aspira bilingual cyber charter school schools/charter... · 2019. 7. 2. · for the sy208-19,...

ASPIRA Bilingual Cyber Charter School

Charter Annual Report

07/01/2017 - 06/30/2018

2

School Profile

Demographics 4322 North 5th Street 2nd Floor Philadelphia, PA 19140 (267)291-1883 Phase: Phase 3 CEO Name: Andrea Gonzalez-Kirwin CEO E-mail address: [email protected]

3

Governance and Staff

Leadership Changes

Leadership changes during the past year on the Board of Trustees and in the school administration:

School Board of Trustees Changes:

1. Jennifer Albandoz, Board Chair was elected 6/9/17

2. Carmen Paris, Vice Chair resigned 10/5/17

3. Zoraida Ortiz,Secretary was elected 6/9/17

4. Maria Andujar, Parent on the Board was elected 10/1/17

Board of Trustees Meeting Schedule

Location Date and Time

4101 N. American Street Philadelphia, PA. 19140 (Library) 7/10/2017 6:00 PM 3200 B Street Philadelphia, PA. 19134 (Library) 9/18/2017 6:00 PM 100 W. Duncannon Avenue Philadelphia, PA. 19120 (SEC Room) 10/16/2017 6:00 PM 6301 N. 2nd Street Philadelphia, PA. 19120 (Aspire Room) 11/20/2017 6:00 PM 6301 N. 2nd Street Philadelphia, PA. 19120 (Chapel) 12/18/2017 6:00 PM 4101 N. 2nd Street Philadelphia, PA. 19120 (Library) 1/22/2018 6:00 PM 3200 B. Street Philadelphia, PA. 19134 (Library) 2/26/2018 6:00 PM 100 W. Duncannon Avenue Philadelphia, PA. 19120 (SEC Room) 3/19/2018 6:00 PM 6301 N. 2nd Street Philadelphia, PA. 19120 (Aspire Room) 4/16/2018 6:00 PM 6301 N. 2nd Street Philadelphia, PA. 19120 (Chapel) 5/21/2018 6:00 PM 4101 N. American Street Philadelphia, PA. 19140 (Library) 6/29/2018 8:00 AM

Professional Staff Member Roster There are no professional staff members.

The professional staff member roster as recorded originally on the PDE-414 form

XLSX file uploaded.

4

Quality of Teaching and Other Staff

Position Categories

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Year

Chief Executive Officer 1.00 1.00 1.00 Principal 1.00 1.00 1.00 Assistant Principal Classroom Teacher (including Master Teachers) 16.00 16.00 1.00 15.00

Specialty Teacher (including Master Teachers)

Special Education Teacher (including Master Teachers) 6.00 4.00 1.00 5.00

Special Education Coordinator 1.00 1.00 1.00 0.00 Counselor 1.00 1.00 1.00 0.00 Psychologist 1.00 1.00 1.00 School Nurse 1.00 1.00 1.00 Paraprofessional 2 2 Teaching Assistant 2 2 Administrative Assistant 3 1 2 Truancy Liaison 1 1 Director of Instruction 1 1 1 Senior Director of Special Education and Specialized Services

1 1 1

EL Coordinator 1 1 1 Totals 39.00 29.00 0 0 5.00 34.00

Further explanation:

This narrative is empty.

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Fiscal Matters

Major Fundraising Activities

Major fundraising activities performed this year and planned for next year:

For SY2017-18, ASPIRA Bilinugal Cyber Charter School held bake sales, pretzels sales, snacks sales and flower sales to support school field trips, bus transportation, family fun day and graduation: For the SY208-19, ASPIRA Bilinugal Cyber Charter School plans to implement fundraisers in collaboration with the PTA. We will hold fundraisers as follows: bake sale, pretzel sales, vendor showcase, snacks sales, holiday flower sales, tag days, spirit week, 50/50s drawings, and a talen show.

Fiscal Solvency Policies

Changes to policies and procedures to ensure and monitor fiscal solvency:


Fiscal Solvency Policies

Charter School documents that describe policies and procedures that have been established to ensure and monitor fiscal solvency (optional if described in the narrative)

Files uploaded:

• ASPIRA and the School FINANCIAL POLICY MANUAL - w Addendum-v1.pdf

Accounting System

Changes to the accounting system the charter school uses:

Aspira Bilingual Cyber Charter School used the Quickbooks system to manage their finances. We have stopped using Quickbooks during the 17-18 year and moved to using Bill.com and Intacct, a cloud based financial management software.

Preliminary Statements of Revenues, Expenditures & Fund Balances Next, upload the completed and CEO signed Fiscal Template – Preliminary Statements of Revenues, Expenditures & Fund Balances

XLSX file uploaded.

Financial Audits Basics

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Audit Firm: Withum Smith + Brown, PC Date of Last Audit: 06/30/2017 Fiscal Year Last Audited: 2017-2018 Explanation of the Report

Detailed explanation of the report (if the previous year’s report has been submitted.) Any audit report for a school year that precedes this annual report by more than 2 years is not acceptable and may be considered a material violation:


Financial Audit Report

The Financial Audit Report, which should include the auditor’s opinion and any findings resulting from the audit

PDF file uploaded.

Citations

Financial audit citations and the corresponding Charter School responses

Description Response

Federal Programs Consolidated Review Basics

Title I Status: Yes Title I First Year Status: No Date of Last Federal Programs Consolidated Review:

06/01/2018

School Year Reviewed: 2017-2018 Federal Programs Consolidated Review Report

Upload the most recent Federal Programs Consolidated Review Report, along with the most recent Corrective Action Plan, when indicated, that includes the Division’s opinion and any findings resulting from the audit.

PDF file uploaded.

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Citations

Federal Programs Consolidated Review citations and the corresponding Charter School responses

Description Response

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Special Education

Chapter 711 Assurances The LEA agrees to comply with all requirements of Special Education outlined in 22 PA Code Chapter 711 and other state and federal mandates. These include:

Implementation of a full range of services, programs, and alternative placements available to the Charter School for placement and implementation of the special education programs in the Charter School.

Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the Charter School's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for their effectiveness. The Charter School implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

Following the state and federal guidelines for participation of students with disabilities in state and Charter School-wide assessments including the determination of participation, the need for accommodations and the methods of assessing students for whom regular assessment is not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

Special Education Support Services Position Title Building(s) Name and Location for

Charter Schools Caseload Low

Age High Age

Occupational Therapist

Aspira Bilingual Cyber Charter School 6301 N. 2nd Street Philadelphia, PA

19120

50 5 21

Paraprofessional 1 Aspira Bilingual Cyber Charter School 6301 N. 2nd Street Philadelphia, PA

19120

50 5 21


19120

50 5 21


19120

50 5 21


19120

50 5 21

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Physical Therapist Aspira Bilingual Cyber Charter School 6301 N. 2nd Street Philadelphia, PA

19120

9 5 21

School Psychologist Aspira Bilingual Cyber Charter School 6301 N. 2nd Street Philadelphia, PA

19120

50 5 21

Special Education Coordinator


19120

172 5 21

Speech -Language Pathologist


19120

50 5 21

Special Education Contracted Services Title Amt. of Time per

Week Operator Number of

Students

Behavior Analysis/Counselor

5 Days Outside Contractor

60

Travel Training Support 1 Days Outside Contractor

25

Special Education Cyclical Monitoring Date of Last Special Education Cyclical Monitoring: 01/08/2013 Link to Report (Optional): Not Provided Special Education Cyclical Monitoring Report

Upload the most recent Special Education Cyclical Monitoring Report, which includes the Bureau’s findings, and the most recent Corrective Action Plan, if indicated.

PDF file uploaded.

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Special Education Personnel Development

Quality Indicators for Emotional Support: Post-Secondary Transition Supporting students receiving Emotional Support services and programs requires a team focused, multidisciplinary approach. This 3-day training series will highlight evidence-based practices in 4 key areas: Assessment and Evaluation, Professional Development, Collaboration and Communication, and Post-Secondary Transition. Teams will use the QIESSP document to self-assess and action plan around each of these four areas.

Person Responsible Nicole Weirich Start Date 10/3/2017 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 5 # of Sessions 3 # of Participants Per Session

1

Provider PATTAN- Shanna Bradfield Provider Type PaTTAN PDE Approved No Knowledge Gain Not Provided Research & Best Practices Base

Not Provided

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. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.

For school or LEA 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. Instructs the leader in managing resources for effective results.

Training Format Series of Workshops Offsite Conferences

Participant Roles Classroom teachers Principals / Asst. Principals

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Supt / Ast Supts / CEO / Ex Dir School counselors New Staff Related Service Personnel Parents

Grade Levels Middle (grades 6-8) 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 Lesson modeling with mentoring Joint planning period activities Journaling and reflecting

Evaluation Methods Participant survey

Indicator 13: Successful Practices in Secondary Transition for LEA Administrators his training is designed specifically for Local Educational Agency (LEA) representatives engaged in the Indicator 13 Successful Practices in Secondary Transition for this year. The purpose of Indicator 13 is to determine the percentage of youth aged 16 and above who have an IEP that includes coordinated, measurable annual IEP goals and transition services that will reasonably enable the students to meet their post-secondary goals. During this training session, LEA representatives will be provided with information regarding what constitutes an effective transition program. Participants will be given tools which will allow them to critically review IEPs for compliance and effective secondary transition practices as well as assist teachers in enhancing the development of IEPs. Title of Training: Indicator 13: Successful Practices in Secondary Transition for LEA Administrators Presenter: Mangis/Stoeh


1

Provider PATTAN- Mangis/Stoehr Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided


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

12

practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.



Training Format Online-Asynchronous

Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir School counselors New Staff Parents


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Joint planning period activities Journaling and reflecting


Preparing Transition Age Youth with Autism for College and Employment This presentation will cover neurodiversity’s definition of Autism, challenges, and opportunities, as well as the role the Office of Vocational Rehabilitation plays in Secondary Transition, Early Reach, and Pre-Employment Training for youth with Autism. Presenters will engage participants in sharing the specifics of the new Workforce Innovation and Opportunity Act. Information regarding how to access resources and understand Pre-Employment Transition Services will also be discussed.


1

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Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided





Training Format Offsite Conferences

Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir School counselors Parents


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Journaling and reflecting


IDEA Fiscal Program, Contingency Funding and APSEM, New Enrollment System for APS/CSDB IDEA Fiscal Program, Contingency Funding and APSEM, New Enrollment System for APS/CSDB (Approved Private School/Chartered Schools for the Deaf and Blind). All of the IDEA Financial Reporting elements will be discussed. MoE, CEIS, Meets Requirements, Table 8, Excess Cost Calculation, Update on EDGAR regulations. Contingency fund procedures. New enrollment system for Approved Private Schools and Chartered Schools for the Deaf and Blind – 4010 and 4011 Process

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Person Responsible Nicole Weirich Start Date 8/25/2017 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 2.5 # of Sessions 1 # of Participants Per Session 1 Provider PATTAN- Sue Leonard Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided


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


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.


Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)

Follow-up Activities Joint planning period activities


Proactive Solutions: Understanding Students with Social, Emotional and Behavioral Challenges This training event features Dr. Ross Greene´s Collaborative and Proactive Solutions (CPS) for working with behaviorally challenging students as described in his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Using Beings. The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusions, and restraints. The CPS model represents a significant departure from discipline-as-usual. It focuses on solving problems rather than on modifying behavior; emphasizes collaborative rather than unilateral solutions; encourages proactive rather than reactive intervention; de-emphasizes diagnostic categories; and provides practical, research-based tools for assessment and intervention. Person Responsible Nicole Weirich

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Start Date 10/5/2017 End Date 7/17/2018 Program Areas Special Education Hours Per Session 6.5 # of Sessions 1 # of Participants Per Session

1

Provider PATTAN Tina Lawson Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided






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 Parents


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Joint planning period activities

16


Alternative Education for Disruptive Youth Regional Conference: Making Positive Connections

These regional training events will provide attendees with detailed information about upcoming changes to the AEDY Program Guidelines. Staff from LEAs that run in-house AEDY programs, LEAs that send students to external AEDY programs and Approved AEDY Private Providers are strongly encouraged to attend one of these events so that they are aware of and understand new requirements for AEDY Programs. Regional training will include interactive activities designed to provide hands-on utilization of the new AEDY Program Guidelines. Objectives Attendees will be able to:

• Identify changes in the revised AEDY Program Guidelines. • Demonstrate the understanding of enhanced transition requirements. • Describe the process needed for a student who is not ready to return to the regular

education setting on his/her presumed exit date

Person Responsible Nicole Weirich Start Date 3/23/2018 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 7.5 # of Sessions 1 # of Participants Per Session

1

Provider PATTAN Dana Klouser Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided




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

17

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


Participant Roles Classroom teachers Principals / Asst. Principals School counselors Parents


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Joint planning period activities


Functional Behavioral Assessment: Addressing the Behavioral Needs of Individual Students When a student’s behavior is interfering with his/her learning or the learning of others, a Functional Behavioral Assessment (FBA) is used to identify problem behaviors and develop interventions to improve or eliminate those behaviors. The procedural steps in conducting a FBA require focused teaming, precise behavioral tracking, and targeted interventions to best support the student in all intended educational settings. Intervention fidelity and progress monitoring are additional key factors that effectively link the socially appropriate replacement behaviors to a supporting student level Positive Behavior Support Plan. Attendees in this series will learn how to conduct a Functional Behavioral Assessment and the requisite behavioral decision making process to successfully connect interventions to a technically adequate Positive Behavior Support Plan. Explicit areas of focus will include the process of making data informed decisions and fidelity based progress monitoring at both the targeted and tertiary levels of student support


1

Provider PATTAN Debra Jordan Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided

For classroom teachers, school counselors and


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education specialists Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.


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. Instructs the leader in managing resources for effective results.


Participant Roles Classroom teachers School counselors




Creating and Sustaining Strong Systems for Special Education A coordinated system of special education is more likely to produce positive outcomes for students with disabilities. This training is based upon six conceptual bedrocks of a systems-thinking approach to leading and managing special education. This training will address 2 of the bedrocks. The six bedrocks are: Program Landscape in which participants will analyze how they deliver services; Compliance with an emphasis on timely evaluations; Academic Achievement to ensure students with disabilities are learning; Non-Academic Barriers to ensure that behavioral issues are addressed; Transitions and Family engagement to ensure that students easily transition from early intervention to school-age as well as secondary transition to adulthood; and finally strategies for Family Engagement. The bedrocks are also directly linked to high leverage practices which are connected to the state performance plan federal indicators. The training will speak from a leadership perspective on strong special education systems with the final day solidifying leadership skills as being integral to the overall picture of special education administration. Objectives

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Participants will:

1. List the 6 conceptual bedrocks that support strong special education systems grounded in the tenets of IDEA

2. Identify research-based instructional and behavioral strategies for creating positive conditions for learning.

3. Identify effective practices that enhance positive family and community relationships.


1

Provider PATTAN- Paula Schmitt Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided






Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir Parents


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Section 504 of the Rehabilitation Act of 1973: What Administrators Need to Know Section 504 of the Rehabilitation Act of 1973 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). This training is especially helpful for administrators who oversee students in their schools who qualify for 504 Service Agreements. This training will provide administrators with information on Section 504 including: History of Section 504 Definition Qualifications for a 504 Service Agreement Components of a 504 Service Agreement Differences from special education Current Trends Litigation

Person Responsible Nicole Weirich Start Date 11/29/2017 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 3 # of Sessions 1 # of Participants Per Session 1 Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided





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inform decision-making. Instructs the leader in managing resources for effective results.


Participant Roles Classroom teachers School counselors Parents




Getting Ready: Annual PA Alternate System of Assessment (PASA) Updates The PA Department of Education, Bureau of Special Education (BSE), in partnership with PaTTAN will provide updates regarding the PA Alternate System of Assessment (PASA) based on the regulatory guidance of Every Student Succeeds Act (ESSA). PASA eligibility criteria, 1 percent cap, and waiver process will be addressed. New assessment information regarding enrollment, test levels, testing window, test security, and testing administration will be presented.

Person Responsible Nicole Weirich Start Date 11/20/2017 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 6 # of Sessions 1 # of Participants Per Session 1 Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided


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



22

inform decision-making. Instructs the leader in managing resources for effective results.


Participant Roles Classroom teachers Principals / Asst. Principals Parents

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)


Evaluation Methods Standardized student assessment data other than the PSSA Participant survey

Social Emotional Foundations for Early Learning This online course provides a foundation for early intervention and early childhood staff for the understanding of social and emotional development in infants and toddlers. The first module provides an overview of social and emotional development within the context of relationships. Attachment, temperament, self-regulation and the context of family, community and culture are emphasized. The second module provides an overview of responsive routines, environments, and strategies to support social emotional development in infants and toddlers. Observation, responsive caregiving, emotional literacy and development of social skills are explored. The third module looks at individualized interventions for infants and toddlers through determining the meaning of behavior and developing appropriate responses. Behavior as communication and responding to challenging behaviors are highlighted.


1

Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided


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

23

decision-making. Empowers educators to work effectively with parents and community partners.




Participant Roles Classroom teachers Principals / Asst. Principals School counselors Paraprofessional Classified Personnel New Staff Related Service Personnel Parents


Follow-up Activities Joint planning period activities Journaling and reflecting


PaPOS Exit Survey Overview and Procedural Training This session will provide participants with an understanding of the Pennsylvania Post School Outcome Survey (PaPOS) and the requirements for implementation. The purpose of PaPOS is to determine, for the state as a whole, the extent to which students are achieving transition outcomes as stated in their Individualized Education Programs (IEPs). This is a required training for LEAs.

Person Responsible Nicole Weirich Start Date 2/15/2017 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 2 # of Sessions 1 # of Participants Per Session 1 Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided

24

Research & Best Practices Base Not Provided For classroom teachers, school counselors and education specialists



Instructs the leader in managing resources for effective results.


Participant Roles Other educational specialists

Grade Levels High (grades 9-12)



SPECIAL EDUCATION: Effective Practices for my General Education Classroom The Special Education: Effective Practices for my General Education Classroom is a fifteen (15) hour interactive online course where K-12 teachers and administrators have the opportunity to review information regarding special education and apply the information to their general education classrooms. An instructor is available to guide participants through this four part, virtual learning process. Participants provide support and feedback to each other through the chat room, and are able to post questions and assignments on the bulletin board. Objectives

Participants will:

• Identify three factors that general education teachers must know and be able to do when educating all students, including students with disabilities.

• Describe the evaluation and IEP process and demonstrate how to be effective team members.

• Examine different ways to implement IEPs of students with disabilities in general education classrooms.

• Determine effective practices and concepts of their curriculum in relation to Standards-Based Curriculum for all students.


1

Provider PATTAN Provider Type PaTTAN

25

PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided





Training Format Online-Asynchronous

Participant Roles Classroom teachers Other educational specialists


Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Joint planning period activities


Indicator 13: Ensuring Success and Compliance In response to the accountability requirements under the Individuals with Disabilities Education Act (IDEA) of 2004, Part B State Performance Plans, the Pennsylvania Training and Technical Assistance Network (PaTTAN) will be providing a required training session for local educational agencies targeted for Compliance Monitoring for Continuous Improvement (CMCI) for the this school year. The purpose of this training is to prepare local educational agencies for the requirements of compliance monitoring as it relates to secondary transition and to highlight effective practices in secondary transition. Participants will be given tools which will allow them to critically review IEPs for compliance and effective practices and to assist teachers in enhancing the development of IEPs.

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Objectives:

• Participants will describe the secondary transition components that are addressed during cyclical monitoring

• Participants will discuss the relevance each part of the IEP has to secondary transition • Participants will determine support needs to ensure readiness for CMCI relative to

secondary transition

Person Responsible Nicole Weirich Start Date 9/14/2016 End Date 7/17/2018 Program Areas Professional Education, Special Education Hours Per Session 3.15 # of Sessions 1 # of Participants Per Session 1 Provider PATTAN Provider Type PaTTAN PDE Approved Yes Knowledge Gain Not Provided Research & Best Practices Base

Not Provided




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.


Participant Roles Classroom teachers Principals / Asst. Principals School counselors Other educational specialists Parents

Grade Levels High (grades 9-12)



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Quality Indicators of Emotional Support Services and Programs Implementing Emotional Support services and programs requires a team focused, multidisciplinary approach. This session will introduce participants to a self-assessment tool titled, Quality Indicators of Emotional Support Services and Programs(QIESSP), that will support LEAS in implementing evidence-based Emotional Support services and programs. Participants attending this session will examine the features of the QIESSP document, consider ways in which to build or strengthen their services and programs and discuss the alignment of the QIESSP tool to the Charlotte Danielson Framework for Teaching.

Objectives

Participants will:

• Define how students are identified with the need for Emotional Support Services • Identify the seven domains within the QIESSP and discuss implications for local

implementation • Identify the alignment of the Danielson Framework for Teaching with the revised

QIESSP document


1

Provider PATTAN Provider Type PaTTAN PDE Approved No Knowledge Gain Not Provided Research & Best Practices Base

Not Provided




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.

28

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


Participant Roles Classroom teachers Principals / Asst. Principals School counselors Paraprofessional Parents


Follow-up Activities Joint planning period activities Journaling and reflecting


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Special Education Program Profile

Program Position #0 Operator: Charter School PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Supplemental (Less Than 80% but More Than 20%)

Learning Support 5 to 8 13 0.15

Locations: Aspira Bilingual Cyber Charter School

An Elementary School Building

A building in which General Education programs are operated





An Elementary School Building


Type of Support Level of

Support Age Range Caseload FTE


Learning Support

12 to 14 29 0.15


A Middle School Building






A Junior/Senior High School Building











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Facilities

Fixed assets acquired by the Charter School during the past fiscal year

Fixed assets acquired by the Charter School during the past fiscal year:

Equipment:

• Ipad pro serila number (DLXV71EGJ262)

• System Service tags, Intel, Celeron, Processor, Win 10 Pro Qty 3 Dell Latitute 3180 BTX

• 10MR0004US Lenovo ThinkCentre M710q, Intel i5-7500T (2.7GHz, 4C) Windows 10 Pro 64, 3 year on-site,4X70M60574 Lenovo 8GB DDR4 2400 MHz SoDIMM Memory, ACS Fee for Implementation of Desktop Server

• Dell Latitude 3379, BTX 210-AJSM Qty 5

• Dell Projecyor S560 210-ALFZ Qty 4, docking station, hdmi dell wall projector mount and keyboard with mouse

• MBP 13.3 SG/3 8gb-512gb APPLE Care

• Dell latitude 25 inch, pro support etc

• Dell Latitude 3180, BTX 210-AKQK Qty 25

• Dell Latitude 3180, BTX 210-AKQK Qty 25, 4g windows 10

• Dell Latitude 3180, BTX 210-AKQK Qty 20, 4g windows 10

• 25 dell latitude, 25 dell essential backpack

• Dell latitude Processor, Window 10 program, Intel Processor, Intel Celeron, 64gb emmc hard drive, 11.6b non touch display

The total Charter School expenditures for fixed assets during the identified fiscal year:

$107,986.13

Facility Plans and Other Capital Needs

The Charter School’s plan for future facility development and the rationale for the various components of the plan:

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Future Facility Development • Expansion to full floor in current location, including equipment related to new classrooms • Addition of a computer lab • Additions to surveillance and security systems • Relocation to a larger facility in 2-3 years Rationale

• Increased enrollment and services to students with special needs

• Increased enrollment

• Enhance safety

• Increased enrollment

Memorandums of Understanding

Organization Purpose

The Philadelphia Department of Human Services (DHS)

Pursuant to the Every Student Succeeds Act (ESSA) and the Fostering Connections to Success and Increasing Adoptions Act, the Philadelphia Department of Human Services (DHS) and Local Education Agencies (LEAs) must work together to support educational stability for children and youth placed in out of home care. Philadelphia DHS and LEAs must collaborate to ensure that children and youth placed in out of home care are able to remain in their school of origin (current school) unless it is not in their best interest to do so. Every time a child or youth is placed in out of home care, or their placement location is changed, Philadelphia DHS will internally consult about whether there are factors that indicate it is not in the best interest of the child or youth to remain in their school of origin. When these factors exist, there must be a joint determination by the LEA and DHS of whether it is in the best interest of the child or youth to remain in their current school. No child or youth committed to DHS is to be transferred to another school unless it is not in their best interest to remain in their current school. Philadelphia DHS and the LEA shall work together to comply with the requirements of the Every Student Succeeds Act (ESSA), including working collaboratively to establish a transportation plan.

The Philadelphia Police Department

This Memorandum establishes procedures to be followed when certain incidents occur on school property, at any school sponsored activity, or on a conveyance as described in the Safe Schools Act

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(such as a school bus) providing transportation to or from a school or school sponsored activity. This Memorandum does not cover incidents that are outside of those school settings and create no substantial disruption to the learning environment. The parties seek to foster a relationship of cooperation and mutual support and to maintain a safe school environment. Legal Authority The parties make this agreement as required by Article XIII-A of the Public School Code of 1949, popularly known as the "Safe Schools Act," as amended, 24 P.S. §§ 13-1301-A-13-1313-A. In so recognizing this legal authority, the parties acknowledge their respective duties pursuant to the Safe Schools Act and hereby agree to support and cooperate with one another in carrying out their joint and several responsibilities.

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Charter School Annual Report Affirmations

Charter Annual Report Affirmation I verify that all information and records in this charter school annual report are complete and accurate.

The Chief Executive Officer and the Board of Trustee President of the charter school must sign this verification.

Affirmed by Jennifer Albandoz on 7/31/2018

Board President

Affirmed by Andrea Gonzalez-Kirwin on 7/31/2018

Chief Executive Officer

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Charter School Law Affirmation Pennsylvania’s first Charter School Law was Act 22 of 1997, 24 P.S. § 17-1701-A et seq., which primarily became effective June 19, 1997, and has subsequently been amended.

The Charter School Law provides for the powers, requirements, and establishment of charter schools. The Charter School Law was passed to provide opportunities to teachers, parents, pupils and community members to establish and maintain schools that operate independently from the existing school district structure as a method to accomplish all of the following: (1) improve pupil learning; (2) increase learning opportunities for all pupils; (3) encourage the use of different and innovative teaching methods; (4) create new professional opportunities for teachers; (5) provide parents and pupils with expanded choices in types of educational opportunities that are available within the public school system; and (6) hold charter schools accountable for meeting measurable academic standards and provide the school with a method to establish accountability systems.

The charter school assures that it will comply with the requirements of the Charter School Law and any provision of law from which the charter school has not been exempted, including Federal laws and regulations governing children with disabilities. The charter school also assures that it will comply with the policies, regulations and procedures of the Pennsylvania Department of Education (Department). Additional information about charter schools is available on the Pennsylvania Department’s website at: http://www.education.state.pa.us.

The Chief Executive Officer and Board of Trustees President of the charter school must sign this assurance.


Board President



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Ethics Act Affirmation Pennsylvania’s current Public Official and Employee Ethics Act (Ethics Act), Act 93 of 1998, Chapter 11, 65 Pa.C.S. § 1101 et seq., became effective December 14, 1998 and has subsequently been amended.

The Ethics Act provides that public office is a public trust and that any effort to realize personal financial gain through public office other than compensation provided by law is a violation of that trust. The Ethics Act was passed to strengthen the faith and confidence of the people of Pennsylvania in their government. The Pennsylvania State Ethics Commission (Commission) administers and enforces the provisions of the Ethics Acts and provides guidance regarding its requirements.

The regulations of the Commission set forth the procedures applicable to all proceedings before the Commission as well as for the administration of the Statement of Financial Interests filing requirements. See 51 Pa. Code § 11.1 et seq.

The charter school assures that it will comply with the requirements of the Ethics Act and with the policies, regulations and procedures of the Commission. Additional information about the Ethics Act is available on the Commission's website at: http://www.ethics.state.pa.us.

The Chief Executive Officer and Board of Trustees President of the charter school must sign this assurance.


Board President



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Charter Annual Background Check Affirmation I certify that, as of this date, the above referenced LEA is in compliance with all applicable provisions of Sections 111 and 111.1 of the Public School Code of 1949.


Board President



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Charter Annual Administrative Certification Affirmation All public school principals, including charter and cyber charter school principals, are subject to the applicable certification requirements of the Public School Code ( 24 P.S. § 11-1109) as well as any Act 45 continuing education and Pennsylvania Inspired Leaders (PIL) requirements. In keeping with the intent of section 1109, any person who devotes half or more of their time to supervision or administration in a public school, without an identified principal, is serving as the "principal" of the school regardless of the locally titled position (i.e., school director, head teacher, etc.). Such individuals must hold a valid administrative certificate and comply with all applicable Act 45 and PIL requirements. In addition, the public school should properly identify the individual as a principal in PIMS/PERMS regardless of the local title utilized.

The Charter School assures that the Public School Code ( 24 P.S. § 11-1109) as well as any Act 45 continuing education and Pennsylvania Inspired Leaders (PIL) requirements are met as outlined above.


Board President



aspira bilingual cyber charter school schools/charter... · 2019. 7. 2. · for the sy208-19,...

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