018

Reminder: The timelines for corrective action of all non-compliance items may not exceed ONE YEAR from the

Date Final Report Sent to LEA

Date Final Report Sent to LEA: January 23, 2018

Y N Citation Required Corrective Action

Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

Topical Area 1: Policies, Practices, and Procedures

1. FSA-ASSISTIVE TECHNOLOGY AND

SERVICES

Standard: The Local Education Agency (LEA)

observed the requirement that the provision of assistive

technology is reflected in the student’s IEP

Y

1A. FSA-HEARING AIDS

Standard: Each public agency shall ensure that the

hearing aids worn in school by children with hearing

impairments, including deafness, are functioning

properly. Each public agency must ensure that the

external components of surgically implanted medical

devices are functioning properly

Y

2. FSA-POSITIVE BEHAVIOR SUPPORT

Standard: LEA complies with the positive behavior

support policy requirements.

Y

3. FSA-CHILD FIND

Standard: LEA demonstrates compliance with annual

public notice requirements.

Y

1 Commonwealth Charter Academy CS


Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

4. FSA-CONFIDENTIALITY

Standard The LEA is in compliance with

confidentiality requirements.

The LEA will update their confidentiality

policy to include all required components to

meet regulatory requirements.

Evidence of Change:

The LEA will provide the BSE adviser with

a copy of the procedure and a copy of the

training agenda/handouts and training

sign-in sheet as verification of corrective

action.

01/23/2019

IU, PaTTAN and

BSE Staff

N

5. FSA-DISPUTE RESOLUTION (DUE PROCESS

HEARING DECISION IMPLEMENTATION)

Standard: The LEA uses dispute resolution processes

for program improvement.

X

8. FSA-PROCEDURAL REQUIREMENTS FOR

SUSPENSION

Standard: The LEA adheres to procedural

requirements in suspending students with disabilities.

Y

10. FSA-INDEPENDENT EDUCATIONAL

EVALUATION

Standard: The LEA documents a procedure for

responding to requests made by parents for an

independent educational evaluation at public expense.

Y

11A. FSA-LEAST RESTRICTIVE ENVIRONMENT

Standard: The LEA’s continuum of special education

services supports the availability of LRE under 34 CFR

Part 300.

The LEA will create an improvement plan

that focuses on the review of continuum of

services.

Evidence of Change: The LEA will submit

the Improvement Plan to the BSE adviser

no later than May 1, 2018.

04/27/201801/23/2019

IU staff, PaTTAN

Staff and BSE

Staff

N

12. FSA-EXTENDED SCHOOL YEAR SERVICES The LEA will update their procedure for

ESY to include all of the regulatory

requirements for determining eligibility

under Chapter 14.

Evidence of Change:

The BSE adviser will review the updated

procedure and review all training agendas

and sign in sheet to ensure the LEA has

trained staff on the update.

01/23/2019

IU Staff, PaTTAN

Staff, BSE Staff

N



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

13. FSA-RELATED SERVICE INCLUDING

PSYCHOLOGICAL COUNSELING

Y

15. FSA-PARENT TRAINING

Standard: Parent opportunities for training and

information sharing address the special knowledge,

skills and abilities needed to serve the unique needs of

children with disabilities.

Y

INTERVIEW RESULTS (Parent)

P 62. My school district/charter school makes available

training related to the needs of students with

disabilities that I could attend.

5

0

0

1

2

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 63. My school district/charter school invites parents to

trainings that are available to school staff regarding

research based best practices, supplementary aids and

services, differentiating instruction and modifying the

general education curriculum.

0

1

0

3

4

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

18. FSA-SURROGATE PARENTS (STUDENTS

REQUIRING)

Standard: The LEA identifies eligible students in need

of surrogate parents and recruits, selects, trains, and

assigns in a timely manner.

Y

19. FSA-PERSONNEL TRAINING

Standard: In-service training appropriately and

adequately prepares and trains personnel to address the

special knowledge, skills, and abilities to serve the

unique needs of children with disabilities, including

those with low incidence disabilities, when applicable.

Y

INTERVIEW RESULTS (General & Special Education

Teacher)



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

GE 88. Do you receive training regarding how to differentiate

instruction and modify the curriculum in your

classroom?

1 0 8

GE 89. Do you receive training regarding how to provide

positive behavior supports for students with negative

behaviors?

3 0 6

GE 90. If you have a student with a behavioral need, have you

been trained how to deescalate negative and aggressive

student behavior?

3 0 6

GE 91. Do you participate in determining the kinds of training

and technical assistance needed to support students

with IEPs in regular education classrooms?

5 0 4

GE 94. If a student has AT included in his/her current IEP,

have you received training in AT, and accessing AT

resources?

5 0 4

SE 124. Do you collaborate with general education teachers and

administrators to recommend training needs for

personnel within the LEA?

2 0 8

20. FSA-INTENSIVE INTERAGENCY APPROACH

Standard: The LEA identifies, reports, and provides

for the provision of Free Appropriate Public Education

(FAPE) for all students with disabilities including those

students needing intensive interagency approaches.

Y

21. FSA-SUMMARY OF ACADEMIC AND

FUNCTIONAL PERFORMANCE/PROCEDURAL

SAFEGUARD REQUIREMENTS FOR

GRADUATION

Standard: The LEA provides Summary of Academic

Achievement and Functional Performance for children

whose eligibility terminates due to graduation or aging

out. The LEA provides required prior written notice for

graduation

Y

21A. TRANSITION REQUIREMENTS

Standard: The LEA complies with requirements for

transition planning for students.

The LEA has been provided with the names

of individual students for whom corrective

action is required.

01/23/2019

IU Staff, PaTTAN

Staff, BSE Staff

N

Topical Area 2: Delivery of Service



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

17. FSA-PUBLIC SCHOOL ENROLLMENT

Standard: The LEA’s percentage of children with

disabilities served in special education is comparable to

state data.

Y

17B. FSA-PUBLIC SCHOOL ENROLLMENT

Standard: Timely provision of FAPE for students who

transfer public agencies within state, and from another

state.

The LEA will update their enrollment

procedure to ensure the timely provision of

FAPE.

Evidence of Change: The BSE adviser will

review the updated procedure. The Adviser

will also review training agendas to ensure

those staff members who need to be trained

in the updates have been trained.

01/23/2019

IU Staff, PaTTAN

Staff, BSE Staff

N

22. FSA-DISPROPORTIONATE REPRESENTATION

THAT IS THE RESULT OF INAPPROPRIATE

IDENTIFICATION

Standard: LEA does not demonstrate disproportionate

representation of racial/ethnic groups receiving special

education or by disability group.

Y

23. FSA-EDUCATIONAL BENEFIT REVIEW

Standard: The IEP meets procedural compliance and

is reasonably calculated to enable the child to advance

appropriately toward attaining their annual goals.

The LEA has been provided with the names

of individual students for whom corrective

action is required within 30 days of the date

of this report.

02/16/201802/22/2018N

CLASSROOM OBSERVATIONS

CO 1. Is the instruction provided to the student individualized

as required by his/her IEP?

0 0 0 0

CO 2. Is the instruction being provided in accordance with the

goals in the student’s IEP?

0 0 0 0

CO 3. If assistive technology is included in the student’s IEP

and required for the activity observed, is it being used?

0 0 0 0

CO 4. If the student is in a regular education setting, is he/she

participating in the lesson taught by the general

education teacher or a co-teacher?

0 0 0 0

CO 5. If the student is in a regular education setting, is the

student appropriately integrated (physically) in the

class?

0 0 0 0

CO 6. If the student’s IEP contains supplementary aids and/or

services, are they being delivered in the classroom

setting as required?

0 0 0 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

CO 7. Does this setting coincide with the student’s IEP with

regard to the extent to which the student is educated

with non-disabled peers?

0 0 0 0

INTERVIEW RESULTS (Parent, General & Special

Education Teacher)

P 55. My child does classroom work in a regular classroom

with students without disabilities.

1

2

0

2

3

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 56. My child participates or has the opportunity to

participate in school activities other than classroom

work, including extra-curricular activities, with

students without disabilities.

6

1

1

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 56a. My child goes on field trips, attends school functions

and/or participates in extracurricular activities with

their same age/grade peers who are non-disabled.

1

1

1

4

0

1

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 56b. There are routine opportunities for my child to interact

with peers who are non-disabled that are planned

and/or facilitated by school personnel.

3

1

1

0

3

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

GE 70. Are you familiar with the content of this student's

current IEP, including accommodations, supplementary

aids and services, and annual goals?

0 0 9



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

GE 71. Do you adapt and modify the general education

curriculum based on the student's current IEP?

0 0 9

GE 72. Do you have support from special education personnel

to help you modify curriculum, instruction and

assessment as required in the student’s current IEP?

1 0 8

GE 73. Are you and the special education personnel working

collaboratively to implement this student’s program?

0 0 9

GE 78. Are all the supplementary aids and services necessary

for the student’s progress in the general education class

included in his/her current IEP?

0 0 9

GE 80. Is the student making progress within the general

education curriculum?

3 0 6

GE 80a. In your opinion, is this student benefiting from

participation in your general education classroom?

2 0 7

GE 80b. If yes, in what ways? 0 2 0

Highly energized with this program and doing well.

Good grades.

Socially from interaction of classmates and confidence

building, independence.

Live lessons, discussions with other students.

Live lessons increase participation.

Asks questions.

Understands and likes the abstract approach.

GE 80c. If no, what does this student need that he/she is not

receiving in your class?

0 7 0

More contact and more engaging web-mail.

Not making progress.

GE 85. Do you have sufficient time to collaborate with the

special education teacher in order to meet this student’s

needs?

1 0 8

GE 85a. Have you received sufficient training, technical

assistance and other support to teach this student?

0 0 9

GE 85b. If no, what training or support would assist you? 0 9 0

GE 93. Do special education personnel work directly with you

to help you reduce negative student behaviors?

1 1 7

SE 95. Is this student participating in the general education

class and curriculum with students without disabilities

to the maximum extent possible?

0 0 10



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

SE 95a. In the most recent IEP meeting for this student, did you

discuss whether he/she could be educated in a general

education classroom for the entire school day?

0 4 6

SE 95b. In the most recent IEP meeting, did the IEP team

recommend removal of this student from the general

education classroom for any part of the school day?

5 4 1

SE 95c. If yes, what reasons were discussed for recommending

removal?

0 9 0

Based on testing scores, teacher input, reports.

SE 95d. If yes, how was the amount of time that this student

would be removed from the general education

classroom decided?

0 9 0

Needs

SE 95e. In the most recent IEP meeting, did the IEP team

discuss whether this student could be educated

satisfactorily in a general education classroom for the

entire school day with supplementary aids and

services?

0 4 6

SE 96. Has the student been given the opportunity to

participate in non-academic and extracurricular

activities with children without disabilities?

0 0 10

SE 97. Have necessary supports been offered and/or provided

to enable that participation?

0 2 8

SE 99. Are you and related services personnel working

together toward meeting the measurable annual goals

for this student?

0 4 6

SE 100. Are you and general education personnel working

together toward meeting the measurable annual goals

for this student?

1 1 8

SE 115. Did the IEP team have available information regarding

use of the Supplementary Aids and Services ToolKit?

4 0 6

SE 125. Do you collaborate with general education teachers to

identify training needs related to the provision of

supplementary aids and services to students with IEPs

in the general education classroom?

1 0 9

Topical Area 3: Performance Indicators

5A. FSA-EFFECTIVE USE OF DISPUTE

RESOLUTION

Standard: The LEA uses dispute resolution processes

for program improvement.

X



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

6. FSA-GRADUATION RATES (SPP)

Standard: The graduation rate of the LEA’s students

with disabilities is comparable to the state graduation

rate.

Y

7. FSA-DROPOUT RATES (SPP)

Standard: The dropout rate of the LEA’s students with

disabilities is comparable to the state dropout rate.

The LEA will submit an improvement plan

to address meeting the SPP target for

dropout rates.


the Improvement Plan to the BSE adviser

no later than May 1, 2018.

04/27/201801/23/2019

IU staff, PaTTAN

Staff, BSE Staff

N

8A. FSA-SUSPENSION RATES

Standard: The LEA’s rate of suspensions and

expulsions of students with disabilities is comparable

to the rate of other LEAs in the state.

Y

11. FSA-LEAST RESTRICTIVE ENVIRONMENT

(SPP)

Standard: Students with disabilities are provided for

in the least restrictive environment

Y

16. FSA-PARTICIPATION IN PSSA AND PASA

(SPP)

Standard: The LEA’s population of students who

participate in state assessment is comparable with the

state data.

X

16A. FSA-LOCAL ASSESSMENTY

Topical Area 4: Evaluation and Reevaluation Process

and ContentCONSENT AND WAIVER REQUIREMENTS FOR

EVALUATION/REEVALUATION

PERMISSION TO EVALUATE (File Reviews)

FR 153. PTE-Consent Form is present in the student file 0 10 0

FR 154. Demographic data 0 10 0

FR 155. Reason(s) for referral for evaluation 0 10 0

FR 156. Proposed types of tests and assessments 0 10 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 157. Contact person’s name and contact information 0 10 0

FR 158. Parent signature or documentation of reasonable efforts

to obtain consent

0 10 0

FR 159. Parent has selected a consent option 0 10 0

PERMISSION TO REEVALUATE (File Reviews)

FR 194. PTRE-Consent Form is present in the student file 13% 1 2 The LEA will provide training to all

relevant staff regarding the special

education process and proper completion of

forms to ensure compliance.

Evidence of Change:


documentation of trainings including

agendas, handouts, and sign-in sheets. The

BSE adviser will conduct a file review of

files to verify compliance

7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff


FR 196. Reason for reevaluation 0 3 7

FR 197. Types of assessment tools, tests and procedures to be

used

0 3 7


FR 199. Parent has selected a consent option 43% 3 3 The LEA will provide training to all




Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#


to obtain consent

43% 3 3 The LEA will provide training to all




Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

AGREEMENT TO WAIVE REEVALUATION (File Reviews)

FR 201. Agreement to Waive Reevaluation is present in the

student file

0 9 1

FR 202. Waiver was completed within required timelines (3

years (2 years for any MR student or any student

placed in an Approved Private School) from date of

ER, prior RR, or Agreement to Waive RR)

0 9 1

FR 203. Reason reevaluation is not necessary at this time is

included

0 9 1


FR 205. Parent has selected a consent option 0 9 1

FR 206. Parent signature 0 9 1

EVALUATION REPORT (INITIAL) (File Reviews)

FR 160. ER is present in the student file 0 10 0

FR 161. Evaluation was completed within timelines 0 10 0

FR 162. A copy of the ER was disseminated to parents at least

10 school days prior to meeting of the IEP team (unless

this requirement is waived by parent in writing)

0 10 0


FR 164. Date report was provided to parent 0 10 0

FR 165. Reason(s) for referral 0 10 0

FR 166. Reason(s) for referral reflect the reason(s) listed on the

PTE-Consent Form

0 10 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 167. Evaluations and information provided by the parents of

the student (or documentation of LEA’s attempts to

obtain parent input)

0 10 0

FR 168. Teacher observations and observations by related

service providers, when appropriate

0 10 0

FR 169. Recommendations by teachers 0 10 0

FR 170. The student’s physical condition (including health,

vision, hearing); social or cultural background; and

adaptive behavior relevant to the student’s suspected

disability and potential need for special education

0 10 0

FR 171. Assessments, including when appropriate, current

classroom based assessments, aptitude and

achievement tests; local and/or state assessments;

behavioral assessments; vocational technical education

assessment results; interests, preferences, aptitudes (for

secondary transition); etc.

0 10 0

FR 172. If an assessment is not conducted under standard

conditions, description of the extent to which it varied

from standard conditions (including if the assessment

was given in the student’s native language or other

mode of communication)

0 10 0

FR 173. Lack of appropriate instruction in reading 0 10 0

FR 174. Lack of appropriate instruction in math 0 10 0

FR 175. Limited English proficiency 0 10 0

FR 176. Present levels of academic achievement 0 10 0

FR 177. Present levels of functional performance 0 10 0

FR 178. Behavioral information 0 10 0

FR 179. Conclusions 0 10 0

FR 180. Disability Category 0 10 0

FR 181. Recommendations for consideration by the IEP team 0 10 0

FR 182. Evaluation Team Participants documented 0 10 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 183. For students evaluated for SLD documentation of

Agree/Disagree

0 10 0

FR 184. Documentation that the student does not achieve

adequately for age, etc.

0 10 0

FR 185. Indication of process(es) used to determine eligibility 0 10 0

FR 186. Instructional strategies used and student-centered data

collected

0 10 0

FR 187. Educationally relevant medical findings, if any 0 10 0

FR 188. Effects of the student’s environment, culture, or

economic background

0 10 0

FR 189. Data demonstrating that regular education instruction

was delivered by qualified personnel, including the

ESL program, if applicable

0 10 0

FR 190. Data based documentation of repeated assessments of

achievement at reasonable intervals, which was

provided to parents

0 10 0

FR 191. Observation in the student’s learning environment 0 10 0

FR 192. Other data if needed 0 10 0

FR 193. Statement for all 6 items indicated to support

conclusions of the evaluation team

0 10 0

REEVALUATION REPORT (File Reviews)

FR 207. RR is present in the student file 0 1 9

FR 208. Reevaluation was completed within timelines (either 60

calendar days from the date of LEA receipt of signed

PTRE-Consent Form, excluding summer break, or

within 3 years (2 years for any MR student or any

student placed in an Approved Private School) of date

of ER, prior RR, or Agreement to Waive RR)





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 209. A copy of the RR was disseminated to parents at least

10 school days prior to the meeting of the IEP team

(unless this requirement was waived by a parent in

writing)





Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff


FR 211. Date IEP team reviewed existing evaluation data 0 1 9

FR 212. Physical condition, social, or cultural background and

adaptive behavior relevant to the student’s need for

special education

0 1 9

FR 213. Evaluations and information provided by the parent (or

documentation of LEA’s attempts to obtain parent

input)

0 1 9

FR 214. Aptitude and achievement tests 11% 1 1 The LEA will provide training to all




Evidence of Change:






8 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 215. Current classroom based assessments and local and/or

state assessments

0 1 9

FR 216. Observations by teacher(s) and related service

provider(s) when appropriate

0 1 9

FR 217. Teacher recommendations 0 1 9

FR 218. Lack of appropriate instruction in reading 0 1 9

FR 219. Lack of appropriate instruction in math 0 1 9



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 220. Limited English proficiency 0 1 9

FR 221. Conclusion regarding need for additional data is

indicated

0 1 9

FR 222. Reasons additional data are not needed are included 0 7 3

FR 223. Determination whether the child has a disability and

requires special education

0 1 9

FR 224. Disability category(ies) 0 1 9

FR 225. Summary of findings includes student’s educational

strengths and needs

0 1 9

FR 226. Summary of findings includes present levels of

academic achievement and related developmental

needs, including transition needs as appropriate

0 1 9

FR 227. Summary of findings includes recommendations for

consideration by the IEP team regarding additions or

modifications to the student’s programs

0 1 9

FR 228. Interpretation of additional data 0 4 6

FR 229. Documentation that the student does not achieve

adequately for age, etc.

0 8 2

FR 230. Indication of process(es) used to determine eligibility 0 8 2

FR 231. Instructional strategies used and student-centered data

collected

0 8 2

FR 232. Educationally relevant medical findings, if any 0 8 2

FR 233. Effects of the student’s environment, culture, or

economic background

0 8 2

FR 234. Data demonstrating that regular education instruction

was delivered by qualified personnel, including the

ESL program, if applicable

0 8 2

FR 235. Data based documentation of repeated assessments of

achievement at reasonable intervals, which was

provided to parents

0 8 2

FR 236. Observation in the student’s learning environment 0 8 2

FR 237. Other data if needed 0 8 2

FR 238. Statement for all 6 items 0 8 2



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 239. Documentation of Evaluation Team Participants 0 1 9

FR 240. Documentation that team members Agree/Disagree 100% 2 8 The LEA will provide training to all




Evidence of Change:






0 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

INTERVIEW RESULTS (Parent & Special Education

Teacher)

P 24. Have you been asked to provide information for your

child's evaluation/reevaluation?

1 0 6 1

P 25. Were you given the opportunity to provide this

information in writing or in another way that worked

for you?

0 2 6 0

P 26. Was the information you provided to the school for

your child’s evaluation considered in your child’s

Evaluation Report?

0 2 6 0

P 27. If your child was not reevaluated when required (every

2 years for children with intellectual disability (consent

retardation), or any child placed in an Approved

Private School, and every 3 years for children with

other disabilities) did you agree in writing to waive the

reevaluation?

0 4 2 2

P 51. Have you requested an Independent Educational

Evaluation (IEE) for your child to be paid for by the

school?

7 0 0 1

P 52. If you have obtained an IEE for your child, were the

results of that evaluation considered by the team?

1 7 0 0

P 53. Were the results of the IEE included in the school’s

Evaluation Report for your child?

1 7 0 0

SE 119. If this student is not making progress, has he/she been

reevaluated and/or has the IEP been reviewed?

1 6 3

Topical Area 5: IEP Process and Content

INVITATION TO PARTICIPATE IN IEP TEAM OR

OTHER MEETING (File Reviews)



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 241. Invitation is present in the student file 10% 1 0 The LEA will provide training to all




Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 242. Invitation to Participate in the IEP Meeting was issued

prior to the meeting (or documentation that parent

signed waiver to move directly to IEP meeting)

0 1 9


FR 244. Purpose(s) of the meeting 0 1 9

FR 245. Transition planning and services – Invitation to parents

is checked (age 14, younger if determined appropriate)





Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 246. Transition planning and services - if appropriate,

evidence that a representative of any participating

agency was invited to the IEP team meeting with the

prior consent of the parent or student

0 9 1

FR 247. Transition planning and services – Invitation to student

is checked (age 14, or younger if determined

appropriate)





Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 248. Invited IEP team members 0 1 9

FR 249. Date/time/location of meeting 0 1 9

FR 250. Parent response, or documentation of parent attendance

at the meeting, or documentation of multiple efforts to

encourage participation





Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

PARENT CONSENT TO EXCUSE MEMBERS FROM

ATTENDING IEP TEAM MEETING (File Reviews)

FR 251. Parent Consent to Excuse Members from Attending the

IEP Team Meeting is present in the student file

0 10 0


FR 253. Form designates required IEP team member(s) for

whom attendance is not necessary

0 10 0

FR 254. Form designates which members will submit written

input prior to the meeting

0 10 0

FR 255. Parent written consent is documented 0 10 0

FR 256. The team members excused:

0

0

0

a. General Education Teacher

b. Special Education Teacher

c. Local Education Agency Representative

IEP CONTENT (File Reviews)

FR 257. IEP is present in the student file 0 0 10



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 258. IEP was completed within timelines 30% 3 0 The LEA will provide training to all




Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff


FR 260. IEP implementation date 0 0 10

FR 261. Anticipated duration of services and programs 0 0 10

FR 262. If appropriate, LEA and parent agreement to make

changes to IEP without convening an IEP meeting





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

DOCUMENTATION OF IEP TEAM PARTICIPATION (File

Reviews)

FR 263. Parents 30% 3 0 The LEA will provide training to all




Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 264. Student 43% 3 3 The LEA will provide training to all




Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 265. General Education Teacher 10% 1 0 The LEA will provide training to all




Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 266. Special Education Teacher 10% 1 0 The LEA will provide training to all




Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 267. Local Education Agency Representative 10% 1 0 The LEA will provide training to all




Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 270. Community Agency Representative 0 10 0

FR 271. Teacher of the Gifted 0 10 0

FR 272. Written input provided by IEP team member(s)

excused from participating in the IEP meeting if the

invitation stated they were to provide written input

0 10 0

FR 273. Copy of Procedural Safeguards Notice was given to

parent during the school year

0 0 10

SPECIAL CONSIDERATIONS (File Reviews)

FR 274. If the student is blind or visually impaired, a

description of the instruction in Braille and the use of

Braille, unless the IEP team determines that such

instruction is not appropriate





Evidence of Change:






0 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 275. If the student is deaf or hard of hearing, a

communication plan

0 10 0

FR 276. If the student has communication needs, needs must be

addressed in the IEP

0 5 5

FR 277. If the student requires assistive technology devices

and/or services, needs must be addressed in the IEP

0 7 3

FR 278. If the student has limited English proficiency, the IEP

team must consider English as Second Language for

provision of FAPE

0 10 0

FR 279. If the student has behaviors that impede his/her

learning or that of others, the IEP includes a Positive

Behavior Support Plan based on a functional

assessment of behavior utilizing positive behavior

techniques





Evidence of Change:






2 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 280. If the student has other special considerations, these are

addressed in the IEP

0 4 6



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND

FUNCTIONAL PERFORMANCE (File Reviews)

FR 281. Student’s present levels of academic achievement 0 0 10

FR 282. Student’s present levels of functional performance 0 0 10

FR 283. Present levels related to current postsecondary

transition goals (if student is 14, or younger if

determined by IEP team)

0 3 7

FR 284. Parental concerns for enhancing the education of the

student (if provided by parent to the LEA)

0 0 10

FR 285. How the student’s disability affects involvement and

progress in the general education curriculum

0 0 10

FR 286. Strengths 0 0 10

FR 287. Academic, developmental, and functional needs related

to student’s disability





Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

TRANSITION SERVICES (File Reviews)

FR 289. Evidence that the measurable postsecondary goal(s)

were based on age appropriate transition assessment





Evidence of Change:






5 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 290. An appropriate measurable postsecondary goal or goals

that covers education or training, employment, and, as

needed, independent living





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 291. Evidence that the postsecondary goal or goals that

covers education or training, employment, and, as

needed, independent living are updated annually





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 292. Location, Frequency, Projected Beginning Date,

Anticipated Duration, and Person(s)/Agency

Responsible for Activity/Service





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 292a. Transition services include courses of study that will

reasonably enable the student to meet his/her

postsecondary goal(s)





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 292b. Transition services in the IEP that will reasonably

enable the student to meet his/her postsecondary

goal(s)





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 292c. Annual goals are related to the student’s transition

services





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

PARTICIPATION IN STATE AND LOCAL ASSESSMENTS

(File Review)

FR 293. Documentation of IEP team decision regarding

participation in statewide assessments (PSSA/Keystone

Exams, ACCESS for ELLS, Alternate ACCESS for

ELLS or PASA)

0 0 10

FR 294. If the student will participate in the PSSA,

documentation of IEP team decision regarding

participation with or without accommodations

0 2 8

FR 295. If the student will participate in the PASA, an

explanation of why the student cannot participate in the

PSSA/Keystone Exams

0 8 2

FR 296. If the student will participate in the PASA, explanation

of why PASA is appropriate

0 8 2

FR 297. If the student will participate in the PASA, how

student’s performance will be documented (videotape

or written narrative)

0 8 2



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 298. Indication of IEP team decision regarding participation

in local assessments (local or alternate local)





Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 299. If the student will participate in local assessments,

indication of IEP team decision regarding participation

with or without accommodations





Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 300. If the IEP indicates the student will participate in an

alternate local assessment, explanation of why the

student cannot participate in the regular assessment

0 9 1

FR 301. If the student will participate in an alternate local

assessment, explanation of why the alternate

assessment is appropriate

0 9 1

ANNUAL GOALS AND OBJECTIVES (INCLUDING

ACADEMIC AND FUNCTIONAL GOALS) (File Reviews)

FR 302. Measurable Annual Goals 0 0 10

FR 303. Description of how student progress toward meeting

goals will be measured

0 0 10

FR 304. Description of when periodic reports on progress will

be provided to parents

0 0 10

FR 305. Documentation of progress reporting on Annual Goals 0 0 10



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 306. Short Term Objectives 25% 1 6 The LEA will provide training to all




Evidence of Change:






3 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

SPECIAL EDUCATION/RELATED

SERVICES/SUPPLEMENTARY AIDS AND

SERVICES/PROGRAMS MODIFICATIONS (File Reviews)

FR 307. Program Modifications and Specially-Designed

Instruction

0 0 10

FR 308. If the student’s most recent Evaluation Report

contained recommendations for modifications and

accommodations, did the IEP team address those

recommendations in development of this IEP





Evidence of Change:






8 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 309. If Program Modifications and Specially Designed

Instruction are included on the IEP, the location,

frequency, projected beginning date and anticipated

duration of services

0 0 10

FR 310. If a student attends a Career or Vocational Technical

School, evidence that the specially designed instruction

addresses the student’s needs in Career and Vocational

Technical School

0 10 0

FR 311. If Related Services are included on the IEP, the

location, frequency, projected beginning date and

anticipated duration of services

0 3 7



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#


contained recommendations for the provision of related

services, including psychological counseling, did the

IEP team address those recommendations in

development of this IEP





Evidence of Change:






4 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 313. If Supports for school personnel are included on the

IEP, the personnel to receive support, support,

location, frequency, projected beginning date and

anticipated duration of services

0 0 10


contained recommendations for program modifications

or supports for school personnel provided for the

student, did the IEP team address those

recommendations in development of this IEP





Evidence of Change:






6 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 315. Support services, if the student is identified as gifted

and also is identified as a student with a disability

0 10 0

FR 316. A conclusion regarding student eligibility for ESY 10% 1 0 The LEA will provide training to all




Evidence of Change:






9 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 317. Information or data reviewed by the IEP team to

support the ESY eligibility determination





Evidence of Change:






8 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 318. Where ESY services were deemed appropriate, annual

goals and when appropriate, short term objectives that

are to be addressed in the child’s ESY program





Evidence of Change:






1 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 319. Where ESY was determined to be appropriate, ESY

service to be provided, location, frequency, projected

beginning date and anticipated duration of services

0 8 2

EDUCATIONAL PLACEMENT (File Reviews)

FR 320. Explanation of the extent, if any, to which the student

will not participate with students without disabilities in

the regular education class

0 0 10

FR 321. Explanation of the extent, if any, to which the student

will not participate with students without disabilities in

the general education curriculum

0 0 10

FR 322. Type of support, by amount (itinerant, supplemental,

full-time)

0 0 10

FR 323. Type of special education supports, e.g. autistic

support, emotional support, learning support, etc.

0 0 10

FR 324. Location of student’s program (name of LEA where the

IEP will be implemented)

0 0 10

FR 325. Location of student’s program (name of School

Building where the IEP will be implemented)

0 0 10

FR 326. If child will not be attending his/her neighborhood

school, reason why not

0 4 6



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

PENNDATA REPORTING FOR EDUCATIONAL

ENVIRONMENT (File Reviews)

FR 327. Completed Section A or Section B 0 0 10

IEP DEVELOPMENT

INTERVIEW RESULTS (Parent & General Education

Teacher)

P 28. Were you invited to participate in your child’s most

recent IEP team meeting?

0 0 8 0

P 29. Did you participate in developing the current IEP for

your child?

0 0 8 0

P 30. Was the meeting held at a time and location that was

convenient for you?

0 1 7 0

P 31. If you were unable to participate in person, did the

school offer other arrangements for you to participate

by phone or through other methods?

0 5 3 0

P 32. Was the input you provided considered in the

development of your child’s current IEP?

0 0 7 1

P 32a. Have you received sufficient training, technical

assistance and other support to participate as an IEP

team member?

2 0 4 2

P 32b. If no, what training or support would assist you? 0 6 0 0

Understanding of rights, understanding of the law.

Educating us on the laws and children's rights.

P 33. Were the services you requested for your child

considered by the IEP team in the development of your

child’s current IEP?

0 0 8 0

P 35. Was the current IEP developed at the IEP meeting? 0 0 8 0

P 36. If there was a draft IEP developed prior to the IEP

meeting were you provided a copy of the draft either

before or at the meeting?

0 0 8 0

P 37. Were the special education teacher, the general

education teacher and the school representative at the

IEP meeting?

0 0 8 0

P 38. If required IEP team members (special education

teacher, general education teacher, or LEA) did not

attend the meeting, did you agree in writing to them not

being there?

0 8 0 0

P 39. Was written input from the excused IEP team

member(s) available to you before the meeting?

0 8 0 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

P 65. If you did not participate in your child's IEP meeting,

what kept you from participating?

7 0

1

g. other

Parent lost her mother.

GE 74. Did you attend the most recent IEP meeting for this

student or have the opportunity to provide input?

1 1 7

GE 75. Did you recommend any needed supports to implement

the current IEP for this student?

5 2 2

GE 76. Were those recommendations considered by the IEP

team?

0 7 2

GE 86. When a student with a disability is included in your

class do you have the opportunity to provide

information to the IEP team?

0 0 9

GE 87. Do you provide progress monitoring data as part of the

IEP development process?

1 0 8

IEP CONTENT


Education Teacher)

P 40. Did the IEP team consider the recommendations that

were made in your child’s most recent evaluation,

including all recommendations that were made by the

evaluation team for special education, related services,

and supports for school personnel?

0 0 7 1

P 41. Did the IEP team accept or reject the evaluation team’s

recommendations for special education, related

services, and supports for school personnel for

appropriate educational reasons.

2 1 4 1

GE 81. Are this student's goals based on the PA Standards/PA

Common Core or, if appropriate, alternate standards?

0 0 9

GE 82. Is the specially designed instruction in this student’s

current IEP appropriate to meet his/her educational

needs?

0 0 9

GE 83. Is the current IEP appropriate to meet this student’s

educational needs?

1 0 8

SE 98. Unless otherwise specified in the student’s IEP, is the

length of this student’s instructional day the same as

nondisabled students?

0 0 10

SE 102. Is the specially-designed instruction in the current IEP

appropriate to meet this student’s educational needs?

0 0 10

SE 103. Are the student's annual goals based on the PA

Standards/PA Common Core or, if appropriate,

alternate standards?

0 1 9



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

SE 104. If appropriate, are the student’s annual goals based on

functional performance?

0 2 8

SE 106. If the student’s most recent Evaluation Report

contained recommendations for modifications and

accommodations did the IEP team address those

recommendations in development of the student's

current IEP and accept or reject the ER

recommendations for appropriate educational reasons?

0 0 10


contained recommendations for provision of related

services, including psychological counseling, did the

IEP team address those recommendations in

development of the student's current IEP and accept or

reject the ER recommendations for appropriate

educational reasons?

0 1 9


contained recommendations for program modifications

or supports for school personnel that will be provided

for the student, did the IEP team address those

recommendations in development of the student's

current IEP and accept or reject the ER

recommendations for appropriate educational reasons?

1 1 8

SE 112. Was it an IEP team decision as to whether this student

would participate in the PSSA/Keystone Exams,

PASA, and other district-wide/charter school-wide

assessments?

0 1 9

SE 117. Is this student making progress in meeting the annual

goals of his/her current IEP?

3 0 7

SE 117a. In your opinion, is this student benefiting from

participation in the general education classroom?

2 0 8

SE 117b. If yes, in what ways? 0 2 0

Socialization opportunities.

It is the right program.

Good progress.

Opportunity to interact with all students and can

participate in the discussion.

Misses little class time.

Grades, SDIs, accommodations.

Exposure and benefiting from interaction and learning

with others.

Developing coping skills.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

SE 117c. If no, what does this student need that he/she is not

receiving?

0 8 0

Participating in going to class, answering phone calls,

responding back to the teacher.

Needs modified curriculum program.

SE 118. Is the progress on annual goals recorded and reported

to the parent based on objective and measurable data?

0 0 10

IEP IMPLEMENTATION


Education Teacher)

P 48. Were the special education and related services in your

child’s current IEP provided within 10 school days of

the completion of the IEP?

2 0 6 0

P 49. Are the special education and related services included

in your child’s current IEP provided at no cost to you?

0 0 8 0

P 57. When all students in the school receive a report card, I

also receive a progress report on my child's IEP goals.

6

2

0

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 58. My child’s progress is reported to me by the school in

a manner that I understand.

6

2

0

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 64. My child is receiving the supports and services agreed

upon at the IEP meeting.

0 0 8 0

GE 77. If supports for school personnel are included in the

student’s current IEP, has the LEA provided those

supports?

0 0 9

GE 79. Are the supplementary aids and services, including

program modifications and specially designed

instruction in the student’s current IEP, being

provided?

0 0 9

GE 79a. In the most recent IEP meeting for this student, did you

discuss whether the student could be educated in a

general education classroom for the entire school day?

2 3 4



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

GE 79b. In the most recent IEP meeting, did the IEP team

recommend removal of this student from the general


5 3 1

GE 79c. If yes, what reasons were discussed for recommending

removal?

0 8 0

Modified curriculum for specific subjects.

GE 79d. If yes, how was the amount of time that this student


classroom decided?

0 8 0

Based on needs and teams' decision.

GE 79e. In the most recent IEP meeting, did the IEP team

discuss whether this student could be educated



services?

1 4 4

GE 84. If appropriate, are you implementing the positive

behavior support plan for this student as written in the

current IEP

1 5 3

GE 92. If a student with an IEP is having behavioral

difficulties in your classroom, do you address the

behavior in your classroom rather than sending him/her

back to the special education classroom to address the

behavior issue unless indicated otherwise in the

student’s IEP?

0 5 4

SE 105. Are the supplementary aids and services, including

program modifications and specially designed

instruction in the student’s current IEP, being

provided?

0 0 10

SE 109. Is this student receiving the type and amount of special

education instruction and related services specified in

his/her current IEP?

0 0 10

SE 110. Was this student’s current IEP implemented no later

than 10 school days after its completion or no later than

the IEP implementation date?

0 0 10

SE 111. If supports for school personnel are included in this

student’s current IEP, has the LEA provided those

supports?

0 0 10

SE 113. If required, were the testing accommodations included

in this student’s current IEP implemented?

0 2 8

SE 114. Was the placement decision made by the IEP team

after the annual goals, specially designed instruction,

and related services were developed?

1 0 9



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

SE 120. Is this student receiving the supports and services

agreed upon in his/her current IEP, including related

services?

0 0 10

PROVISION OF ESY AND RELATED SERVICES


Teacher)

P 42. If your child’s current IEP includes psychological

counseling as a related service, and he/she receives

these services, including transportation, are they

provided at no cost to you?

0 7 1 0

P 43. Was your child's need for extended school year (ESY)

– which means services over the summer or during

breaks from the regular school calendar - discussed at

an IEP meeting?

1 0 6 1

P 44. Did you receive an explanation of what would make

your child eligible for ESY services?

1 0 6 1

P 45. Did you agree with the IEP team’s conclusion about

your child’s eligibility for ESY services?

0 0 6 2

P 46. If you did not agree with the decision on ESY

eligibility, were you given a written notice

(NOREP/PWN) explaining that you could ask for a

due process hearing?

0 8 0 0

P 47. If your child was determined to be eligible for ESY

services, did the IEP team decide upon the goals and

services needed for the ESY program?

0 3 4 1

SE 121. Was the consideration of ESY eligibility discussed

during this student’s current IEP meeting?

1 0 9

SE 122. If this student was determined to be ESY eligible, did

the IEP team determine what goals and services were

needed and include them in the IEP?

1 5 4

SE 122a. At the most recent IEP meeting, did the IEP team

discuss the development of a plan to transition this

student back into the school district (or charter school

if student is enrolled in a charter school) with

supplementary aids and services?

0 10 0

SE 122b. Are staff from the home district (or charter school if

student is enrolled in a charter school) involved with

the planning and implementation of this student

program?

0 10 0

SE 122c. Does this student go on field trips, attend school

functions or participate in extracurricular activities

with his/her same age/grade peers who are

non-disabled?

0 10 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

SE 122d. Does this student need supplementary aids and services

to participate in non-academic and/or extra-curricular

activities?

0 10 0

SE 122e. If yes, are needed supplementary aids and services

being provided to this student?

0 10 0

SE 122f. Are there routine opportunities for this student to

interact with non-disabled peers that are planned and/or

facilitated by school personnel?

0 10 0

SECONDARY TRANSITION (Parent & Special Education

Teacher)

P 50. If your child is age 14 or older was he/she invited to

participate in the IEP meeting for transition planning?

0 3 5 0

P 50a. In the most recent IEP meeting for your child, did you

discuss whether your child could be educated in a

general education classroom for the entire school day?

2 0 5 1

P 50b. In the most recent IEP meeting, did the IEP team

recommend removal of your child from the general


5 0 3 0

P 50c. If yes, what reasons were discussed for recommending

removal?

0 5 0 0

Related services.

Based on specific needs.

Functioning level.

P 50d. If yes, how was the amount of time that your child


classroom decided?

0 5 0 0

Did not determine.

Based on needs.

By amount of time of the class.

P 50e. In the most recent IEP meeting, did the IEP team

discuss whether your child could be educated



services?

2 1 5 0

P 50f. In your opinion, is your child benefiting from

participation in the general education classroom?

1 2 5 0

P 50g. If yes, in what ways? 0 3 0 0



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

Support for communication, support for academics.

Provided support to be successful.

Transition services.

Picking up on skills.

Appropriate accommodations; have tools to use with the

programs.

P 50h. If no, what does your child need that he/she is not

receiving in the class?

0 7 0 0

Emotional needs.

P 59. I am satisfied with the transition services developed for

my child.

4

1

0

0

0

3

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 60. My child is learning skills that will lead to a high

school diploma and further education and/or

employment.

7

1

0

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

SE 116. Were this student's desired post school outcomes

considered when the IEP team developed the annual

goals?

0 3 7

SE 123. Where appropriate, does the LEA invite a

representative of a participating agency that is likely to

be responsible for providing or paying for transition

services to the IEP meeting?

3 2 5

Topical Area 6: NOREP/PWN

(File Reviews)



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 328. NOREP/PWN is present in the student file 30% 3 0 The LEA will provide training to all




Evidence of Change:






7 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff


FR 330. Type of action taken 0 3 7

FR 331. A description of the action proposed or refused by the

LEA

0 3 7

FR 332. An explanation of why the LEA proposed or refused to

take the action

0 3 7

FR 333. A description of the other options the IEP team

considered and the reason why those options were

rejected

0 3 7

FR 334. Description of each evaluation procedure, assessment,

record or report used as the basis for proposed action

or action refused

0 3 7

FR 335. Description of other factor(s) relevant to LEA’s

proposal or refusal

0 3 7

FR 336. Educational placement recommended (including

amount and type)

0 3 7

FR 337. Signature of school district superintendent or charter

school CEO or designee

0 3 7


to obtain consent (e.g. mailed to parents, certified mail,

visit to the parent’s home, etc.)





Evidence of Change:






3 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

FR 339. Parent has selected a consent option 57% 4 3 The LEA will provide training to all




Evidence of Change:






3 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

FR 340. NOREP/PWN reflects the educational placement

indicated on the student’s IEP





Evidence of Change:






5 01/23/2019

IU Staff, PaTTAN

Staff/BSE Staff

INTERVIEW RESULTS (Parent)

P 34. If services that you requested for your child were

rejected by the school, did you receive a written notice

(NOREP/PWN) explaining why the request was

rejected?

1 5 1 1

P 61. If I don’t understand my child’s educational rights, and

I inquire about them, someone from the school takes

the time to explain them to me.

5

3

0

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

Topical Area 7: Additional Interview Responses


Teacher)

P 54. I am a partner with school personnel when we plan my

child's education program.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

6

2

0

0

0

0

Always

Sometimes

Rarely

Never

Don't Know

Does not Apply

P 66. Tell me anything you really like about your child's

special education program.

0 0

4

4

4

3

4

6

5

6

4

4

1

1

2

a. modifications

b. progress reports

c. staff-aide ratios

d. staff’s knowledge, training

e. instructional materials

g. staff open to suggestions, good communication

h. follow the IEP

i. support services

j. student ratios

k. staff’s understanding and attitude

l. more inclusion

m. services provided outside neighborhood school

n. other

Don't need to fight to get needs addressed.

Can take breaks when needed.

P 67. Tell me anything you would like to change about the

program.

2 0

1

1

2

1

1

1

1

2

a. modifications

b. progress reports

d. staff’s knowledge, training

f. less inclusion

h. follow the IEP

j. student ratios

k. staff’s understanding and attitude

n. other

More training on law and children's rights.

Better awareness between regular and special education teachers

of programs being offered to students. Look more at child's needs

and not just programs available when recommending a program.

P 68. The school explains what options parents have if the

parent disagrees with a decision of the school.

1 0

1

1

4

1

a. Very strongly agree

b. Strongly agree

c. Agree

d. Disagree

P 69. Additional comments about your child's program.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

Message board is helpful..like the lessons.

Would like them to plan more for future resources.

A very good program overall.

SE 101. Do you hold the required certification to implement

this student’s program?

0 0 10

SE 101a. Have you received sufficient training, technical

assistance and other support to teach this student?

0 0 10

SE 101b. If no, what training or support would assist you? 0 10 0

Topical Area 8: Other Non-compliance Issues

Topical Area 9: Other Improvement Plan Issues

FSA 15A Parent Survey Results 05/01/2018

IU Staff, PaTTAN

Staff, BSE Staff

Based on the results of the parent survey,

the LEA will submit an improvement plan

to address parent training.

LEA will submit their improvement plan by

5/1/2018.

04/27/2018

FSA 19A Teacher Survey Results 05/01/2018

IU Staff, PaTTAN

Staff, BSE Staff

Based on the results of the teacher survey,

the LEA will submit an improvement plan

to address training staff on

modifications/accommodations for students

with disabilities, as well as out line a

structure for collaboration among staff.

The LEA will submit their improvement

plan by 5/1/2018.

04/27/2018



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

15A Parent Training 05/01/2019

IU Staff, PaTTAN

Staff and/or BSE

Staff

Corrective Action Plan

Parent Survey

* Overview on special education

laws/procedures

o Done once a year

o Computer based

o Completed with every new enrollment

* Overview of special education and cyber

school delivery

o Done once a year

o Computer based

o Completed with every new enrollment

* Supplementary Aids and Services

overview

* Informational vlogs on different topics

available to parents in a parent library

o Identification process

o Transition

o ESY

o SDIs

o Summer Slide

o Extra Curricular Activities and the IEP

o Disability categories

o Inclusion

o Assistive Technology



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

o Behavior Supports

o Parental Rights

* Offer PATTAN trainings to parents


training agendas and sign in sheets and

submit them to the BSE adviser.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

19A Personnel Training 05/01/2019

IU Staff, PaTTAN

Staff and/or BSE

Staff

Corrective Action Plan

Staff Survey

* Training on the following educational

practices:

o Multi-Level Curriculum

o Over-Lapping Curriculum

o Peer Support

o Augmentative Communication

o Assistive Technology

o Differentiated Instruction

* SDI Training

o Special Education Staff

* How to write them

o General Education Staff

* How to implement them

* Special Education Overview Training

o General Education Staff

o Special Education Staff

o Completed yearly

* Time for general education and special

education staff to meet about students


review training agendas and sign in sheets

to ensure that trainings have occurred.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

7- Drop Out Improvement Plan 05/01/2019

IU Staff, PaTTAN

Staff and/or BSE

Staff

Dropout Rate Plan

* Establish a CCA leadership team and an

Early Warning System (EWS)

* Analyze attendance, behavior and course

performance (grades)

* Identify target areas for intervention for

students who are off track

* Develop an improvement plan

* Implement, monitor and evaluate

* Parent trainings on preventing school

dropout


review the early warning system data,

updated improvement plan from CCA and

the review of CCA's data and

determinations after implementation. The

BSE adviser will also review any trainings

associated with the Drop Out Improvement

Plan.



Evidence of Change

Timelines and

Resources

Closed

Date

NA D K Not

Obs

%

#

11A Improvement of LRE/Contiuum 05/01/2019

IU Staff, PaTTAN

Staff and/or BSE

Staff

Develop a continuum of services document

* Train staff on continuum of services

o Starting with the review of general

education first with supplementary aids and

services.

* Train special education staff on IEP

procedures

o Emphasis how the IEP flows to determine

placement and LRE

o Look at general education first with

supplementary aids and services

* Train regular education staff on the IEP

process

o Emphasis how the IEP team looks at

general education first with supplementary

aids and services.

* Train all staff on SDIs

o Review individual student strengths and

needs to determine appropriate SDIs.

* Report on continuum of current services

at CCA to look at where the plan needs to

be focused

Evidence of Change: The BSE Adviser will

review the training regarding the continuum

and supplementary aids and services for

staff in order to improve programs at

Commonwealth Charter Academy.


CERTIFICATION VERIFICATION FORM PDE-414 Schools/Charter... · 2019-07-02 · Ed/Driver Ed 7-12...

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Transcript of CERTIFICATION VERIFICATION FORM PDE-414 Schools/Charter... · 2019-07-02 · Ed/Driver Ed 7-12...