DRAFT VERSION- POSTED FOR 28-DAY PUBLIC REVIEW - 10/17/2018

MaST Community CS II

Charter School Plan

07/01/2019 - 06/30/2022


Charter School Profile

Demographics

1800 East Byberry Road

Philadelphia, PA 19116

(267)348-1215

Federal Accountability Designation:

none

Schoolwide Status:

Yes

CEO:

John Swoyer

Date of Local Chartering School Board/PDE Approval:

6/18/2015

Length of Charter:

3 years

Opening Date:

7/1/2016

Grade Level:

K-5

Hours of Operation:

7:00 AM - 4:00 PM

Percentage of Certified Staff:

100.00 %

Total Instructional Staff:

45

Student/Teacher Ratio:

13:1

Student Waiting List:

3640

Attendance Rate/Percentage:

96.80 %

Enrollment:

602

Per Pupil Subsidy:

9,099.28

Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch:

59.30 %

Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December:

67

Student Profile

Group

Student Count

American Indian/Alaskan Native

0.00

Asian/Pacific Islander

64.00

Black (Non-Hispanic)

138.00

Hispanic

125.00

White (Non-Hispanic)

238.00

Multicultural

37.00

Instructional Days and Hours

Number Of

K (AM)

K (PM)

K (FT)

Elementary

Middle

Secondary

Instructional Days

0.00

0.00

183.00

185.00

0.00

0.00

Instructional Hours

0.00

0.00

945.50

1094.58

0.00

0.00

Planning Process

When, where and with whom will you meet?

What is your timeline to sustain momentum?

Who will be responsible for which aspects of the planning process?

Mission Statement

The MaST Community Charter School II creates innovative pathways for students pursuing knowledge focused on Mathematics, Science, and Technology.

Vision Statement

MaST II’s mission statement is, “The MaST Community Charter School II creates innovative pathways for students pursuing knowledge focused on Mathematics, Science, and Technology.” 

Over the first three years of operation, MaST II has strived to replicate the MaST model. MaST II is aligned with the MaST Schools focus and has expanded this vision and mission to include 21st Century learning and innovative teaching practices. This has allowed MaST II to build a community of parents and students that desire to attend school each day through good teaching practice, mentorship, and ongoing professional development. As a result, MaST II has a waitlist of over 3,600 students for grades K-5 in a very short time in being open. MaST II has adopted the unique MaST STREAM curriculum which allows an in-depth look at Science, Technology, Robotics, Engineering, Art, and Math across the curriculum. The “STREAM curriculum” provides students with hands-on and creative activities/lessons to prepare students for future careers. MaST II incorporates elements of the STREAM curriculum in all levels of the K-5 program and will continue to grow and implement this K-12.  A few components of MaST II’s STREAM model include a K-5 technology program that incorporates cross-curricular strategies and objectives to accomplish weekly STEM learning goals. MaST II also implements introductions to robotics and makerspaces focused on design and 3D concepts, a Chrome Creation lab that focuses on teaching technology through LEGO Robotics and coding programs. Through STREAM, students learn vital 21st-century skills such as problem-solving, critical thinking, collaboration, and innovation along with essential technology skill sets. We have not changed our mission statement but focused on growing our program around STREAM, and the idea of a K-12, college and career-focused model as our grades continue to expand.

Shared Values

MaST II believes the following are necessary components in providing our students with the best educational experience.

 

Educational Community

MaST II currently runs a K-5 program and is located in the Lawncrest section of Philadelphia, an urban setting. As the school grows, some grades will move to a newly constructed campus in the Tacony section of Philadelphia. The first phase of the Tacony Campus construction process is expected to be finished in early 2019 with the expectation of some grades moving in for the 2019/2020 school year. As the school continues to grow, a second phase for the Tacony Campus will begin with the expectation that eventually the full K-12 model will be in one location. Students come from various parts of Philadelphia and have very diverse backgrounds. The low-income rate is just under 60%. Many of our students travel over an hour to and from school, which is viewed as a high compliment to the educational community that MaST II has created. MaST II has been successful academically and was labeled a model school by the School District of Philadelphia for academic performance in only its second year of existence.

MaST II is a replication of a highly known charter school called MaST Community Charter School.  Many parents applied and took a chance on a brand new charter school due to the confidence in the MaST model. The families of MaST II came together very quickly in an effort to support the growth of MaST II. The community that has been built in such a short time is admirable. Student success requires teamwork between parents, teachers and students. MaST II strives to make parents feel welcome at the school. Teachers, counselors, and other staff members will provide parents with complete and accurate information early in the school year explaining how their students are performing and describing what resources are available to support their student success. MaST II fosters family engagement in our students’ learning by:

Board of Trustees

Name

Office

Address

Phone

Email

Wanda Bailey-Green

Member

1800 E. Byberry Road

267-348-1100

wbaileygreen@mast2.org

Scott Balara (non-voting)

Member

1800 E. Byberry Road

267-348-1100

sbalara@mast2.org

Marc Bofinger

Member

1800 E. Byberry Road

267-348-1100

mbofinger@mast2.org

Lou DeCree

President

1800 E. Byberry Road

267-348-1100

ldecree@mast2.org

Brigid Finn (non-voting)

Member

1800 E. Byberry Road

267-348-1100

bfinn@mast2.org

Jessica Mendez

Member

1800 E. Byberry Road

267-348-1100

jmendez@mast2.org

Carrie Minelli

Member

1800 E. Byberry Road

267-348-1100

cminello@mast2.org

Christopher Pienkowski

Member

1800 E. Byberry Road

267-348-1100

cpienkowski@mast2.org

John Swoyer III

CEO

1800 E. Byberry Road

267-348-1100

jswoyer@mastccs.org

Mike Thomson (non-voting)

Member

1800 E. Byberry Road

267-348-1100

mthomson@mastccs.org

Tosch Traylor

Vice President

1800 E. Byberry Road

267-348-1100

ttraylor@mast2.org

Barbara Wolf

Member

1800 E. Byberry Road

267-348-1100

bwolf@mast2.org

Board of Trustees Professional Development

At the onset of their election as a Board Member, current Board Members and the Board President train each candidate. New Board Members are informed of the Sunshine Law, Conflict of Interest, and the Public Officials Act. Legal counsel will conduct a workshop on these laws for all Board members and administrators. Several people will conduct board training as needed. Legal Counsel will provide training in the regulations and requirements for charter schools. The Controller instructs the Board of the fiduciary obligations of the Board, how to read financial reports, how to prepare a budget and anticipate revenue deficits.  Financial Policies and Procedures are also explained. A team of experienced Board trainers focuses on team building, the roles of Board members, and selecting school leaders. Board members are given copies of the Policy and Procedure Manual Board as a roadmap for conducting business.  Members are also given copies of Charter Board University by Brian Carpenter and John Carver’s, Reinventing Your Board, as guides. The Nonprofit Board Answer Book by Board Source is also a “go to” book. The training team uses these books during professional training. The Board is also required to attend two retreats annually to receive additional training on the following topics: technology, data analysis, curriculum and instruction, and any new policies, requirements, or laws.

Governance and Management

Governance and Management

The general philosophy of governance of the school includes being all inclusive of the stakeholders in the school and open and transparent in all aspects of the Board actions and school administration.  Its policies include adhering to the Sunshine Law, Open Records, and Open Meetings.                    

The number of Trustees shall not be less than five (5) or more than fifteen (15) members who reflect the school’s mission and goals. Membership shall be determined by the skills needed to advance the vision of the school. To the extent possible, the Board will consist of at least 1 parent representative. One teacher shall represent the Elementary level and is elected annually by staff members and will serve the Board as ex-officio non-voting trustees.  The CEO serves as an ex-officio non-voting member.  No member of the Board of the chartering school district shall serve on the Board of Trustees. No member of the Board of Trustees may be related to a staff member of the school or work for a company contracted by the Board.  The parent, community, and staff members have the responsibility to bring concerns to the full Board.

Description of the Governing Body

As a public school, the Charter School is chartered by the School District of Philadelphia.  A Board of Trustees (the “Board”) will govern all operations of the school.  The Board will also be responsible for ensuring that the school is run in compliance with the Charter Application, all applicable laws, and ensuring that the school remains financially viable.  The Board will also serve as an advocate for the charter school system and charter school education with the School District of Philadelphia, the School Reform Commission, the State Board of Education, and others.

Authority

The Board of Trustees shall have and exercise the corporate powers prescribed by the laws of the Commonwealth of Pennsylvania, and more particularly described in the Charter School Law and the Charter of the Charter School.  The essential function of the Board shall be policymaking, the assurance of sound management, and active participation in the provision of necessary funds.  The Board has the ultimate responsibility to determine general, academic, financial, personnel, and related policies deemed necessary for the administration and development of the Charter School per its stated purposes and goals.

This authority enables the Board to work closely with the administrators and staff to ensure that the mission and vision of the school are maintained through such oversight.

Every Board member shall serve on a committee.  Staff, parents, community members, and students also serve on these committees. Each committee shall prepare a monthly report for the Board meeting. The committees do not work in isolation and primarily review school-based programs and consult with staff committees and administration. The President can serve on any committee and is an ex officio member.

Oversight of the implementation of the missions and goals is also accomplished through the committees and general Board meetings. Since both the Board and the Committees meet monthly and interact with parents, staff, and administration, any correction or change can be made quickly and efficiently.

All administrators and Board members have published email addresses for easy access to parents, students, staff, and community. The Board’s relationship with the school’s administration, staff, students, and community members is collegial and collaborative. By providing open membership on board committees and frequent meetings and conversations, the Board sees itself as a partner in student success.

Student Enrollment

Starting on September 28th, anyone interested in applying to our school for the 2019-20 school year can easily apply by going to applyphillycharter.org on their phone, tablet or computer, and follow these three simple steps:

*The application is available in multiple languages.

Enrollment Timeline

General Enrollment Information

Parent Communication

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

Files uploaded:

Registration Policy

Registration Policy

PDF file uploaded.

Intent to Enroll Form

Intent to Enroll Form (English and all other languages)

PDF file uploaded.

Student Enrollment History

Enrollment History—Part I

School Year

Number of Students at the Beginning of the School Year

Number of Students at the End of the School Year

Number of Students Expelled

Reasons Students Withdrew During the Year

Number of Students Retained

2018

602

0

0

Transportation/Distance to School, chose to go to neighborhood public/private school, moved out of county/state

0

2017

504

503

0

Transportation/Distance to School, chose to go to neighborhood public/private school, moved out of county/state

0

2016

394

402

0

Transportation/Distance to School, chose to go to neighborhood public/private school, moved out of county/state

0

Enrollment History—Part 2—Enrollment by Grade by School Year

School Year

K

1

2

3

4

5

6

7

8

9

10

11

12

2016

101

96

100

97

0

0

0

0

0

0

0

0

0

2017

100

102

101

100

101

0

0

0

0

0

0

0

0

2018

100

100

101

101

100

100

0

0

0

0

0

0

0

Stakeholder Involvement

Name

Role

Scott Balara

Building Principal

Nancy Beilman

Ed Specialist - Other

Mark Bofinger

Parent

Suzanne Bowman

Administrator

Lou Decree

Board Member

Whitney El Laisy

Administrator

Brigid Finn

Elementary School Teacher - Regular Education

Alida Fitzpatrick

Special Education Director/Specialist

Lindsey Flemming

Elementary School Teacher - Special Education

Lauren Fulforth

Parent

Richard Gear

Administrator

Lauren Gerber

Elementary School Teacher - Regular Education

Angela Koenig

Ed Specialist - Instructional Technology

Carrie Nork-Minnelli

Business Representative

High School Not Available

High School Teacher - Regular Education

High School Not Available

High School Teacher - Special Education

Middle School  Not Available

Middle School Teacher - Regular Education

Middle School Not Available

Middle School Teacher - Special Education

Christopher Pienkowski

Community Representative

Phil Sokol

Community Representative

John  Swoyer

Administrator

Mike Thomson

Business Representative

Kim Volz

Elementary School Teacher - Regular Education


Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards

Mapping

Alignment

Arts and Humanities

Accomplished

Accomplished

Career Education and Work

Accomplished

Accomplished

Civics and Government

Accomplished

Accomplished

PA Core Standards: English Language Arts

Accomplished

Accomplished

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

Accomplished

Accomplished

PA Core Standards: Mathematics

Accomplished

Accomplished

Economics

Accomplished

Accomplished

Environment and Ecology

Accomplished

Accomplished

Family and Consumer Sciences

Non Existent

Non Existent

Geography

Accomplished

Accomplished

Health, Safety and Physical Education

Accomplished

Accomplished

History

Accomplished

Accomplished

Science and Technology and Engineering Education

Accomplished

Accomplished

Alternate Academic Content Standards for Math

Accomplished

Accomplished

Alternate Academic Content Standards for Reading

Accomplished

Accomplished

American School Counselor Association for Students

Accomplished

Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade

Accomplished

Accomplished

English Language Proficiency

Accomplished

Accomplished

Interpersonal Skills

Accomplished

Accomplished

School Climate

Accomplished

Accomplished

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

This narrative is empty.

Elementary Education-Intermediate Level

Standards

Mapping

Alignment

Arts and Humanities

Accomplished

Accomplished

Career Education and Work

Accomplished

Accomplished

Civics and Government

Accomplished

Accomplished

PA Core Standards: English Language Arts

Accomplished

Accomplished

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

Accomplished

Accomplished

PA Core Standards: Mathematics

Accomplished

Accomplished

Economics

Accomplished

Accomplished

Environment and Ecology

Accomplished

Accomplished

Family and Consumer Sciences

Accomplished

Accomplished

Geography

Accomplished

Accomplished

Health, Safety and Physical Education

Accomplished

Accomplished

History

Accomplished

Accomplished

Science and Technology and Engineering Education

Accomplished

Accomplished

Alternate Academic Content Standards for Math

Accomplished

Accomplished

Alternate Academic Content Standards for Reading

Accomplished

Accomplished

American School Counselor Association for Students

Accomplished

Accomplished

English Language Proficiency

Accomplished

Accomplished

Interpersonal Skills

Accomplished

Accomplished

School Climate

Accomplished

Accomplished

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

This narrative is empty.

Middle Level

Standards

Mapping

Alignment

Arts and Humanities

Non Existent

Non Existent

Career Education and Work

Non Existent

Non Existent

Civics and Government

Non Existent

Non Existent

PA Core Standards: English Language Arts

Non Existent

Non Existent

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

Non Existent

Non Existent

PA Core Standards: Mathematics

Non Existent

Non Existent

Economics

Non Existent

Non Existent

Environment and Ecology

Non Existent

Non Existent

Family and Consumer Sciences

Non Existent

Non Existent

Geography

Non Existent

Non Existent

Health, Safety and Physical Education

Non Existent

Non Existent

History

Non Existent

Non Existent

Science and Technology and Engineering Education

Non Existent

Non Existent

Alternate Academic Content Standards for Math

Non Existent

Non Existent

Alternate Academic Content Standards for Reading

Non Existent

Non Existent

American School Counselor Association for Students

Non Existent

Non Existent

English Language Proficiency

Non Existent

Non Existent

Interpersonal Skills

Non Existent

Non Existent

School Climate

Non Existent

Non Existent

World Language

Non Existent

Non Existent

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

MaST CCS II is a K-5 school that will extend grades over time.

High School Level

Standards

Mapping

Alignment

Arts and Humanities

Non Existent

Non Existent

Career Education and Work

Non Existent

Non Existent

Civics and Government

Non Existent

Non Existent

PA Core Standards: English Language Arts

Non Existent

Non Existent

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

Non Existent

Non Existent

PA Core Standards: Mathematics

Non Existent

Non Existent

Economics

Non Existent

Non Existent

Environment and Ecology

Non Existent

Non Existent

Family and Consumer Sciences

Non Existent

Non Existent

Geography

Non Existent

Non Existent

Health, Safety and Physical Education

Non Existent

Non Existent

History

Non Existent

Non Existent

Science and Technology and Engineering Education

Non Existent

Non Existent

Alternate Academic Content Standards for Math

Non Existent

Non Existent

Alternate Academic Content Standards for Reading

Non Existent

Non Existent

American School Counselor Association for Students

Non Existent

Non Existent

English Language Proficiency

Non Existent

Non Existent

Interpersonal Skills

Non Existent

Non Existent

School Climate

Non Existent

Non Existent

World Language

Non Existent

Non Existent

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

MaST CCS II is a K-5 school that will extend grades over time.

Adaptations

Elementary Education-Primary Level

Checked answers

Unchecked answers

        None.

Elementary Education-Intermediate Level

Checked answers

Unchecked answers

        None.

Middle Level

Checked answers

        None.

Unchecked answers

        None.

High School Level

Checked answers

        None.

Unchecked answers

        None.

Explanation for any standards checked:

MaST II's curriculum is based around Science, Technology, Robotics, Engineering, Arts and Math (STREAM). The STREAM model provides students with even more hands-on and creative activities and lessons. The model allows for Arts, Humanities, Science, Technology and Engineering Education to be embedded into every grade level in various subjects. MaST II has been able to expand these standards due to increased resources, on-site Technology PD and an integration plan. The foundation of these disciplines begins in Kindergarten and builds with each grade level. In addition to daily classroom integration, the Art/Makerspace and K-6 Technology class serve as an environment in which students participate in various project-based assignments. These projects include multiple types of media, technology tools, and promote creativity. 
 

Curriculum

Planned Instruction

Elementary Education-Primary Level

Curriculum Characteristics

Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Processes used to ensure Accomplishment:

MaST II teachers align assessments to objectives. This provides a focus for learning throughout the lesson which teachers can deliver specifically planned instruction. Students are aware of what they will be able to do at the end of the lesson. Teachers utilize the MaST II curriculum and PA standards to develop objectives. Formal/informal assessments are developed for every lesson. Teachers will use this information to either enrich, reteach or reinforce content in small groups.

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

This narrative is empty.

Elementary Education-Intermediate Level

Curriculum Characteristics

Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Processes used to ensure Accomplishment:

MaST II teachers align assessments to objectives. This provides a focus for learning throughout the lesson which teachers can deliver specifically planned instruction. Students are aware of what they will be able to do at the end of the lesson. Teachers utilize the MaST II curriculum and PA standards to develop objectives. Formal/informal assessments are developed for every lesson. Teachers will use this information to either enrich, reteach or reinforce content in small groups.

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

This narrative is empty.

Middle Level

Curriculum Characteristics

Status

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

Not answered

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

Not answered

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

Not answered

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

Not answered

Processes used to ensure Accomplishment:

This narrative is empty.

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

This narrative is empty.

High School Level

Curriculum Characteristics

Status

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

Not answered

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

Not answered

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

Not answered

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

Not answered

Processes used to ensure Accomplishment:

This narrative is empty.

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

This narrative is empty.

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Students’ IEPs reflect specially designed instruction that ensures accommodations and modifications for identified students. The RtII process assists with goal setting, interventions, and measurements for struggling, but not necessarily, identified students. Tiered remediation and progress monitoring promote fluid groupings. Special education teachers work with regular education teachers to meet the needs of all students. The co-teaching model provides students with the least restrictive environment. Teachers differentiate data-driven instruction in all academic areas. 

Instruction

Instructional Strategies

Checked Answers

Unchecked Answers

Regular Lesson Plan Review

Checked Answers

Unchecked Answers

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

MaST  II has a focus on instructional consistency through planning, preparation, and the implementation of instructional best practices in the classroom.  Grade teams work together to develop standard based scope and sequences and curriculum documents as well as high-quality lesson plans and activities. Administrators and grade leads perform informal walkthroughs and provide feedback to teachers.  Administrators also perform targeted walkthroughs based on agreed upon, data-informed areas designated for improvement. Formal observations are completed following the Danielson Framework for teaching, with specific feedback provided utilizing the language in the framework.  Lesson plans are reviewed weekly by administrators and grade leads to ensure proper planning, including data based, targeted differentiation specific to individual students.

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

MaST II does not have employed instructional coaches on staff.  However, grade leads serve in a similar capacity, providing peer feedback to teachers on their team as needed. In addition to grade leads administration provides timely feedback and instructional support to all teachers. The schools RTI Coordinator also meets with teachers regularly to provide a variety of strategies, best practices, and interventions for teachers to remediate as well as enrich student needs.

Responsiveness to Student Needs

Elementary Education-Primary Level

Instructional Practices

Status

Structured grouping practices are used to meet student needs.

Full Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs.

Full Implementation

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

Not Applicable

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

MaST II does not identify gifted students.
  

Elementary Education-Intermediate Level

Instructional Practices

Status

Structured grouping practices are used to meet student needs.

Full Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs.

Full Implementation

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

Not Applicable

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

MaST II does not identify gifted students.

Middle Level

Instructional Practices

Status

Structured grouping practices are used to meet student needs.

Not Applicable

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

Not Applicable

Differentiated instruction is used to meet student needs.

Not Applicable

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

Not Applicable

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

MaST II currently serves grades K-5.

High School Level

Instructional Practices

Status

Structured grouping practices are used to meet student needs.

Not Applicable

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

Not Applicable

Differentiated instruction is used to meet student needs.

Not Applicable

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

Not Applicable

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

MaST II currently serves grades K-5.

Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The foundation of MaST II’s success comes from the exceptional teachers it employs. MaST II hires the best people in education who teach students, engage families, and drive the STREAM model that makes MaST unique.  The school uses recruiting sites such as PAReap alongside the in-house application page. MaST II creates a culture where teachers enthusiastically and collaboratively grow professionally, from their initial time in the MaST Teacher Academy to veteran master teachers working in Professional Learning Communities to hone their craft.
High quality, veteran teachers are often given classes with the most needs in order to provide the best instruction to students identified as at risk.  All MaST II teachers are highly qualified and certified by the state of Pennsylvania. All teachers support students through differentiated, Tier 1 instruction and interventions in the classroom.  MaST II also employs intervention teachers and support staff to run RTII programs supporting students in more intensive Tier II and III interventions, with a primary focus on ELA and mathematics.
At MaST II, we know that excellent teachers make excellent schools. We are relentless about hiring top educators and providing them with relevant and continuous levels of professional development. We are committed to hiring a diverse staff and encourage those from traditionally underrepresented backgrounds to apply.
Ideal Candidate Qualifications Include:

Specific credentials or certification to apply to MaST II:

MaST II complies with all federal and state certification requirements for charter school teachers. If you are not certified, you must be enrolled in a program that leads to certification by the time you start at MaST II.
Professional development opportunities offered:

Support for new teachers in the field of education:

MaST II has a teacher induction program. The Board of Trustees of the MaST Community Charter School II desires to maintain an exemplary educational environment within its school. Recognizing the high correlation of quality education with the degree of competence of the certified staff, MaST II focuses on increasing the success and achievement of each certified employee new to the school. Completion of this program during the first year of employment is viewed as important by the Board and Administration, since the first year of teaching is predictive of success and retention in the career. This support will enable all first year teachers to use a wider variety of teaching practices, as well as more challenging activities to engage students in learning. All first-year teachers and educational specialists are required to participate in the Induction Program. Teachers new to MaST II may also be required to participate in the program.
Support for new teachers to MaST:

When a teacher is hired, they must submit a copy of a completed Teacher Induction Program certificate. Then, MaST II provides the new teacher with a mentor who is highly qualified and has been with the school for three years or longer. This mentor is responsible for meeting biweekly with their mentee to acclimate them to the MaST II environment. Mentors and mentees keep a log of their meetings and topics discussed.
Ensuring Student Success:

MaST II has adopted the policy that all teachers be 100% highly qualified. In the event that a teacher is not highly qualified, MaST II will support the teacher’s educational endeavors to become highly qualified. In the event that students have a new teacher for more than two years in a row, supports will be given to both the teacher and students, if necessary.
 

Assessments

Local Graduation Requirements

Course Completion

SY 19/20

SY 20/21

SY 21/22

Total Courses

English

Mathematics

Social Studies

Science

Physical Education

Health

Music, Art, Family & Consumer Sciences, Career and Technical Education

Electives

Minimum % Grade Required for Credit (Numerical Answer)

Local Assessments

Standards

WA

TD

NAT

DA

PSW

Other

Arts and Humanities

Career Education and Work

Civics and Government

PA Core Standards: English Language Arts

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

PA Core Standards: Mathematics

Economics

Environment and Ecology

Family and Consumer Sciences

Geography

Health, Safety and Physical Education

History

Science and Technology and Engineering Education

Alternate Academic Content Standards for Math

Alternate Academic Content Standards for Reading

World Language

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

Unchecked answers

  1. Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).
  2. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.
  3. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in ? 16.32 (relating to GIEP).
  4. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.
  5. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in ? 4.52(f).
  6. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVTS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity.

Methods and Measures

Summative Assessments

Summative Assessments

EEP

EEI

ML

HS

Unit based tests

X

X

PSSA (Math, ELA, Science)

X

X

Benchmark Assessments

Benchmark Assessments

EEP

EEI

ML

HS

Study Island Math Benchmark Assessments

X

X

Study Island ELA Benchmark Assessments

X

X

Formative Assessments

Formative Assessments

EEP

EEI

ML

HS

Locally created class based quizzes and projects

X

X

Diagnostic Assessments

Diagnostic Assessments

EEP

EEI

ML

HS

DIBELS

X

X

Fountas & Pinnell

X

Validation of Implemented Assessments

Validation Methods

EEP

EEI

ML

HS

External Review

Intermediate Unit Review

LEA Administration Review

X

X

Building Supervisor Review

X

X

Department Supervisor Review

X

X

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review

X

X

Provide brief explanation of your process for reviewing assessments.

As part of regular curricular reviews, common assessments are developed, reviewed, and revised by teachers, grade leads, and administrators to ensure validity and alignment to appropriate PA Core standards.

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

Assessments are aligned to PA Core standards and Eligible Content when applicable. Assessments are developed by local school personnel and then reviewed and approved by the administration.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

MaST II utilizes shared Google Sheets that house assessment data from state and local assessments, including but not limited to, Study Island benchmark assessments, DIBELS, and the PSSAs.  These shared sheets developed by the administration and added to by teachers throughout the year to track grade level and student-specific progress.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Teachers meet as grade teams and together with grade leads and administration to review all data pertaining to student achievement to work to plan instruction, differentiate small group instruction and in-class supports, and plan out schedules for Tier II and III RTII supports.  Standards of weakness are identified and instruction and instructional timelines are adjusted to respond to assessment results.
  

Assessment Data Uses

Assessment Data Uses

EEP

EEI

ML

HS

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

X

X

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

X

X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X

X

Instructional practices modified or adapted to increase student mastery.

X

X

Provide brief explanation of the process for incorporating selected strategies.

During regular curriculum reviews, teachers ensure that lessons, units, and full year scope and sequences are all covered.  MaST II teachers align all assessments to PA standards, assessment anchors, and eligible content to ensure students are working towards mastery in all grade level skills and standards as outlined by PDE.  Grade team meetings are used to develop lessons and units to teach specific PA assessment anchors and help students achieve mastery. During grade team meetings teachers also review common assessments and review assessment data linking questions to eligible content.  Based on formative, summative, and benchmark data, students who need additional help are identified for small group interventions and RTII supports.

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

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Distribution of Summative Assessment Results

Distribution Methods

EEP

EEI

ML

HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X

X

Individual Meetings

X

X

Letters to Parents/Guardians

X

X

Local Media Reports

Website

X

X

Meetings with Community, Families and School Board

X

X

Mass Phone Calls/Emails/Letters

X

X

Newsletters

X

X

Press Releases

School Calendar

X

X

Student Handbook

X

X

Provide brief explanation of the process for incorporating selected strategies.

MaST II communicates information about summative assessments through a variety of avenues, including information on the school website, links to state sites, letters home, school board meetings, emails, letters, newsletters, the school calendar, and the student and family handbooks.

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

This narrative is empty.

Safe and Supportive Schools

Programs, Strategies and Actions

Programs, Strategies and Actions

EEP

EEI

ML

HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X

X

School-wide Positive Behavioral Programs

X

X

Conflict Resolution or Dispute Management

X

X

Peer Helper Programs

X

X

Safety and Violence Prevention Curricula

X

X

Student Codes of Conduct

X

X

Comprehensive School Safety and Violence Prevention Plans

X

X

Purchase of Security-related Technology

X

X

Student, Staff and Visitor Identification Systems

X

X

Placement of School Resource Officers

X

X

Student Assistance Program Teams and Training

X

X

Counseling Services Available for all Students

X

X

Internet Web-based System for the Management of Student Discipline

X

X

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

Currently, MaST II is a K-5 school, so ML and HS are not applicable.
While MaST II does not have "School Resource Officers", there are "Program Assistants" who monitor the halls, bathrooms, and lunches and are strategically placed throughout the building.
  
 

Developmental Services

Developmental Services

EEP

EEI

ML

HS

Academic Counseling

X

X

Attendance Monitoring

X

X

Behavior Management Programs

X

X

Bullying Prevention

X

X

Career Awareness

X

X

Career Development/Planning

X

X

Coaching/Mentoring

X

X

Compliance with Health Requirements –i.e., Immunization

X

X

Emergency and Disaster Preparedness

X

X

Guidance Curriculum

X

X

Health and Wellness Curriculum

X

X

Health Screenings

X

X

Individual Student Planning

X

X

Nutrition

X

X

Orientation/Transition

X

X

RTII/MTSS

X

X

Wellness/Health Appraisal

X

X

Explanation of developmental services:

Currently, MaST II is only a K-5 school; therefore ML and HS are not applicable.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services

EEP

EEI

ML

HS

Accommodations and Modifications

X

X

Administration of Medication

X

X

Assessment of Academic Skills/Aptitude for Learning

X

X

Assessment/Progress Monitoring

X

X

Casework

X

X

Crisis Response/Management/Intervention

X

X

Individual Counseling

X

X

Intervention for Actual or Potential Health Problems

X

X

Placement into Appropriate Programs

X

X

Small Group Counseling-Coping with life situations

X

X

Small Group Counseling-Educational planning

X

X

Small Group Counseling-Personal and Social Development

X

X

Special Education Evaluation

X

X

Student Assistance Program

X

X

Explanation of diagnostic, intervention and referral services:

Currently, MaST II is K-5, therefore ML and HS are not applicable.

Consultation and Coordination Services

Consultation and Coordination Services

EEP

EEI

ML

HS

Alternative Education

X

X

Case and Care Management

X

X

Community Liaison

X

X

Community Services Coordination (Internal or External)

X

X

Coordinate Plans

X

X

Coordination with Families (Learning or Behavioral)

X

X

Home/Family Communication

X

X

Managing Chronic Health Problems

X

X

Managing IEP and 504 Plans

X

X

Referral to Community Agencies

X

X

Staff Development

X

X

Strengthening Relationships  Between School Personnel, Parents and Communities

X

X

System Support

X

X

Truancy Coordination

X

X

Explanation of consultation and coordination services:

Currently, MaST II is K-5 so ML and HS are not applicable.

Communication of Educational Opportunities

Communication of Educational Opportunities

EEP

EEI

ML

HS

Course Planning Guides

Directing Public to the PDE & Test-related Websites

X

X

Individual Meetings

X

X

Letters to Parents/Guardians

X

X

Local Media Reports

Website

X

X

Meetings with Community, Families and Board of Directors

X

X

Mass Phone Calls/Emails/Letters

X

X

Newsletters

X

X

Press Releases

School Calendar

X

X

Student Handbook

X

X

Communication of Student Health Needs

Communication of Student Health Needs

EEP

EEI

ML

HS

Individual Meetings

X

X

Individual Screening Results

X

X

Letters to Parents/Guardians  

X

X

Website

X

X

Meetings with Community, Families and Board of Directors

X

X

Newsletters

X

X

School Calendar

X

X

Student Handbook

X

X

Health and Safety

Health and Safety

Answer

Are all students required to be fully immunized in accordance with the requirements of the Commonwealth of Pennsylvania and the requirements of local jurisdictions in order to be admitted to the Charter School?

Yes

Is a certified school nurse on the Charter School staff?

No

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

Yes

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

Yes

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

No

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

Yes

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

Yes

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

Yes

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

Yes

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

No

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

Yes

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

The school nurse provides medical and nursing care to the school community in accordance with the current medical practice and nursing standards, relevant statutes, and regulations.

Provides direct services to students in accordance with the current medical practice and relevant statutes and regulations.

Food Service Program

Describe unique features of the Charter School meal program

MaST II is pleased to have a food service contract with The Nutrition Group as its Food Service Management Company. They have been managing food service operations in schools for over 30 years and have been at MaST II since 2016. MaST II and The Nutrition Group are concerned about the health and well-being of the students, so menus are carefully planned to ensure that the cafeteria program meets and exceeds government regulations for school-based meals.
Some of the unique features of the program include:

 

Safety and Security

Describe the essential Charter School policies, procedures, and practices that are implemented to provide security and safety for Charter School students, staff, and visitors:

MaST II has many policies and procedures set in place to ensure security and safety. All staff and volunteer must adhere to state guidelines for obtaining the appropriate clearances. Drills are carried out regularly with students and staff in accordance with state guidelines. All visitors must check in at the front desk and be scanned into our Raptor System before entering the building. The school maintains and updates its comprehensive school safety plan regularly.
 

Compliance With Health and Safety Requirements and Maintenance of Health and Immunizations Records for Students

Wellness Policy

The school wellness policy

PDF file uploaded.

Health Reimbursement Policy

The school policy regarding Health Reimbursement

PDF file uploaded.

Current School Insurance Coverage Policies and Programs

Current Insurance Accord

The school’s current Insurance Accord

PDF file uploaded.

Certificate of Liability

The school’s Certificate of Liability

PDF file uploaded.

Insurance Coverage Details

Description of the details of the school’s insurance coverage and/or copies of pertinent insurance policies

Files uploaded:

Transportation

Describe the charter school’s transportation program. Include in the discussion whether the charter school, the school district, or a private company operates the transportation program. Also, include a description of transportation accommodations for special education students and suggestions for improvement to the program: Describe the requirements students must meet in order to be eligible for free transportation.

The School District of Philadelphia provides the yellow bus transportation for all students in grades 1-5 who live in the city.  Students who live out of county receive transportation from the school district of residence. The Philadelphia School District also provides vans, cabs and/or 1:1 aides for special education students with an IEP that states the need for specialized transportation. To be eligible for free transportation, students must live more than 1.5 miles from the school.  The school district uses Compass to determine mileage restrictions for transportation.
  

Free Transportation Eligibility Requirements

The requirements students must meet in order to be eligible for free transportation (optional if described in the narrative)

No file has been uploaded.

Student Conduct

Charter School’s Code of Student Conduct

Answer

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

Yes

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

Yes

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

Yes

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

Yes

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

Yes

Does the Code of Student Conduct apply off school grounds and the immediate perimeter of the school building, including any school activity, function, or event?

Yes

Does the Code of Student Conduct apply during travel to and from school, including actions on any school bus, van, or any other public conveyance?

Yes

Does the Code of Student Conduct apply off school grounds where the misconduct may reasonably be expected to undermine the proper disciplinary authority of the school, the safety of students or staff, or cause disruption within the school?

Yes

Does the Code of Student Conduct require that students who are found in possession of illegal drugs, firearms, or other dangerous weapons, or those who commit acts of misconduct, which disrupt the school’s educational process, be suspended immediately and face possible expulsion?

Yes

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

Yes

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

Yes

If necessary, provide further explanation.

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Code of Student Conduct

The school’s Code of Student Conduct

PDF file uploaded.

Frequency of Communication

Elementary Education - Primary Level

Elementary Education - Intermediate Level

Middle Level

High School Level

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

Classroom teachers have many opportunities to collaborate regarding seeking interventions to address student needs and academic progress.  Teachers meet with leadership in bi-weekly grade group meetings where student needs and concerns are addressed. Additionally, leadership has an open-door policy to support teachers in finding the best instructional practices for students. Teachers can also refer a student through the Multi-Tiered Systems of Support (MTSS) to request assistance in identifying interventions.

Community and Parent Engagement

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

Each board member is required to serve on a committee, which contributes, to the school's planning and success. These committees are currently in the process of being established but in the future, they will sponsor at least one school community event throughout the year. Board members also promote and encourage attendance to all school events. Additionally, board members volunteer their time to assist with event tasks. Board members also make themselves available before and after publicly held board meetings in order to address any parent or community concerns.

Community Coordination

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

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

Since MaST II accepts citywide there is not specific coordination with childcare or pre-kindergarten programs.  MaST II offers its own before and after care program for students in K-5. MaST II also offers a variety of after school activities and programs.

Preschool Agency Coordination

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

  1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.
  2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.
  3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

Kindergarten

Parents

All New Students

Students Transitioning Out

Materials and Resources

Description of Materials and Resources

Elementary Education-Primary Level

Material and Resources Characteristics

Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient

Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

MaST II has branded its model around the use of technology to enhance the learning opportunities for students. For this reason, technology is embedded in the culture at MaST II from the day you enter the door. Every student has access to a device, Ipads/Chromebooks for learning and multiple spaces are futuristic in the materials and resources we offer our children. There is a mobile library that is easily accessible for each student. Each grade level has access manipulatives to support instruction and promote differentiation. Teachers utilize a variety of applications for our devices to support the different academic levels of our students such as Study Island, IXL (reading and math), Math Seeds, Reading Eggs, and more.

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

This narrative is empty.

Elementary Education-Intermediate Level

Material and Resources Characteristics

Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient

Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

MaST II has branded its model around the use of technology to enhance the learning opportunities for students. For this reason, technology is embedded in the culture at MaST II from the day you enter the door. Every student has access to a device, Ipads/Chromebooks for learning and multiple spaces are futuristic in the materials and resources we offer our children. There is a mobile library that is easily accessible for each student. Each grade level has access manipulatives to support instruction and promote differentiation. Teachers utilize a variety of applications for our devices to support the different academic levels of our students such as Study Island, IXL (reading and math), Math Seeds, Reading Eggs, and more.

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

This narrative is empty.

Middle Level

Material and Resources Characteristics

Status

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

Non Existent

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

Non Existent

Accessibility for students and teachers is effective and efficient

Non Existent

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

Non Existent

Provide explanation for processes used to ensure Accomplishment.

MaST II is currently a K-5 school.

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

This narrative is empty.

High School Level

Material and Resources Characteristics

Status

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

Non Existent

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

Non Existent

Accessibility for students and teachers is effective and efficient

Non Existent

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

Non Existent

Provide explanation for processes used to ensure Accomplishment.

MaST II is currently a K-5 school.

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

This narrative is empty.

SAS Incorporation

Elementary Education-Primary Level

Standards

Status

Arts and Humanities

Full Implementation

Career Education and Work

Full Implementation

Civics and Government

Full Implementation

PA Core Standards: English Language Arts

Full Implementation

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

Full Implementation

PA Core Standards: Mathematics

Full Implementation

Economics

Full Implementation

Environment and Ecology

Full Implementation

Family and Consumer Sciences

Not Applicable

Geography

Full Implementation

Health, Safety and Physical Education

Full Implementation

History

Full Implementation

Science and Technology and Engineering Education

Full Implementation

Alternate Academic Content Standards for Math

Full Implementation

Alternate Academic Content Standards for Reading

Full Implementation

American School Counselor Association for Students

Full Implementation

Early Childhood Education: Infant-Toddler→Second Grade

Full Implementation

English Language Proficiency

Full Implementation

Interpersonal Skills

Full Implementation

School Climate

Full Implementation

Further explanation for columns selected "

MaST II has provided PD for teachers to navigate and utilize SAS. SAS has allowed teachers to align to standards, develop lessons, utilize eligible content, assess student learning and more. SAS promotes research-based strategies for teachers that are proving to show academic growth for students.

Elementary Education-Intermediate Level

Standards

Status

Arts and Humanities

Full Implementation

Career Education and Work

Full Implementation

Civics and Government

Full Implementation

PA Core Standards: English Language Arts

Full Implementation

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

Full Implementation

PA Core Standards: Mathematics

Full Implementation

Economics

Full Implementation

Environment and Ecology

Full Implementation

Family and Consumer Sciences

Not Applicable

Geography

Full Implementation

Health, Safety and Physical Education

Full Implementation

History

Full Implementation

Science and Technology and Engineering Education

Full Implementation

Alternate Academic Content Standards for Math

Full Implementation

Alternate Academic Content Standards for Reading

Full Implementation

American School Counselor Association for Students

Full Implementation

English Language Proficiency

Full Implementation

Interpersonal Skills

Full Implementation

School Climate

Full Implementation

Further explanation for columns selected "

MaST II has provided PD for teachers to navigate and utilize SAS. SAS has allowed teachers to align to standards, develop lessons, utilize eligible content, assess student learning and more. SAS promotes research-based strategies for teachers that are proving to show academic growth for students.

Middle Level

Standards

Status

Arts and Humanities

Not Applicable

Career Education and Work

Not Applicable

Civics and Government

Not Applicable

PA Core Standards: English Language Arts

Not Applicable

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

Not Applicable

PA Core Standards: Mathematics

Not Applicable

Economics

Not Applicable

Environment and Ecology

Not Applicable

Family and Consumer Sciences

Not Applicable

Geography

Not Applicable

Health, Safety and Physical Education

Not Applicable

History

Not Applicable

Science and Technology and Engineering Education

Not Applicable

Alternate Academic Content Standards for Math

Not Applicable

Alternate Academic Content Standards for Reading

Not Applicable

American School Counselor Association for Students

Not Applicable

English Language Proficiency

Not Applicable

Interpersonal Skills

Not Applicable

School Climate

Not Applicable

World Language

Not Applicable

Further explanation for columns selected "

MaST II is currently a K-5 school.

High School Level

Standards

Status

Arts and Humanities

Not Applicable

Career Education and Work

Not Applicable

Civics and Government

Not Applicable

PA Core Standards: English Language Arts

Not Applicable

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

Not Applicable

PA Core Standards: Mathematics

Not Applicable

Economics

Not Applicable

Environment and Ecology

Not Applicable

Family and Consumer Sciences

Not Applicable

Geography

Not Applicable

Health, Safety and Physical Education

Not Applicable

History

Not Applicable

Science and Technology and Engineering Education

Not Applicable

Alternate Academic Content Standards for Math

Not Applicable

Alternate Academic Content Standards for Reading

Not Applicable

American School Counselor Association for Students

Not Applicable

English Language Proficiency

Not Applicable

Interpersonal Skills

Not Applicable

School Climate

Not Applicable

World Language

Not Applicable

Further explanation for columns selected "

MaST II is currently a K-5 school.

Fiscal Solvency Policies

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

The Controller meets monthly with the Board of Trustees as well as communicates frequently with the School Financial Secretary and the CEO. The Board of Trustees has adopted financial policies and procedures which include the topics – budgeting, accounting practices, procurement, contracts, internal control, cash management, grants management, time and attendance, contracted services, etc.
 
The school’s budget, adopted in accordance with the timetable prescribed by the Commonwealth, serves as a blue print for financial decision making during the fiscal year.  The budget provides for the educational, building and administrative needs of the school community and also includes a reserve for contingencies.  All purchasing and personnel decisions are reviewed for budgetary funds available prior to the issuance of a contract or purchase order.  The business office provides interim financial reporting for the board of trustees and CEO on a monthly basis.  The Controller meets with the school administrative team regularly and attends all board and finance committee meetings.  Through careful monitoring of expenditures and revenues, the school is able to assure that all expenditure and revenue categories remain within budget.
 

Accounting Systems

Explain what accounting system the charter school uses.

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

Please note that the charter school is required to have a system that integrates with the Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting, and reporting.
The Charter School uses SAGE MIP for the accounting software, which is loaded with the State Chart of Accounts and allows the Business Office to generate Profit & Loss statements, Balance Sheets and Check Disbursement runs.  The system also allows for Grant Tracking through the use of fund codes so Profit & Loss statements by Grant can be produced at any time.  GAAP reporting is used as is required by the Independent Audit.
 
Sage is a sophisticated accounting system which converts the internal controls to electronic format, moves the majority of processes to electronic format from paper format, allows detailed by fund budgets to be loaded into the system and a larger array of custom reports to be generated in the system as well as CEO’s real-time access to run reports.  Again, this new system complies with GAAP reporting. 
 

Professional Education

Characteristics

Charter’s Professional Education Characteristics

EEP

EEI

ML

HS

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

X

X

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

X

X

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

X

X

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

X

X

Empowers educators to work effectively with parents and community partners.

X

X

Charter’s Professional Education Characteristics

EEP

EEI

ML

HS

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

X

X

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

X

X

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

X

X

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

X

X

Instructs the leader in managing resources for effective results.

X

X

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

MaST II recognizes the importance of keeping educators up to date on professional development opportunities. Annually, a survey is sent out to teachers for feedback on the type of professional development needed to improve their instruction as well as the most effective format of professional development opportunities. Additionally, we survey parents to collect their feedback on PD topics they think would benefit our teachers. From here, we take the most pressing topics and work them into the following year's PD Calendar.
MaST II hosts a variety of types of professional development. There are monthly professional development meetings in which teachers provide turn around training. A few times in the year, the staff is also combined with the MaST I campus for schoolwide professional development initiatives. Additionally, the teachers are all required to complete a Personal Professional Development Plan, in which they identify their biggest area of need and then spend the year accumulating hours of independent PD. Teachers also can request to participate in outside workshops or training.
Staff in leadership programs are welcome to shadow and partake in some of the administrative level tasks. They often seek out positions such as the Grade Lead to gain extra leadership experience.

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

MaST II is currently on serving Grades K-5.

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/29/2018 Staff completes online training at hiring, staff due for updated training will be notified.

8/30/2017 Staff completes online training at hiring, staff due for updated training will be notified.

8/31/2016 Staff completes online training at hiring, staff due for updated training will be notified.

The LEA plans to conduct the required training on approximately:

8/28/2019

8/26/2020

8/25/2021

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

Questions

The LEA has conducted the training on:

8/29/2018 Staff completes online training at hiring, staff due for updated training will be notified.

8/30/2018 Staff completes online training at hiring, staff due for updated training will be notified.

8/31/2016 Staff completes online training at hiring, staff due for updated training will be notified.

The LEA plans to conduct the training on approximately:

8/28/2019

8/26/2020

8/25/2021

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

Questions

The LEA has conducted the training on:

8/29/2018 Staff completes online training at hiring, staff due for updated training will be notified.

8/30/2017 Staff completes online training at hiring, staff due for updated training will be notified.

8/31/2016 Staff completes online training at hiring, staff due for updated training will be notified.

The LEA plans to conduct the training on approximately:

8/28/2019

8/26/2020

8/25/2021

Strategies Ensuring Fidelity

Checked answers

Unchecked answers

        None.

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

MaST II ensures that these characteristics are met by creating a Professional Development plan that is reviewed and updated annually to reflect the greatest needs for our staff. Staff members complete surveys after each session and they also complete a Professional Development Needs Assessment at the end of each school year. Additionally, staff and administration examine assessment data to identify areas of weakness to address.
 

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

This narrative is empty.

Induction Program

Checked answers

Unchecked answers

        None.

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

The Board of Trustees of the MaST II desires to maintain an exemplary educational environment within its school.  Recognizing the high correlation of quality education with the degree of competence of the certified staff, MaST Il focuses on increasing the success and achievement of each certified employee new to the school.  Completion of this program during the first year of employment is viewed as important by the Board and Administration, since the first year of teaching is predictive of success and retention in the career.  This support will enable all first-year teachers to use a wider variety of teaching practices, as well as more challenging activities to engage students in learning.  All first-year teachers both full and part-time and educational specialists are required to participate in the Induction Program. Some strategies for ensuring all of the characteristics are met include: providing inductees with a one year mentor, providing professional development workshops and seminars, having meetings and conferences throughout the year, and providing inductees with the proper supports and resources. 
The MaST II teachers attend the Induction Program provided by MaST I.

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

This narrative is empty.

Needs of Inductees

Checked answers

Unchecked answers

        None.

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

Inductees are required to complete a log, meet with mentors, and attend the inductee workshops throughout the year. School leaders and administration provide essential feedback for all inductees throughout the program. 

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

This narrative is empty.

Mentor Characteristics

Checked answers

Unchecked answers

        None.

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

The Inductee Program Committee considers all of the above when selecting candidate for mentorship. The committee takes several variables into consideration when selecting mentors. These variables include: availability, years of service, knowledge of content area, teacher effectiveness, and mentor/inductee compatibility. 

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

This narrative is empty.

Induction Program Timeline

Topics

Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments

X

X

Best Instructional Practices

X

X

X

X

Safe and Supportive Schools

X

X

X

Standards

X

X

Curriculum

X

X

Instruction

X

X

Accommodations and Adaptations for diverse learners

X

X

X

Data informed decision making

X

X

Materials and Resources for Instruction

X

X

X

X

If necessary, provide further explanation.

This narrative is empty.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The administration will evaluate the Educator Induction Program at least annually.  The evaluation will include input from all of the participants related to the achievement of the program goals, objectives, and competencies.  The admin team will utilize the following data in conducting this evaluation:
1.     Evaluation by Mentors
2.     Evaluation by Inductees
3.     Inductee and Mentor Logs
4.     Documentation of Building Induction Team
All agendas, sign-in sheets, handouts, and materials utilized by the Inductees are kept on file in the main office. Mentors and inductees maintain a log of meeting dates, times, and activities which are turned in at the conclusion of the program year and are also kept on file. Each inductee that successfully participated in the Induction Program receives a certificate of completion, which is presented to them at the final meeting. Copies of the certificates are put in their employee file at the school.

Recording Process

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

Unchecked answers

None.


Assurances

Brick and Mortar Charter Schools

The physical charter school has verified the following Assurances:

Cyber Charter Schools

No policies or procedures have been identified.

Safe and Supportive Schools

The LEA has verified the following Assurances:


Federal Programs

Coordination of Programs

Technical Assistance

The LEA provides guidance, technical assistance, and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

Members of the planning team attend the New Coordinator Training several times a year to stay up to date with the program requirements. Additionally, members also participated in the Title I Schoolwide Planning webinar. These trainings were helpful in keeping up to date with the recent updates and changes within Federal Programs.

Provider

Meeting Date

Type of Assistance

Buck IU 22

9/21/2017

New Federal Coordinator Training

Bucks IU

9/17/2018

New Federal Coordinator Training

Bucks IU

10/5/2018

Regional Meeting

Bucks IU 22

3/29/2018

New Federal Coordinator Training

Bucks IU 22

5/24/2018

New Federal Coordinator Training

PDE

4/6/2017

Title I Schoolwide Planning Webinar

Consolidation of Funds

Please indicate if your school/charter is consolidating state, local, and federal funds. (Your school/charter must keep on file an approval letter from your Regional Coordinator).

No, the school does not intend to consolidate the funds.


Needs Assessment

Charter School Accomplishments

Accomplishment #1:

Based on its first year of data, MaST CCS II was recognized by the School District of Philadelphia as a "Model School" in its annual School Progress Report (SPR).

Accomplishment #2:

MaST CCS II successfully established a  Reading Intervention Program to support the various reading levels of the students. A reading specialist and reading support teacher have been placed in charge of the intervention program which offers a push-in, pull-out, after school and summer component.

Accomplishment #3:

MaST CCS II created an Association of MaST Parents (AMP) group for parental involvement. The group works to implement family engagement events, be the voice of the parents, and also to run school fundraisers.

Accomplishment #4:

MaST CCS II successfully created a positive environment with the schoolwide positive behavior support system: Voyager Values. The program is intended to build a sense of school pride and continuity among staff, students, parents, and our community. It promotes positive behavior expectations based on the 7 Anchors: Achievement, Neighborly, Cooperation, Honest, Ownership, & Respect.

Accomplishment #5:

MaST CCS II has eleven extracurricular clubs/activities geared to students in all grades. The clubs were run in 2 sessions to offer the opportunity to as many students as possible. Some of the clubs are Technology, Lego, Remarkable Readers, Fitness, Kindergarten Club, and Music.

Accomplishment #6:

MaST CCS II created four SAIL (Students to Achieve Independent Learning) classrooms to offer the appropriate learning and environment and support to high needs students.

Accomplishment #7:

MaST CCS II outfitted all classrooms with interactive projectors, document cameras, and a set of 5 Chromebooks and 10 iPads for instructional use.

Accomplishment #8:

MaST CCS II has maintained a daily attendance of at least over 95%.

Accomplishment #9:

MaST CCS II has maintained a student enrollment of at least 500 students.

Accomplishment #10:

MaST CCS II staff is 100% Highly Qualified.

Charter School Concerns

Concern #1:

Based on survey results from both staff and parents, professional development opportunities lack in the areas of guided reading, differentiated instruction, technology tools and software, and Special Education modifications. 

Concern #2:

Based on survey results from parents, there is a need to increase Cultural Awareness among staff and also students.

Concern #3:

Based on survey results from both staff and parents and also Study Island Benchmarking scores, there is a lack of math support programs to provide intervention to struggling students.

Concern #4:

MaST CCS II has a lack of official curriculum alignment documentations.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Aligned Concerns:

Based on survey results from both staff and parents, professional development opportunities lack in the areas of guided reading, differentiated instruction, technology tools and software, and Special Education modifications. 

Systemic Challenge #2 (Guiding Question #2) Ensure that there is a system within the school that fully ensures school-wide use of data that is focused on school improvement and the academic growth of all students

Aligned Concerns:

Based on survey results from both staff and parents and also Study Island Benchmarking scores, there is a lack of math support programs to provide intervention to struggling students.

Systemic Challenge #3 (Guiding Question #1) Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Aligned Concerns:

Based on survey results from both staff and parents and also Study Island Benchmarking scores, there is a lack of math support programs to provide intervention to struggling students.

Systemic Challenge #4 (Guiding Question #3) Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Aligned Concerns:

MaST CCS II has a lack of official curriculum alignment documentations.

Systemic Challenge #5 (Guiding Question #6) Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Aligned Concerns:

Based on survey results from parents, there is a need to increase Cultural Awareness among staff and also students.


Charter School Level Plan

Action Plans

Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Indicators of Effectiveness:

Type: Annual

Data Source: Sign-In Sheet, Agenda, Training Materials

Specific Targets: MaST II will increase Professional Development opportunities to offer at least two opportunities per month, totaling 20 opportunities by June 2018.

Type: Annual

Data Source: Needs Assessment/Training Evaluations

Specific Targets: At least 80% of the teachers will rate the 2017/2018 Professional Development opportunities "Satisfactory" or higher.

Strategies:

Use Student Achievement Data to Support Instructional Decision Making

Description:

 

Provide instruction and modeling on how to use student data to support instructional decision making.

 

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress. Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making.

 

(Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

Encourage and Provide Support for Differentiated Instruction

Description:

Hire additional staff members that are certified teachers and/or classroom assistants to allow additional support for the students and allow the teachers to effectively incorporate differentiated instruction.

Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported.

 

(Sources: Learning Styles: Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )

SAS Alignment: Instruction

Provide High Quality Professional Development

Description:

 

Focus on providing high-quality professional development that addresses the school and teachers' needs and includes follow-up activities.

 

"According to the research, high-quality professional-learning opportunities for teachers contain the following five characteristics:

 

Dr. Jana Hunzicker, Assistant Professor, Department of Teacher Education, Bradley University, June 2010." (Source http://files.eric.ed.gov/fulltext/ED510366.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Safe and Supportive Schools

Encourage Formative Assessments

Description:

 

Encourage the use of formative assessments to collect student data to drive instruction.

 

Encourage the use the included tools for formative assessment to check for understanding and guide instruction.OCPS Curriculum Services 2012

 

(Source: http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment

Implementation Steps:

PD (1) - Review Needs Assessment Results/ End of Year Meeting

Description:

Teachers completed an anonymous needs assessment survey. The admin team will evaluate the results of the needs assessment and the professional development comments given at the end of year meeting to identify the PD needs of the teachers.

Evidence: Meeting Notes

Start Date: 5/1/2018       End Date: 6/30/2019

Program Area(s): Professional Education

Supported Strategies:

PD (2)- Create a PD Schedule

Description:

The Admin Team and the Grade Leads will prepare a Professional Development Calendar for the year.

Evidence: Professional Development Calendar

Start Date: 6/1/2018       End Date: 8/28/2018

Program Area(s): Professional Education

Supported Strategies:

PD (3) - Guided Reading PD

Description:

Based on initial feedback, teachers are requesting more practice in guided reading lessons. To address this need, the school reading specialist will plan and execute professional development sessions focusing on Guided Reading strategies. 

Evidence: Sign-In Sheet, Agenda, Training Materials

Start Date: 8/31/2018       End Date: 6/22/2019

Program Area(s): Professional Education

Supported Strategies:

PD (4) - Special Education

Description:

Teachers will participate in professional development sessions focusing on Special Education.

Indicator: Sign-In Sheet, Agenda, Training Materials

Start Date: 8/31/2018       End Date: 6/22/2019

Program Area(s): Professional Education, Special Education, Student Services

Supported Strategies:

PD (5) - Technology Professional Development

Description:

Teachers will participate in multiple technology based professional developments covering topics such as:

Evidence: Agendas, training materials, sign in sheets

Start Date: 8/31/2018       End Date: 6/22/2019

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

PD (6) - Strategies to Support ELL Students

Description:

All teachers will participate in a presentation on strategies to support ELL students in all classrooms.

Evidence: Sign in sheet, agenda

Start Date: 8/31/2018       End Date: 6/22/2019

Program Area(s): Professional Education

Supported Strategies:

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

Related Challenges:

Indicators of Effectiveness:

Type: Annual

Data Source: Benchmark Data

Specific Targets: The assessment window timeframe for benchmarking and universal screening will decrease by at least 25%.

Type: Interim

Data Source: Observation, documentation

Specific Targets: MaST II will establish and expand upon a Math Intervention program that offers push in, pull out, after school, and summer supports by June, 2019.

Strategies:

Use Student Achievement Data to Support Instructional Decision Making

Description:

 

Provide instruction and modeling on how to use student data to support instructional decision making.

 

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress. Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making.

 

(Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment, Instruction

Encourage and Provide Support for Differentiated Instruction

Description:

Hire additional staff members that are certified teachers and/or classroom assistants to allow additional support for the students and allow the teachers to effectively incorporate differentiated instruction.

Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported.

 

(Sources: Learning Styles: Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )

SAS Alignment: Instruction

Common Assessment within Grade/Subject

Description:

 

Create common assessments within grades/subjects that are consistent in format in across the classes and grades.

 

WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data.

 

(Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?)

 

SAS Alignment: Assessment, Instruction

After School Math

Description:

 

Create an after school/summer math program to increase student achievement.

 

A math program, adapted for use in the after-school setting, resulted in 49 more hours of math instruction during the school year (30 percent more) for math program students than for their counterparts. The math program students scored 2.8 scaled points higher on a test of math achievement at the end of one year, an 8.5 percent difference in achievement growth. The impacts did not vary significantly for students in different grades or with different prior levels of achievement. Nor did the math program students and their counterparts differ significantly on other in school behavior.

 

(Source: http://ies.ed.gov/ncee/pdf/20094057.pdf Resource: http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources)

SAS Alignment: Standards, Assessment, Instruction

Multi-Tiered Systems of Support (MTSS-RtII)

Description:

 

Utilize a tiered system to address the academic needs of students.

 

Pennsylvania's Multi-Tiered System of Supports (MTSS) is defined as a comprehensive system of supports that in the commonwealth includes standards-aligned, culturally responsive and high quality core instruction, universal screening, data-based decision-making, tiered services and supports, family engagement, central/building level leadership, RtII/SLD determination and professional learning. Simply put, PA-MTSS represents a broad set of evidence-based practices that may be implemented across a system to include Academics AND Behavior within a recursive and systematic problem-solving process. PA-MTSS is relatively synonymous with RtII and is intended to help ALL students meet with continuous academic and behavioral success.

 

(Source: http://www.pattan.net/category/Educational%20Initiatives/Multi-Tiered%20Systems%20of%20Support%20(MTSS-RtII) Resource: http://effectivestrategies.wiki.caiu.org/School+Improvement+Resources)

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Data - Review & Usage (1) - Create a Benchmarking Schedule

Description:

Testing windows will be identified for each grade level at the start of the year. Accommodations to expedite the testing using devices will be made according to need, i.e. using a computer lab to alleviate technology issues.

Evidence: Testing Schedule

Start Date: 8/28/2017       End Date: 6/26/2020

Program Area(s):

Supported Strategies:

Data - Review & Usage (2) - Access & Read Data

Description:

Provide training for teachers to administer the assessments. Also, provide teachers with instructions on how to pull and read data reports from the Study Island system.

Evidence: Agenda, Sign-in Sheet

 

Start Date: 8/28/2018       End Date: 6/14/2019

Program Area(s): Professional Education

Supported Strategies:

Data - Review & Usage (3) - Continuous Tracking

Description:

Data will be reviewed quarterly, and teachers will identify if their students have grown, regressed, or stayed the same. They will also identify strategies to move each group to the next level. A data room will be created with easy access to school data for teachers to view.

Evidence: Reflection Template

Start Date: 8/28/2018       End Date: 6/14/2019

Program Area(s): Professional Education

Supported Strategies:

Schoolwide Focus on Math (1) - Thoroughly Review Math Data

Description:

There will be a schoolwide focus on reviewing and analyzing math data to increase math scores. Data teams will be formed to identify students in need of remediation in RtII. Progress monitoring will be increased to continue to identify areas of weakness.

Evidence: Data Analysis, Focus Groups

Start Date: 8/28/2018       End Date: 6/15/2019

Program Area(s): Student Services

Supported Strategies:

Schoolwide Focus on Math (2) - After School Math Support

Description:

The Head of RtII will be responsible for organizing and running a weekly club for additional math practice for both lower performing students and those that need additional enrichment. They will create a program flyer, have a sign-up, collect permission slips, organize groups, and plan and deliver instruction.

Evidence: Program Flyer

Start Date: 8/29/2018       End Date: 6/15/2019

Program Area(s): Student Services

Supported Strategies:

Schoolwide Focus on Math (3) - Summer Math Program

Description:

The Head of RtII will run a summer math program. Based on the needs of the students, the program may be limited to at-risk students. The Head of RtII and Classroom Teachers will review student data and identify those that would benefit from the additional math support. Those students would then be invited. The Math Specialist may need to enlist additional staff members to plan and deliver instruction if there is a large need.

Start Date: 6/15/2019       End Date: 8/1/2019

Program Area(s): Student Services

Supported Strategies:

Schoolwide Focus on Math (4) - Integrate Math Across All Subjects

Description:

Since increasing math scores will be a focus throughout the school, all the teachers are going to review the math data to identify ways they can integrate concepts into their classroom. For example, the Art Specialist will identify areas that can be supported through the Art curriculum such as geometric shapes or symmetry. Grade/Subject/Department groups will meet to review data with the Head of Curriculum and Head of Data to identify areas they can review.

Evidence: Cross-curricular Plan

Start Date: 8/28/2018       End Date: 6/15/2019

Program Area(s): Professional Education

Supported Strategies:

Schoolwide Focus on Math (5) - Differentiated Instruction in Math

Description:

Staff will participate in a training on how to differentiate instruction in a math class to meet the needs of all of their students. Additionally, focus will be given to properly using a classroom assistant during this time.

Evidence: Agenda

Start Date: 8/28/2018       End Date: 6/14/2019

Program Area(s): Professional Education

Supported Strategies:

Schoolwide Focus on Math (6) - Adjust Classroom Format

Description:

In the fourth grade, the classes will go from traditional class style to working in dyads. There will be one teacher specializing in ELA, and the other will specialize in Math, Science, and Social Studies. Data will be monitored to see if the new class format increases scores.

Evidence: Rosters, Benchmark & Testing Data

 

Start Date: 8/28/2018       End Date: 6/14/2019

Program Area(s):

Supported Strategies:

Goal #3: Ensure that there is a system in the school and/or district that fully ensures the principal is enabled to serve as a strong instructional leader who, in partnership with the school community (students, staff, parents, community, etc.) leads achievement growth and continuous improvement within the school.

Indicators of Effectiveness:

Type: Annual

Data Source: Remind Report

Specific Targets: Improve and increase the consistency of communication throughout the entire MaST CCS II community by sending an update, at a minimum of once per week.

Strategies:

Parent Communication Strategies

Description:

 

Establish a consistent form of communication schoolwide.

 

(Source: http://www.readingrockets.org/article/building-parent-teacher-relationships) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Engage Parents

Description:

 

Encourage and increase parent engagement and involvement.

 

Parents and teachers should form a partnership with the child's success as a central focus point.

 

(Source: http://effectivestrategies.wiki.caiu.org/file/view/Top_5_Reasons_0311.pdf/528273366/Top_5_Reasons_0311.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SAS Alignment: Materials & Resources

Implementation Steps:

Communication (1) - Train Parents on Remind

Description:

Teachers will present the benefits and use of the Remind system at the Back to School Night.

Evidence: Flyers

Start Date: 9/1/2018       End Date: 9/22/2018

Program Area(s): Student Services, Educational Technology

Supported Strategies:

Communication (2) - Parent Engagement Packet

Description:

A packet will be created for the parents in paper copy and sent home containing Federal Program documentation, school info, and also available at home educational resources.

Evidence: Packet

Start Date: 8/27/2018       End Date: 10/1/2018

Program Area(s):

Supported Strategies:

Goal #4: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Live Accessible Curriculum Pacing Guides

Specific Targets: By June 2018, all content areas in grades K-4 will have live and accessible curriculum pacing guides.

Strategies:

Curriculum Mapping

Description:

 

Create and/or modify a standards-aligned curriculum map in all grades and content areas.

 

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html

 

Resource:
http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

Implementation Steps:

Curriculum (1) - Initial Meeting

Description:

Teachers will meet with the Head of Curriculum and have an overview of the curriculum goals for the year.

Evidence: Sign-In Sheet

Start Date: 8/21/2018       End Date: 8/29/2018

Program Area(s): Professional Education

Supported Strategies:

Curriculum (2)- Lesson Plan Templates

Description:

Teachers will complete lesson plans on a new common lesson plan template that includes standards, materials, STREAM Integration, and accommodations.

The template will be introduced in a PD session.

Evidence: PD Sign In Sheet

Start Date: 8/28/2018       End Date: 6/14/2019

Program Area(s): Professional Education

Supported Strategies:

Curriculum (3) - Curriculum Website

Description:

A curriculum website will be created to house K-12 pacing guides and curriculum maps. The documents will be live and updated regularly.

Evidence: Completed Website

Start Date: 8/28/2018       End Date: 6/15/2019

Program Area(s): Professional Education

Supported Strategies:

Goal #5: Ensure that there is a system within the school that fully ensures a safe and supportive environment for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: Flyer

Specific Targets: By June 2018, MaST II will host at least one cultural assembly for parents and students.

Type: Annual

Data Source: Flyers, planning documents, Parent Survey

Specific Targets: By June 2018, MaST II will host a schoolwide Multicultural Fair.

Strategies:

Increase Cultural Awareness

Description:

 

Increase Cultural Awareness among staff and students.

 

A committee will be formed to focus on increasing cultural awareness among staff and students. They will research and plan for a whole school Cultural Awareness assembly as well as a Multicultural Fair.

Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment. We would focus on the family engagement portion and drill down to focus on "Respect for Diversity".

 

(Source: http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe)

Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Cultural Awareness (1)-  Add Head of Culture and Climate

Description:

The school will hire a Head of Culture and Climate to assist in building cultural awareness and enhance the school community. The Head of Culture and Climate will also work towards expanding parental relationships and environment.

 

Start Date: 8/27/2018       End Date: 8/31/2018

Program Area(s): Student Services

Supported Strategies:

Cultural Awareness (2)-  Identify a Committee

Description:

Poll the staff for interest in joining a Cultural Awareness Committee.

Evidence: Survey

Collect interested staff members and hold first meeting.

Evidence: Sign-in Sheet

Start Date: 9/15/2018       End Date: 10/15/2018

Program Area(s): Student Services

Supported Strategies:

Cultural Awareness (3) - Student and Parent Survey

Description:

The Cultural Awareness Committee will create and send out a parent/student interest survey in participation in a Multicultural Fair.

Evidence: Survey

Start Date: 10/15/2018       End Date: 1/22/2019

Program Area(s): Student Services

Supported Strategies:

Cultural Awareness (4) - Multicultural Fair Planning Meetings

Description:

The Cultural Awareness Committee will meet several times to plan and organize a multicultural fair.

Evidence: Meeting sign-in sheets, notes

Start Date: 10/15/2018       End Date: 2/28/2019

Program Area(s): Student Services

Supported Strategies:

Cultural Awareness (5) - Host a Multicultural Fair

Description:

The Cultural Awareness Committee will host a fair with the parents and students presenting their cultural backgrounds.

Evidence: Flyer

Start Date: 2/28/2019       End Date: 5/31/2019

Program Area(s): Student Services

Supported Strategies:

Appendix: Professional Development Implementation Step Details

PD Appendix


Charter School Level Affirmations

We affirm that this Charter School Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 49 and Article 711. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the Charter School offices and in the nearest public library until the next regularly scheduled meeting of the Board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer


Affirmation for Compliance with the Public Official & Employee Ethics Act

The original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and reenacted in 1989 by Act 9 of 1989 and in 1998 by Act 93 of 1998. (See Act 9 of 1989, 65 P.S. §401, et seq. and Act 93 of 1998, Chapter 11, 65 Pa.c.s. §1101 et seq.) The Act provides that public office is a public trust and that any effort to realize personal financial gain through public office is a violation of that trust. The Act was passed to strengthen the faith and confidence of the people of the Commonwealth in their government. The Act established the State Ethics Commission to administer and enforce the provisions of the Act and to provide guidance regarding the standards established by the Act.

The MaST Community CS II assures that it will comply with the requirements of the Public Official and Employee Ethics Act (the “Ethics Act”) and with the policies, regulations and procedures of the Pennsylvania State Ethics Commission. Additional information about the “Ethics Act” is available on the Ethics Commission’s website at: http://www.ethics.state.pa.us/

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer