Universal Audenried Charter School · Pennsylvania Skills Cert. (Number of students) Comm Tech 1 8 24 66% 0 5 5 0% 0 1 3 66 ... OSHA 10/Fall Protection/Lead Paint 12 OSHA 10/Fall

Universal Audenried Charter School

Improvement Plan

07/01/2014 - 06/30/2019

2

School Profile

Demographics

3301 Tasker Street Philadelphia, PA 19145

215-952-4801

Phase: Improvement Revision 2018-2019 Federal Accountability Designation:

Priority

Title I Status: Yes Schoolwide Status: Not Provided

CEO Name: Shahied Dawan CEO E-mail address: [email protected]

Planning Committee

Name Role

Joshua Anderson Administrator

Hakeem Hall Administrator

Cherie Mercer Administrator

Blanchard Diavua Building Principal

Andres Marin Business Representative

Kristin Motley Business Representative

Eric Holmes Community Representative

Charles Reeves Community Representative

Wali Smith Ed Specialist - Home and School Visitor

Andrew Harris Ed Specialist - Other

Aubrey Karoglan Ed Specialist - Other

Jesus Sesma Ed Specialist - Other

Thomas Roman Ed Specialist - School Counselor

Rebecca Anderson High School Teacher - Regular Education

Latrice Jackson Parent

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Needs Assessment

School Accomplishments

Accomplishment #1: NOCTI Scores have increased and program enrollment has improved

Program of Study 2015 2016 2017 Growth 2015 2016 2017 Growth 2015 2016 2017 Growth

Completion

(Number of students)

Competency


Pennsylvania Skills Cert.


Comm Tech 1 8 24 66% 0 5 5 0% 0 1 3 66%

Culinary 5 7 31 77% 9 11 15 26% 13 11 15 26%

Electrical/Engineering 0 4 16 50% 2 1 2 50% 0 2 2 0%

Health Tech 8 10 34 70% 6 14 9 -55% 3 11 9 -22%

Totals 14 31 105 70% 17 31 31 0% 16 25 29 13%

Accomplishment #2:

Culminating Project and Graduation Requirement:

All seniors are required to complete

-A senior action research paper that has been aligned with PA common core standards and meets

the graduation requirement of the state

-A senior symposium which is presented to industry partners to highlight the skills students

obtained during their CTE class

-20 Hours of commmunity service

This was a concern in the last School Improvement Plan and has been converted to an

accomplishment.

Accomplishment #3:

College credit attainment

-Audenried is growing and developing a partnership with Community College of Philadelphia. 20

students from the school prticipated in CCP classes offered at Audenried. This year the

graduating class earned over 102 college credits prior to graduation.

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-The 11th graders have already taken the placement test and we will build the program next year.

-Two Advanced Placement courses were offered in 2017-2018. The school will introduce one

more course next year.

Accomplishment #4:

Keystone Data:

Keystone Data: The school has seen a 13.4% increase in math, a 8.3% increase in

Literature and a 12% increase in Biology from 2017-2018 Keystone administration. Class of

2019 is on track to display growth based upon Spring 2018 test administration.

Subject Class of 2017 %

Proficient or Advanced.

Class of 2018 %


Class of 2019 %


(95)

Still awaiting spring

administration results

Algebra I 6% 19.4% 16.8%

Literature 21% 29.3% 29.4%

Biology 4% 16.1% 20%

Accomplishment #5:

College Acceptance Data - Our college acceptances has increased by more then one third

over the past three years.

2018

Public (4-yr) 107

Private (4-yr) 9

Two-Year 106

Four-Year 116

In-State 102

Out-of-State 14

2017

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Public (4-yr) 148

Private (4-yr) 10

Two-Year 94

Four-Year 158

In-State 148

Out-of-State 10

2016

Public 52

Private 12

Two Year 97

Four Year 52

In State 52

Out of State 7

Accomplishment #6:

Industry Certifications:

Audenried offers many opportunities for students to obtain industry certifications

Program of Study

Certifications Earned

2016-17 2017-18 Growth

Cert # Cert #

Health Related Technology

HIPPA 0 HIPPA 25 100%

Blood Bourne Pathogen 0 BloodBourne Pathogen 25 100%

Youth Mental Health 20 Youth Mental Health 23 +15%

CPR/First Aide 30 CPR/First Aide 32 +6.6

Pre-Engineering/Electrical S/P2 12 S/P2 52 +333%

OSHA 10/Fall Protection/Lead Paint 12 OSHA 10/Fall Protection/Lead Paint 13 +8%

Automotive S/P2 15 S/P2 46 +206%

Culinary S/P2 40 S/P2 98 +145%

ServSafe Food Handler 22 ServeSafe Food Handler 30 +36%

Comm Tech Adobe 0 Adobe 38 100%

Totals 139 382 +174%

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Accomplishment #7:

Complete Implementation of Academies Model Structure - Our roster is pure, by academy.

Each academy has a counselor, dean, assistant principal, and academy leader. All students in each

academy share the same teachers and pathways.

Creating and Developing Scope and Sequence/Common Assessments - Common assessments

occur every 6 weeks. Data analysis occurs thereafter to drive instruction.

Successful Reapproval of Career and Technical Education programs - Successful Chapter

339 reviews of our approved programs

School Concerns

Concern #1:

Though we have made gains in some of these areas, they are still areas for concern, as we would

like to continue improving.

- Attendance and Lateness

- College Matriculation and Retainment

- Creating and Developing Scope and Sequence Common Assessments in ALL content areas

- High Quality Instruction in ALL Classrooms

- Keystone Data

- SAT Scores

- Streamlined communication with parents, families, and community partners.

- Transition planning for seniors, particularly Special Education

Prioritized Systemic Challenges

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

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

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partnership with the school community (students, staff, parents, community, etc.) leads

achievement growth and continuous improvement within the school.

Systemic Challenge #2 (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:

Though we have made gains in some of these areas, they are still areas for concern, as

we would like to continue improving.



- Creating and Developing Scope and Sequence Common Assessments in ALL

content areas


- Keystone Data

- SAT Scores



Systemic Challenge #3 (Guiding Question #5) Ensure that the organizational structure,

processes, materials, equipment, and human and fiscal resources within the school align with the

school’s goals for student growth and continuous school improvement.

Aligned Concerns:

Though we have made gains in some of these areas, they are still areas for concern, as

we would like to continue improving.



- Creating and Developing Scope and Sequence Common Assessments in ALL

content areas


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- Keystone Data

- SAT Scores



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Improvement Plan

Action Plans

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

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

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

continuous improvement within the school.

Related Challenges:

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

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

Indicators of Effectiveness:

Type: Interim

Data Source: PowerSchool, Ewalk (formal and informal observations), Benchmark Data, Report Card Data

Specific Targets: Student grades will be updated regularly and show evidence of mastery of objectives (PowerSchool)

Student engagement and teacher performance will be evaluated biweekly to ensure student learning in the classroom

Assessment data (formative and summative) will be used to track student performance

Strategies:

Clear Vision for School Wide Data

Description:

The Instructional Leadership Team will serve as advisors on data use throughout the school. The team will represent a range of stakeholders such

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as administrators, Deans, instructional/CTE coaches, and teachers across content areas.

SAS Alignment: None selected

Data Driven Culture

Description:

Provide leadership through data facilitators (Instructional Leadership Team) and ongoing professional development for all stakeholders in helping all community members understand their roles and responsibilities in using data.


Implementation Steps:

Single Point of Contact for Data

Description:

There will be a single point of contact for data analysis and dissemintation.

Start Date: 6/1/2018 End Date: 6/1/2020

Program Area(s): Professional Education

Supported Strategies:


Data Driven Culture

Teacher Observation

Description:

Use formal and informal observation data to drive professional development, individual feedback session, and determine trends across building



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Data Driven Culture

Instructional Goal Setting

Description:

Leadership to set instructional goals derived from data analysis every 6 weeks (Common Assessments, Intervention Data, Benchmark data, and diagnostic data)





Data Driven Culture

Feedback

Description:

Instructional Leadership Team will review and provide weekly feedback on lesson plans based on curriculum alignment and structure




Clear Vision for School Wide Data Data Driven Culture

Content Common Planning Time

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Description:

Teachers meet by content every other day to discuss and plan for instruction, curriculum and assessment development, and develop action plans.


Program Area(s): Professional Education, Special Education



Data Driven Culture

Academy Meetings

Description:

Academy Meeting time is used to develop plans for the Academy as well as individual students with regards attendance, behavior, and academic performance.


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



Data Driven Culture

Professional Development Sessions

Description:

Quality of instruction is the single most important factor in scholar

achievement. This central tenant drives our commitment to sustaining a culture of

personal and professional growth, and continuous improvement. We strive to facilitate

teacher learning and support growth through job-embedded learning opportunities,

practical application, and regular observation and feedback cycles. As such, we

endeavor to evolve as a learning community through engaging as small learning

communities (Academy and Content Teams) to strengthen both culture and instruction

with hands-on training that sticks and define the roadmap for rigor. All teachers engage

in one-on-one coaching that increases their effectiveness as instructors. Professional

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Development can take many forms such as action research, lesson study, critical

friends, and peer coaching. Consequently, the framing for this professional

development plan is grounded in lessons learned, current research, teacher voice, and is

based on student performance data; attributes that form our school-wide improvement

goals. This document is dynamic and living as it aligns to the school improvement process.





Academy Town Halls

Description:

Town Halls are used to meet with students to communicate instructional plans, academic performance, attendance, and other student data that impacts academic performance.





Leadership Team Meetings

Description:

Leadership Team Meetings comprise Instructional Coach Meetings, and Administrator Meetings.


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Data Driven Culture

Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

Related Challenges:

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


Type: Annual

Data Source: Master Roster, Budget, Instructional Plan, EWalk

Specific Targets: The review of meeting notes, student performance (summative and formative), purchases, and of how time is used will be used to ensure that all resources are used to support student growth and continuous school improvement.

Review of informal and formal observations to ensure that the needs of all students across all classrooms align with the Pennsylvania Framework for Teaching.

Strategies:

Weekly lesson plan collaboration and sharing (Content Meetings)

Description:

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The Instructional Leadership Team will provide constructive feedback of teachers’ lesson plans to ensure plans contain instructional rigor, intellectual engagement, and formative and summative assessments.


Weekly lesson plan feedback cycles

Description:



The Instructional Leadership Team will conduct focused

walkthroughs quarterly a year

Description:

The Instructional Leadership team will conduct data analyses of formal and informal data to set walkthrough foci. The team will construct an observation tool and collect data during walkthroughs. Data from focused walkthroughs will drive professional development foci for the quarter


Student Ownership of Data

Description:

Teachers and instructional staff will provide explicit instruction to our scholars regularly on using achievement data to monitor their own performance and establish learning goals. Teachers will use scholars' data analysis to identify factors that may motivate scholar performance and then adjust their instruction to better meet scholars' needs.

Teach scholars to examine their own data and set periodic and long term learning goals

Teaching scholars, self-reflection, self-assessment, and peer assessment


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Description:







The Instructional Leadership Team will conduct focused walkthroughs quarterly a year


Description:








Parent and Community Communication

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Description:

· District Annual Report

· District Report card

· Press Releases

· Periodic letters to Families

· School and Company Website

· Family and Scholar Handbook

· School Advisory Reports


Program Area(s): Student Services



Academy Meetings

Description:








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Professional Development Workshops:Implement Effective Programs & Strategies to Improve Language and Literacy Acquisition for All Students

Description:

Professional development institute will focus on children's development of oral language, their development of literacy skills, and instructional strategies that can be used to engage students in multiple-level learnings to ensure content acquisition and mastery of literacy acquisition.


Program Area(s): Professional Education, Teacher Induction, Special

Education, Gifted Education, Educational Technology






Professional Development Workshops:Implement Effective Programs & Strategies to Teach Diverse Learners in an Inclusive Setting

Description:

A professional development institute will be conducted over the course of the school year to train faculty (content teachers, elective teachers, paraprofessionals) in the area of :

1. Second langague acquistion 2. Cultural diversity engagement and itneractions 3. Classroom Management in classrooms 4. Preparation of lesson delivery to address the learning styles and needs of a

diverse population 5. Delivery of directions and explanations of content and skills 6. Use of graphics, pictures, and other nonverbal clues 7. Planning the delivery of vocabulary and instructions

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Planning the use of verbal and nonverbal strategies, concrete experiences and classroom organization


Program Area(s): Professional Education, Teacher Induction, Special

Education, Gifted Education, Educational Technology






Goal #3: Ensure that the organizational structure, processes, materials, equipment, and human and fiscal resources within the school align with the school’s goals for student growth and continuous school improvement.


Type: Interim

Data Source: Master Roster, Budget, Instructional Plan, EWalk

Specific Targets: The review of meeting notes, student performance (summative and formative), purchases, and of how time is used will be used to ensure that all resources are used to support student growth and continuous school improvement.

Strategies:


Description:

The Instructional Leadership Team will serve as advisors on data use throughout the school. The team will represent a range of stakeholders such

20

as administrators, Deans, instructional/CTE coaches, and teachers across content areas.


Data Driven Culture

Description:

Provide leadership through data facilitators (Instructional Leadership Team) and ongoing professional development for all stakeholders in helping all community members understand their roles and responsibilities in using data.



Description:



The Instructional Leadership Team will conduct focused

walkthroughs quarterly a year

Description:

The Instructional Leadership team will conduct data analyses of formal and informal data to set walkthrough foci. The team will construct an observation tool and collect data during walkthroughs. Data from focused walkthroughs will drive professional development foci for the quarter


Communication & Planning

Description:

Establish a clear, multi-faceted communication system between Teachers, Counselors, Deans, and Assistant Principals with Families regarding academic

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progress, behavior, co-curricular involvement/opportunties, and school planning.



Parental Access to Powerschool

Description:

Parents will be instructed on access to students grades during parent out reach events, mail as well as email. Interim reports and danger of failure notices will be mailed and email at least 7 times a year


Program Area(s): Special Education, Student Services



Data Driven Culture

Academy Meeting Phone Calls

Description:

Academy Call Centers to make personal calls regarding scholars’ academic, behavioral, social, and emotional progress.


Program Area(s): Professional Education, Student Services



Interim Reports

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Description:

Interim Report Conferences, Report Card Conferences,





Data Driven Culture

Family and Scholar Orientation

Description:

Orientation for all new families and Freshman Orientation for all ninth graders






Back to School Events and Parent Events

Description:

Parents will be invited at the beginning of the year and incrementally to learn about student progress and events in general.




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Parent and Community Communication

Description:

· District Annual Report

· District Report card

· Press Releases

· Periodic letters to Families

· School and Company Website

· Family and Scholar Handbook

· School Advisory Reports





Data Driven Culture



Description:


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Data Driven Culture




Description:






Data Driven Culture




Academy Meetings

Description:


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Data Driven Culture



Home Visits

Description:

Home Visits will be conducted by the Family Student Resource Center to ensure that the goals set between homes and the school are in alignment.





Montly Title I Meetings

Description:

Meetings will be held with families and community members to provide an update and gather feedback on what is occuring in school.



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Data Driven Culture



Student Meetings

Description:

Scholar Support Team (RTI) with Parent/Guardian during Academy Meetings





Data Driven Culture


Board Meetings

Description:

Meetings with The Board, the School, and community members to ensure that resources are in alignment with the school vision.


Program Area(s):


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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:


Strategy #1: Weekly lesson plan collaboration and sharing (Content Meetings)

Strategy #2: Weekly lesson plan feedback cycles

Strategy #3: The Instructional Leadership Team will conduct focused walkthroughs quarterly a year

Strategy #4: Student Ownership of Data

Start End Title Description

6/1/2018 6/30/2020

Professional Development Workshops:Implement Effective Programs & Strategies to Improve

Language and Literacy Acquisition for All Students

Professional development institute will focus on children's development of oral

language, their development of literacy skills, and instructional strategies that can

be used to engage students in multiple-level learnings to ensure content acquisition

and mastery of literacy acquisition.

Person Responsible SH S EP Provider Type App. Principal/Instructional

Leadership Team 1.0 5 35 UACS/Universal Education Office/Staff School

Entity No

Knowledge

Participants will learn about children’s development of oral language and their development of literacy skills.

Participants will be exposed to research on the major domains of development in oral language (phonology,

vocabulary, grammar, and extended discourse).

Supportive Faculty will engage in the learning and practice of instructional strategies that support the improvement of

29

Research languagen and literacy acquistion of all students. Practices such as:

Utilizing explicit teacher talk

Thinking aloud during instructional activities

Modeling; utilizing peer models Retelling Dramatizing,

Pantomiming

Providing books on tape

Sharing poetry

Encouraging peer discussions, such as sharing stories and experiences

Participating in a Writing Workshop

Utilizing explicit teacher talk Thinking aloud during instructional activities Modeling; utilizing peer models

Retelling Dramatizing, pantomiming Providing books on tape Sharing poetry Singing Encouraging peer

discussions, such as sharing stories and experiences - See more at: http://www.benchmarkeducation.com/best-

practices-library/supporting-english-language-learners-in-reading-writing.html#sthash.aJBKqMk9.dpufUtilizing

explicit teacher talk Thinking aloud during instructional activities Modeling; utilizing peer models Retelling

Dramatizing, pantomiming Providing books on tape Sharing poetry Singing Encouraging peer discussions, such

as sharing stories and experiences

Oral Language Development



30

Modeling; utilizing peer models

Retelling

Dramatizing, pantomiming


Sharing poetry

Singing


Read-Alouds

Carefully selecting quality books in a variety of genres

Encouraging students to interact and respond to texts

Modeling phrasing

Modeling that reading is fun

Shared Reading

Carefully selecting or preparing enlarged texts

Demonstrating key concepts

Following up with books made by students

Small-Group Reading Instruction

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Carefully selecting texts to target students’ vocabulary development

Assessing authentically and frequently

Independent Reading

Allowing student to explore and self-select books at her independent reading levels

Helping student understand what makes a book “easy” or “hard”

Think-Alouds

Carefully planning lessons and marking spots where think-alouds will be beneficial

Modeling reading and writing strategies

Modeling problem-solving strategies with new vocabulary

Shared Writing

Teaching explicit writing strategies

Demonstrating revision, editing, elaboration, and conventions

Creating text for students to read independently

Process Writing (Writers’ Workshop)

Conferencing with students individually

Allowing writers to self-select topics

32

Collecting individual assessment information in portfolios

Independent Writing

Providing time for practice, response, and reflection

Phonemic Awareness/Phonics

Providing instructional opportunities throughout all literacy practices

Introducing spelling patterns

Studying high-frequency words in context

- See more at: http://www.benchmarkeducation.com/best-practices-library/supporting-english-language-

learners-in-reading-writing.html#sthash.aJBKqMk9.dpuf

Oral Language Development



Modeling; utilizing peer models

Retelling

Dramatizing, pantomiming


Sharing poetry

33

Singing


Read-Alouds

Carefully selecting quality books in a variety of genres

Encouraging students to interact and respond to texts

Modeling phrasing

Modeling that reading is fun

Shared Reading

Carefully selecting or preparing enlarged texts

Demonstrating key concepts

Following up with books made by students

Small-Group Reading Instruction

Carefully selecting texts to target students’ vocabulary development

Assessing authentically and frequently

Independent Reading

Allowing student to explore and self-select books at her independent reading levels

34

Helping student understand what makes a book “easy” or “hard”

Think-Alouds

Carefully planning lessons and marking spots where think-alouds will be beneficial

Modeling reading and writing strategies

Modeling problem-solving strategies with new vocabulary

Shared Writing

Teaching explicit writing strategies

Demonstrating revision, editing, elaboration, and conventions

Creating text for students to read independently

Process Writing (Writers’ Workshop)

Conferencing with students individually

Allowing writers to self-select topics

Collecting individual assessment information in portfolios

Independent Writing

Providing time for practice, response, and reflection

Phonemic Awareness/Phonics

35

Providing instructional opportunities throughout all literacy practices

Introducing spelling patterns

Studying high-frequency words in context

- See more at: http://www.benchmarkeducation.com/best-practices-library/supporting-english-language-

learners-in-reading-writing.html#sthash.aJBKqMk9.dpuf

Books:

Emergent Literacy and Language Development book

Metacognition in Literacy Learning

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

Empowers educators to work effectively with parents and community partners.

For school and district administrators, and other educators seeking leadership roles:

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.

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

Training Format Series of Workshops

36

Professional Learning Communities

Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

Classified Personnel

New Staff

Other educational specialists

Grade Levels

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Standardized student assessment

data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

Review of written reports summarizing instructional activity

37

LEA Goals Addressed:


Strategy #1: Weekly lesson plan collaboration and sharing (Content Meetings)

Strategy #2: Weekly lesson plan feedback cycles

Strategy #3: The Instructional Leadership Team will conduct focused walkthroughs quarterly a year

Strategy #4: Student Ownership of Data

Start End Title Description

6/1/2018 6/29/2020

Professional Development Workshops:Implement Effective Programs &

Strategies to Teach Diverse Learners in an Inclusive

Setting

A professional development institute will be conducted over the course of the

school year to train faculty (content teachers, elective teachers, paraprofessionals)

in the area of :

1. Second langague acquistion

2. Cultural diversity engagement and itneractions

3. Classroom Management in classrooms

4. Preparation of lesson delivery to address the learning styles and needs of a

diverse population

5. Delivery of directions and explanations of content and skills

6. Use of graphics, pictures, and other nonverbal clues

7. Planning the delivery of vocabulary and instructions

38

Planning the use of verbal and nonverbal strategies, concrete experiences and

classroom organization

Person Responsible SH S EP Provider Type App. Principal/Instructional

Leadership Team 1.0 5 30 Universal Education Office/School instructional

leadership teams School Entity

No

Knowledge

Faculty will gain the knowledge of deliverying effective instructional practices to teach a diverse learning

population within their classrooms. During professional development sessions, faculty will practice these

instructional practices.

Supportive Research

1. Preparation of lesson delivery to address the learning styles and needs of a diverse population

2. Delivery of directions and explanations of content and skills

3. Use of graphics, pictures, and other nonverbal clues

4. Planning the delivery of vocabulary and instructions

5. Planning the use of verbal and nonverbal strategies, concrete experiences and classroom organization

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

39

Empowers educators to work effectively with parents and community partners.

For school and district administrators, and other educators seeking leadership roles:

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.

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

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

Training Format

Series of Workshops

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

Classified Personnel New Staff

Other educational specialists

Related Service Personnel

Grade Levels

High (grades 9-12)

Follow-up Activities Team development and Evaluation Methods Classroom observation focusing on

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sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Standardized student assessment

data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

Review of written reports summarizing instructional activity

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Assurance of Quality and

Accountability

We, the undersigned, hereby certify that the school level plan for Universal Audenried Charter

School has been duly reviewed by a Quality Review Team convened by the Superintendent of

Schools and formally approved by the district's Board of Education, per guidelines required by

the Pennsylvania Department of Education.

We hereby affirm and assure the Secretary of Education that the school level plan:

Addresses all the required components prescribed by the Pennsylvania Department of

Education

Meets ESSA requirements for Title I schools

Reflects sound educational practice

Has a high probability of improving student achievement

Has sufficient District leadership and support to ensure successful implementation

With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of

Education and the Pennsylvania Department of Education grant formal approval to implement the

school level plan submitted by Universal Audenried Charter School for the 2014-2019 school-

year.

Affirmed by Shahied Dawan on 6/11/2018

Superintendent/Chief Executive Officer

No signature has been provided

Board President

No signature has been provided

IU Executive Director

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Evaluation of School Improvement

Plan

2017-2018 Improvement Evaluation

Describe the success from the past year. This narrative is empty.

Describe the continuing areas of concern from past the year.

This narrative is empty.

Describe the initiatives that have been revised.

This narrative is empty.


Describe the success from the past year. Keystone LIterature Scores increased to 39% NOCTI - 35 students scored competent and/or advanced

Describe the continuing areas of concern from the past year.

Keystone Algebra and Biology scores increase Improve attendance to 90% Decrease out of school suspensions


Our MTSS plan was revised to focus on content specifically covered on the Keystone exam and using research-based interventions to address the needs. We also implemented an open-ended response initaive where teachers facilitated workshops for students to better prepare them to answer open-ended responses on the Keystone exam. Studens were placed in small groups for targeted instruction based on prior Keystone exam results. We created Keystone exam profile sheets and shared with students so they were clear on what was required for them to pass.


Describe the success from the past year. Data and Improvement Plan goals and implementation strategies highlight these areas.

Describe the continuing areas of concern from the past year.

Data and Improvement Plan goals and implementation strategies highlight these areas.


We will continue our focus on instruction, academic achievement, school climate and culture, and post-secondary planning.

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Describe the success from the first year plan. ALGEBRA I: SPP Target = 24.17% SDP Target = 16.67%-20.67% Number of scholars needed to meet the SPP target = 34 Number of scholars needed to meet the SDP target = 23 Current Proficiency Rate (based on Full Academic Year as of April 23) = 12.95% (18 scholars; only need 16 more scholars to pass for SPP target; only need 5 to meet SDP target) Change from SY 13-14 SPP Proficiency Rate = Winter Proficiency rate is 0.28 percentage points higher than May 2014 Proficiency rates Number of scholars who are 4 questions or less away from Prof = 16 scholars Number of scholars who are 7 questions or less away from Prof = 14 scholars (in addition to the 16 scholars) # who went up one performance level = 13 scholars Average increase in best scale score = 17.25 points BIOLOGY: SPP Target = 19.06% SDP Target = 6.78%-10.78% Number of scholars needed to meet the SPP target = 26 Number of scholars needed to meet the SDP target = 9 Current Proficiency Rate (based on Full Academic Year as of April 23) = 5.03% (7 scholars; only need 19 more scholars to pass for SPP target; only need 2 more to meet SDP target) Change from SY 13-14 SPP Proficiency Rate = Winter Proficiency rate is 2.25 percentage points higher than May 2014 Proficiency rates Number of scholars who are 4 questions or less away from Prof = 14 scholars Number of scholars who are 7 questions or less away from Prof = 10 scholars (in addition to the 14 scholars) Average increase in best scale score = 9.6 points LITERATURE: SPP Target = 36.47% SDP Target = 31.39%-35.39% Number of scholars needed to meet the SPP target = 51 Number of scholars needed to meet the SDP target = 44 Current Proficiency Rate (based on Full Academic Year as of April 23) = 24.46% (34 scholars; only need 17 more scholars to pass for SPP target; only need 10 to meet SDP target) Change from SY 13-14 SPP Proficiency Rate = Winter Proficiency rate is 2.93 percentage points lower than May 2014 Proficiency rates Number of scholars who are 4 questions or less away from Prof = 27 scholars Number of scholars who are 7 questions or less away from Prof = 18 scholars (in addition to the 27 scholars) # who went up one performance level = 9 scholars Average increase in best scale score = 18.38 points College Career Readiness Data - 2014/2015 - FAFSA Completion: 77 2013/2014 - FAFSA Completion: 36

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2014/2015 - Junior PSAT Participation: 62 2013/2014 - Junior PSAT Parcitipation: 20 2014/2015 - Sophomore PSAT Participation: 144 2013/2014 - Sophomore PSAT Parcitipation: 13 SAT Participation Data

Year 11th Graders 12th Graders Total Participation

2012 /

2013

15 44 61

2013 /

2014

20 39 59

2014 /

2015

52

+ 14 Registered for June

(don’t know if they attended

yet)

79

+ 2 Registered for June

(don’t know if they attended

yet)

131

+16 Registered for June (don’t

know if they attended yet)

Describe the continuing areas of concern from the first year plan.

Continue to increase proficiency rates on the Keystone Continue to incrase indicators of success for College and Career Readiness


Action Plan Since Winter Keystones Action Step 1: Analyzed the data and determine the highest leverage areas for growth Action Step 2: Identified scholars who are within 30-35 points of becoming proficient. Action Step 3: Identified scholars who did not attempt the constructed response questions 0 Biology: 27.6% DID NOT ATTEMPT CONSTRUCTED RESPONSE (can earn up to 18 raw Points) 0 Algebra: 37% DID NOT ATTEMPT CONSTRUCTED RESPONSE (can earn up to 18 raw Points) 0 Literature: 6.7% DID NOT ATTEMPT CONSTRUCTED RESPONSE (can earn up to 18 raw Points) Action Step 4: Identified the number of students needed to pass and compared those lists Action Step 5: Created Keystone profile sheets for every student which shows the breakdown of points and the overview of the exam and the weight of each percentage Action Step 6: Identified staff mentors to motivate scholars to do better Action Step 7: Scholars completed a strategy sheet with the mentor to give them an overview of what skills they need to improve. Action Step 8: Facilitated a Town Hall meeting with all the scholars highlighting where students are compared to last year’s cohort of students as well as their data Action Step 9: Re-rostered 80 targeted scholars to be with their english, math, and biology teacher (Started on 3/17/15)

Documents

Universal Audenried Charter School · Pennsylvania Skills Cert. (Number of students) Comm Tech 1 8 24 66% 0 5 5 0% 0 1 3 66 ... OSHA 10/Fall Protection/Lead Paint 12 OSHA 10/Fall