Philip's Academy Charter School Annual Report 2015-2016 by Philip's Academy

Annual Report

2015‐2016

August 29, 2016

Annual Report 2015‐2016 Table of Contents Basic Information About the School .................................................................................. Education Program and Capacity 1.1 Mission and Key Design Elements ......................................................................... 1.2 Curriculum ............................................................................................................. 1.3 Instruction ............................................................................................................. 1.4 Assessment ............................................................................................................ 1.5 Organizational Capacity – School Leadership/Administration .............................. School Culture & Climate ................................................................................................... 2.1 School Culture & Climate ...................................................................................... 2.2 Family and Community Engagement .................................................................... Board Governance 3.1 Board Capacity ....................................................................................................... 3.2 Board Compliance ................................................................................................. Access and Equity ............................................................................................................... 4.1 Access and Equity .................................................................................................. Compliance 5.1 Compliance ............................................................................................................ School Leadership / Administration ............................................................................ Appendices Appendix A – Statement of Assurances ...................................................................... Appendix B – Board Self‐Evaluation Tool .................................................................... Appendix C – School Leader Evaluation Tool .............................................................. Appendix D – Admissions Application (all languages) ................................................. Appendix E – Board Resolution – Approval of Teacher/School Leader Evaluation Systems Appendix F – 2016‐2017 Calendar……………………………………………………………………….... Appendix G – Organizational Chart………………………………………………………………..………. Appendix H – Promotion/Retention Policy………………………………………………..…………… Appendix I – Student Discipline Policy………………………………………………………..…………..

1. BASIC INFORMATION ABOUT THE SCHOOL Basic Information Name of School Year School Opened Grade Level(s) Enrollment (as of June 30, 2016 or the last day of school) Maximum Enrollment in 2016‐17 (allowed per the school’s charter) Current Waiting list for 2016‐17 students (as of June 30, 2016, or the last day of school) District(s) / Region of Residence (Per the school’s charter) Website Address Name of Board President Board President email address Board President phone number Name of School Leader School Leader email address School Leader phone number Name of SBA SBA email address SBA phone number

Philip’s Academy Charter School 2013 K,1,2,3,4,5,6,7,8 376 378 635

Newark City, Irvington Township & East Orange www.pacsnewark.org Dale Anglin dranglin2003@yahoo.com 1.973.792.9200 Miguel J. Brito mbrito@pacsnewark.org 1.973.624.8194 Migdalia Dale mdale@pacsnewark.org

1.973.624.4661

SCHOOL SITE 1 Site Name Year Site Opened Grade Level(s) Served at this site in 2015‐16 Grade Level(s) to Be Served at this site in 2016‐17 Site Street Address Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address

Philip’s Academy Charter School 2013 K, 1, 2, 3, 4, 5, 6, 7, 8 K, 1, 2, 3, 4, 5, 6, 7, 8 342 Central Avenue Newark 07103 1.973.624.0644 Miguel J. Brito mbrito@philipsed.org

Educational Program and Capacity 1.1. Mission and Key Design Elements Philip’s Academy Charter School exists to provide a rigorous academic and moral education for students, enabling them upon graduation to be successful at selective secondary schools across the nation and attend college. This is accomplished with a curriculum that embraces environmental sustainability, technology as a learning tool, independent research and analytical inquiry in an environment where they develop a commitment to global citizenship, environmental sustainability, and personal virtue where love is the basis of state. We strive to create within our students a love of learning, intellectual curiosity and a sense of duty to the community, thereby enabling them to make thoughtful and morally informed decisions throughout their lives. Instruction is student‐centered while mixing experiential and project‐based learning with traditional discussion‐based inquiry, while fostering the development of human virtue. We seek to continue to be a progressive agent in education that will adapt to a changing world and with it, address ever more complex problems. The curriculum has been designed in harmony with the school’s mission to provide an outstanding holistic education for the children of Newark, East Orange and Irvington. We are concerned about more than scope and sequence – what is taught and when. We believe that an awareness of our children’s life conditions, needs, hopes, and desires is essential in deciding upon and delivering what they should be taught. We believe that learning is predicated upon not only course content, but also methods of teaching, student‐to‐student and student‐to‐adult interactions, organization of the school day, classroom setup and more. Central to our academic discipline is the development of critical thinking, problem solving, and writing skills. Students are taught and encouraged to reason, inquire, and reflect in ways that help them develop a disciplined approach to their studies. The curriculum is presented to students by subject matter that is on grade level and the grade level above. To ensure this is consistent with the New Jersey Core Curriculum Content Standards, teachers review the Standards each year and compare our curriculum goals to those set in the NJCCCS. In creating curricula for each grade and subject area, administrators and teachers adhered to New Jersey’s Core Content Curriculum Standards. The NJCCCS were used as guidelines in developing each grade level program. Philip’s Academy Charter School’s believes that students need to understand the interconnectedness of subjects in order to fully absorb the meaning of Innovative Features: Eco‐SPACES – A multi‐dimensional co‐curricular program designed to give students the tools and skills to lead healthy and environmentally productive lives. Utilizing ten custom designed and unique learning environments, we seek to inspire students to embrace the highest principles of environmental and nutritional stewardship. Focus Thesis Program – A six‐year independent research project beginning in grade three and culminating with a thesis paper in grade seven, followed by a presentation to a panel of experts based on continued fieldwork and research.

PBS Reporting Labs – Connects students with a network of public broadcasting mentors in an innovative journalism curriculum and an online collaborative space to develop digital media, critical thinking and communications skills while producing original news reports. Two of our students were chosen as a part of a group of 16 All‐Stars nationally to attend the summer PBS national program (www.studentreportinglabs.com). So impressive was our program that Gwen Ifill, moderator and managing editor of Washington Week and co‐anchor and co‐managing director of PBS NewsHour, agreed to be our graduation speaker. Academic Goal I: 60% of students will matriculate at competitive secondary schools. Outcome: Total students – 35 Goal Achieved Selective independent boarding schools – 13 (40%) Selective Catholic schools – 13 (40%) Competitive Public Schools – 9 (20%)

80% of graduating students will matriculate at selective secondary schools and will receive $421,125 in financial aid. Private Day and Boarding: George School ‐ 2 Girard College ‐ 1 Madeira School ‐ 1 Morristown Beard School ‐ 2 Newark Academy ‐ 3 Oaknoll School ‐ 1 Pomfret ‐ 1 Westminster‐1 Seton Hall ‐ 1 Total 13 Parochial Schools Hudson Catholic – 1 Pope John XXIII Regional – 1 Queen of Peace – 5 St. Benedict’s – 2 St. Peter’s Prep – 2 Union Catholic – 2 Total ‐ 13 Competitive Public and Charter High Schools Cicely Tyson – 2 Columbia High School – 2 Newark Collegiate Academy – 2 Newark Early College HS Program – 1 Newark Tech – 1 Randolf High School – 1 Total – 9

1.2 Curriculum All charter schools are required to adapt and implement their curriculum to align with the Common Core State Standards (NJ Student Learning Standards).

Please Appendix A. 1.3 Instruction High Quality Instruction – Our teachers, in consultation with their Head Teachers and Principal, create their own curriculums while fulfilling the requirements of the New Jersey Common Core. Teachers are in charge of their classrooms without any supervisor scripting their days or monitoring their daily lesson plans. We seek innovative teachers who create customized and innovative learning environments where children are excited about learning and where each child has the opportunity to succeed. Last, continuing professional development remains a critical element in the lives of all faculty. Philip’s Academy employs Kim Marshall Rubrics to measure Teaching Excellence and there are five domains or performance areas: A. Planning and Preparation for Learning B. Classroom Management C. Delivery of Instruction D. Monitoring, Assessment, and Follow‐Up E. Family and Community Outreach F. Professional Responsibilities The rubrics are designed to give teachers an end‐of‐the‐year assessment of where they stand in all performance areas –and detailed guidance on how to improve. They are not checklists for classroom visits. To knowledgeably fill out the rubrics, supervisors need to have been in classrooms frequently throughout the year. In addition to formal observations, unannounced mini‐observations every 2‐3 weeks followed by face‐to‐face conversations are the best way for supervisors to have an accurate sense of teachers’ performance, give ongoing praise and suggestions, and listen to concerns. The Effective level describes solid, expected professional performance; teachers should feel good about scoring at this level. The Highly Effective level is reserved for truly outstanding teaching that meets very demanding criteria; there will be relatively few ratings at this level. Improvement Necessary indicates that performance has real deficiencies; no teacher should be content to remain at this level (although some novices might begin here). Performance at the Does Not Meet Standards level is clearly unacceptable should lead to dismissal if it is not improved immediately.

1.4 Assessment

 Our 2015 PARCC results show a strong foundation in grades 3 and 4, but also show a clear decline in grades 5‐8. Teachers assigned to the Testing Committee were tasked with the question to discover why this clear decline in achievement in the upper grades and to determine best practices on how to improve in 2016.  The grade level teams are also reviewing the data to determine areas for increased instruction through differentiation or more intervention services.  2016 will be the first time since becoming charter that we will have an assessment history to review and create SGO’s, and determine Student Growth Percentages.

1.4 Assessment (continued)

2015‐2016 Testing Calendar MAP: Fall: September 14th – October 2nd Spring: April 4th – April 29th Math Benchmarks: Quarter 1: Week of October 26th Quarter 2: Week of January 18th Note: This is US Midterm (January 19th – 25th) Quarter 3: Week of March 28th (No later than April 4th) Quarter 4: Week of June 6th Note: This is US Final (June 15th – 20th) ELA Benchmarks: Writing Rubric Scores: Reading Levels Spelling Scores (K‐3) Grades K‐4: All new 1‐8 students should be All new 1‐3 students Oct 15‐30 & April 18‐22 should be assessed assessed between Sept. 15 ‐ 30 Narrative Continuum September 1‐15 Assessment K: Jan 15‐30, June 1‐15 (optional whole class). 1‐4: Oct 15‐30, Jan 15‐30, June 1‐ Grades 5‐8: All K‐3 students: 15 Jan 15‐30 & June 1‐15 Jan 15‐30 5: Jan 15 – 30, June 1‐15 US Writing Rubric June 1‐15 6‐8: 2 testing groups *Jan 15‐30 & June 1‐15 (below You should continue to use level) unit rubrics per grade level *April/May (on or above level) decisions State Testing: PARCC (Grades 3‐8) April 4th – May 20th (Tentative) April 4‐8 Grades 7 ‐8 April 11‐18 Spring Break April 25‐29 Grades 5‐6 May 2‐6 Grades 3‐4 May 9‐13 Make‐up

1.4 Assessment (continued) NJASK: Science (Grades 4 & 8) May 25, 2016 Paper-Based Testing (Regular Administration) June 1, 2016 Paper-Based Testing (Make-up Administration) Portfolios: Student Folders – Move toward Student Ownership Lower School – Teacher Choice (Student Desks, Common Place, Decorate Folders, etc.) Upper School – Folders Stay with Advisor Character Education Data: K‐4: Rubric due with each report card (Homeroom Teachers) 5‐8: Rubric due with each report card (Advisors) Other Assessments: These are based on teacher decisions with support from head teachers, support staff, coaches, and admin. Summative: Unit Tests/Evaluations (Rubrics, Ratings) Formative: On-going Immediate Feedback / Shifts in instruction Alternative: Observation Essays Interviews/Conferences Discussions Performance tasks Exhibitions and demonstrations Portfolios Journals Teacher-created tests Rubrics Self- and peer-evaluation



Using the assessment calendar above, our grade level teams meet regularly to discuss how this data informs and shapes their instruction.



Grade Level teams also modify Benchmarks to more accurately record progress and identify areas for improved instruction.



In addition, our testing committee meets weekly to prepare DDI professional development that will help our teachers respond to assessment results in positive and realistic ways. As the chart above indicates, our goal was not met in 2015. Since these results were published, we initiated a testing committee as well as DDI professional development for our faculty to create attainable benchmarks and measure growth for individual students and grade levels moving forward. In addition, we have developed extra‐help, tutoring and summer programs to address identified deficiencies.



We have increased on‐line testing through MAP to also prepare our students more fully for the technology challenges within the PARCC assessment.

1.5 Organizational Capacity ‐ School Leadership/Administration

School Leadership / Administration Information School Leader / Administrator Name

Title

Start Date at School

Miguel J. Brito

Executive Director

7.1.13

Mark Shultz

Principal

7.1.13

Migdalia Dale

School Business Administrator

7.1.13

School Culture and Climate

2.1 School Culture and Climate Learning Environment / Professional Environment Learning Environment Attendance rate: (use the total days present divided by the total days in membership Elementary School

97.5%

Middle School High School Student ‐ teacher ratio

13:1

Professional Environment Teacher retention rate (year to year) Total staff retention rate (year to year)

95% 100%

Frequency of teacher surveys and date of last survey conducted Percent of teachers who submitted survey responses Percent of teachers who expressed satisfaction with school leadership or with the overall school environment List the main positive aspects identified in the survey

Annually, Spring 2016 70%

64% Supportive co‐workers; excellent teaching environment

List the main school challenges identified in the survey

Feedback & Coaching, Staff and Family Relationships

2.2. Family and Community Engagement Parent Satisfaction Frequency of parents surveys and date of last survey conducted

Bi‐Annually, Spring 2016

Percent of families completing a survey (considering 1 survey per family)

80%

Percent of parents who expressed satisfaction with the overall school environment

74%

List the main positive aspects identified in the survey

Quality Teachers; Quality Curriculum; EcoSPACES

List the main school challenges identified in the survey

Family Engagement – How to get parents more involved

Parent Involvement at the School Number of parents currently serving on the Board of Trustees out of total Board Membership

2 Event (Hours) Attendance% Annual NJCSA Orientation (1) 70% New Parent Orientation (1) 90% PACS Orientations (10) 70% Grade Level Meeting (9) 50% Multi‐Cultural Celebration (2) 90% Black History Series (10) 60% Graduation (3) 25% Assemblies (16) 10% New Parent Orientation (2) 75% Parent Organization Meetings (9) 60% Grade Level Meetings (4‐6) 60% Family Field Day (8) 75%

Major activities/events offered to parents during 2015‐16 school year (For Example: Monthly Parent University. Topic include…)

Major activities/events conducted by the parents to further the school’s mission and goals, such as fundraising, volunteering, etc.

Community Involvement Description of the partnership

Partnering organization

Level of involvement: # students or/and staff involved, approx. # hours per month, resources involved etc.

EDUCATIONAL INSTITUTIONS: William Paterson University Schools That Can NJ Charter School Fund NJ Charter School Fund COMMUNITY INSTITUTIONS: Newark Fire Department

Professional Development Professional Development Professional Development Community Involvement

All Faculty – 8 hours/week Curricular Meeting Monthly Workshops 1‐2 Faculty/monthly Monthly Workshops 1‐2 Faculty/monthly 3 Staff attend monthly committee meetings

Educational

Annual Whole School Assembly

Newark Police Department NJ Performing Arts NJ Symphony Orchestra

Educational Educational Educational

Annual Whole School Assembly Annual Whole School Assembly Annual Whole School Assembly

Board Governance 3.1 Board Capacity Governance # of Board Members required as per charter by‐laws

The Board of Trustees shall consist of not less than seven and not more than eleven persons

Date of Board Self‐Evaluation (include a copy of the board self‐evaluation tool as an Appendix B)

June,2015

Date of School Leader Evaluation (include a copy of the school leader evaluation tool as an Appendix C)

June, 2016

Provide a list of amendments to the bylaws of the board of trustees adopted during the 2015‐16 school year.

None

Critical Policies adopted by the Board during 15‐16 academic year (list in bullets) None

3.2 Board Compliance Board of Trustees Effective Start Date (when individual started on board)

Current Term Expiration Date (if applicable)

Officer Role (e.g. President, Vice President, Secretary, Treasurer)

Dale Anglin

1/26/13

6/30/17

President

Anthony Thomas

1/26/13

6/30/17

Vice President

Jennifer Robinson

1/26/13

6/30/17

Member’s Name

Date of criminal background check

Date of mandatory NJSBA training

dranglin2003@yahoo.com

8/28/13

7/29/14

kanthonythomas06@gmail.c om

8/28/13

9/11/10

robinsonj@mail.montclair.e du

9/6/13

8/14/14

Email Address

Tammie Reid

7/16/13

6/30/17

reid.tammie@gmail.com

10/26/11

7/27/15

Randy Kanter

9/19/13

6/30/17

rkanter@califon.com

10/2/13

9/29/14

Kevin Callaghan

8/15/15

6/30/17

kevin@newarkfuture.org

pending

1/21/2016

6/30/18

joy@butterflydreamz.org

10/9/13

pending

4/21/16

6/30/18

abitanto@gmail.com

pending

Joy Lindsay Elizabeth Abitanto

Access and Equity 4.1 Access and Equity School Suspensions / Expulsions 2015 ‐ 2016 Total # Students Enrolled

Grade 1

Total # of Students (Unique Count) Suspended

Total # of Students Expelled

2 0 0 0 Grade 2 43 1 0 Grade 3 42 0 0 Grade 4 43 0 0 Grade 5 42 1 0 Grade 6 45 7 0 Grade 7 44 9 0 Grade 8 35 1 0 Total 376 21 0 Student Mobility and Retention Rates 2015 ‐ 2016

Total # of student withdrawals (for any reason) during the year

Total # of students enrolled after the initial start of the year

Total # of students not promoted (retained) in the same grade for SY 2016‐17

Grade 1 Grade 2

Grade 3 Grade 4 Grade 5

Grade 6

Grade 7

Grade 8

Total

1 1

1 2

Application/Admissions/Lottery/Enrollment http://newarkenrolls.org/ Provide the URL to the school’s application. If the application is not available online, then, as Appendix D, Philip’s Academy Charter School is a participant of the One Newark Enrollment Process. provide a copy of the schools current application in as many languages as available List all of the ways the application is Online disseminated List all languages in which the English, Spanish, Portuguese or Portuguese Creole application is available Provide the date on which the initial 12.7.15 application for prospective students for the school year 2016‐17 was made available. What was the deadline for prospective n/a students for school year 2016‐17 to return the initial application to the school? Please provide the exact date. List all of the ways in which initial Online applications are accepted. Philip’s Academy Charter School is a participant of the One Provide the date and location of the lottery held in the 2015‐16 school year Newark Enrollment Process. for prospective students for the 2016‐ 17 school year. If the school did not One Newark ran a lottery algorithm. They closed the have a lottery, provide a brief application window on Feb 29th and released decision letters explanation why. on April 18th. List the public avenues that the school NPS Website; School Website; School Fairs utilized to advertise that initial applications are available to enter the school’s lottery (e.g. local newspapers, school website).

Compliance 5.1 Access and Equity

Evaluation of Tenured and Nontenured Teaching Staff Members The school believes that effective evaluation of teaching staff is essential if teacher and principal are to achieve the educational goals stated in the school’s charter. The purpose of teacher evaluations shall be to promote professional excellence; improve the skills of teaching staff; improve pupil learning, intellectual and social‐emotional growth; and provide a basis for the review of staff performance. Furthermore, the school shall continue to promote subsequent staff development essential for nurturing teaching excellence and the educational values of the school as designated in the charter. The school encourages a positive working environment in which the professional growth that results from staff participation in the evaluation process is of major importance. Therefore, the Principal shall develop evaluation instruments flexible enough to identify the current educational strengths and areas in need of improvement of each teacher, as well as identify the teaching techniques, objectives, strategies, and pupil assessments needed to achieve mastery of the NJDOE Core Curriculum Content Standards and the additional educational goals in accordance with the school’s educational program.

Evaluation Criteria The Principal shall develop, in consultation with teaching staff, evaluation criteria for each position based directly upon the job description. The job description shall be both concise and comprehensive, stating major responsibilities and identifying teaching techniques and strategies consistent with the mission, educational philosophies, and programs of the Charter School. All job descriptions shall be presented to the Board for approval. Evaluation criteria shall include both performance elements that are readily observable in the classroom setting, as well as performance elements that are observable outside the classroom—such as collaboration with peers, participation in school committees, presence at membership meetings, and participation in school‐wide initiatives. Evaluation criteria must include, but need not be limited to the following: 1. Use of constructivist teaching strategies, 2. Use of insights from Gardner’s “multiple intelligences,” 3. Implementation of project‐based learning, 4. Use and assessment of pupil portfolios, 5. Authentic assessment of goals established in each student’s Personal Education Plan, 6. Assessment of student progress toward the achievement of the NJDOE Core Curriculum Content Standards,

7. Productivity in curriculum development, 8. Effectiveness in daily planning and organization (has documented all lesson plans in approved format), 9. Professional conduct and growth, 10. Interpersonal skills, 11. Participation in professional development and successful completion of goals established in their Professional Improvement Plan, 12. Staff, parent/Board/community involvement, 13. Parent communications and relationships, 14. Student outcomes. These criteria shall be taken into consideration in planning professional development and continuing education and shall be incorporated into each teachers’ professional improvement plan (PIP). The evaluation procedure shall provide continuous, constructive, cooperative interaction and feedback among the teaching staff member, a selected peer, and the Principal, thus ensuring a valid basis for performance review.

Teaching Staff Observations Formal Observations Tenured teaching staff members shall be formally observed and evaluated at least once each year by the Principal or the Principal’s qualified designee. Non‐tenured teaching staff members shall be formally observed and evaluated at least three times each year by the Principal or the Principal’s qualified designee. The Principal must personally complete at least one of the observations for non‐tenured teaching staff members in year 1 or 2 of their contract, and at least two of the observations for non‐tenured teachers who are in year 3 of their contract (and, thus, candidates for tenure). All observations of non‐tenured teaching staff members shall be completed by April 30. The evaluation observation procedure shall include: 1. a conference prior to the observed lesson at which, at minimum, the lesson plan and related materials and strategies will be discussed between the Principal and teaching staff member, and a hardcopy of the evaluation criteria will be provided to the teaching staff member and discussed; 2. the actual observed lesson at which a peer reviewer should also be present; and 3. a post‐observation conference at which the lesson will be de‐briefed with feedback from the Principal and peer reviewer.

At all points in the process, the established evaluation criteria shall provide the framework for feedback and assessment. In planning lessons for observation, the Principal may require the teaching staff member to develop and present a lesson in a specific curriculum area. The Principal may also require the staff member to develop and present a lesson that demonstrates particular instructional strategies or techniques. Informal Observations In addition to the required formal observations and evaluations, the Principal or his/her designee may make as many informal observations as they deem appropriate. The Principal will develop and utilize a brief written form to record such observations and provide feedback to the teaching staff member.

Written Evaluation Reports After each formal observation, the Principal will prepare a written evaluation using a standardized form that incorporates all the evaluation criteria and responds to all of the pertinent criteria, allowing for the possibility that some of the criteria may not be assessed for a given performance evaluation. At minimum, the report will describe the adequacy of the teacher’s planning and organization of the lesson, classroom management, time management, student communications, classroom environment, the use of resources, and the overall effectiveness of the lesson. All written reports—both formative and summative—shall include an indicator that provides an effectiveness/renewal status that explicitly indicates whether the staff member is: a) Effective: currently meeting all requirements for renewal, b) Partly Effective: meeting most of the requirements, c) Ineffective: is considerably short of meeting the requirements and is at substantial risk of non‐renewal. In addition to those observations and evaluations described above, an annual summative evaluation of the teaching staff member’s total performance as an employee of the Charter School will be submitted to the teaching staff member and the Board of Trustees prior to the May board meeting at which the Principal will make recommendations for staff rehiring. The summative evaluation will rate the teaching staff member’s performance for each of the evaluation criteria and provide a brief summative narrative. All procedures for the evaluation of teaching staff members shall be in compliance with law and ensuing regulations.

Additional Evaluation Requirements for Teaching Staff Members in Their Fifth (Tenure) Year The School recognizes the profound significance of its statutory responsibility to grant tenure to teaching staff members who have been rehired for a sixth year. Tenured teachers represent the core educational staff of the Charter School and must be well qualified, having consistently demonstrated excellence both as instructors and community participants over their first five years at the school. The Principal shall implement procedures that ensure that all teaching staff members entering their fifth year are provided with a “Plan for Achieving Tenure” by October 15 of their fifth year of employment. The Plan will provide specific goals and measures that must be met over the course of the year in order for the teaching staff member to be rehired and, consequently, receive tenure. The Plan will also provide a status summary that will indicate explicitly whether the staff member is a) currently meeting all requirements for tenure, b) meeting most of the requirements, c) is considerably short of meeting the requirements, or d) is at substantial risk of non‐renewal. The goal of the Plan is to take every reasonable step to help the teaching staff member achieve renewal at the end of the year, and, thus, receive tenure at the outset of the sixth year as specified by law. Satisfactory completion of a “Plan for Achieving Tenure” is not a guarantee of rehire—at all times, the Principal shall exercise his/her discretion in recommending tenure candidates for rehire in accordance with law and ensuing regulations.

Professional Development Requirements All evaluation procedures shall include review of each teacher’s progress toward achievement of the state‐required goal of 100 clock hours of professional development every five years. The purpose of this goal is to assist teaching staff in obtaining and maintaining the knowledge and skill essential to pupil achievement of the State’s Core Curriculum Content Standards as well as practicing the teaching strategies and philosophies stated in the Charter. In any instance where an individual teacher fails to make annual progress toward meeting the 100‐hour requirement, or where a professional fails to satisfy the requirement fully within the five year period, the Principal shall take appropriate remedial action, applying accepted procedures of supervision as well as using existing laws and rules to the fullest extent At the end of the first five‐year cycle, the Principal shall annually report all instances of noncompliance with the 100‐hour rule, as well as the actions taken to address them to the State Department of Education. The Board shall cooperate with the County Professional Development Board and County Superintendent in evaluating its program and progress toward goals.

Teaching staff members are encouraged to seek out professional development opportunities on their own in accordance with their professional improvement plans and the mission and goals of the school. The school will support teaching staff member participation to the extent feasible within its budget and resources. Attendance at workshops or classes that require missing a regular work day, or that require payment by the school, must be approved in advance by the Principal. The Principal may direct teaching staff members to participate in specific workshops or classes, as well as direct them to visit particular schools for observation. Any such directed participation or observations will take place during regular school work hours.

Supervision The School acknowledges that the purpose of supervision is to improve teacher performance at the charter school so that all pupils have an opportunity to achieve the goals specified in the school’s mission statement and charter, as well as meet the New Jersey Core Curriculum Content Standards. Specifically, the Charter School will provide supervision to improve teacher performance in the following areas:  implementing Balanced Literacy;  implementing Responsive Classroom practices;  implementing the Investigations Math Program;  practicing project‐based learning;  employing constructivist teaching processes;  using authentic assessment methods such as rubrics and portfolios; and  differentiating instruction meet individual pupil needs. Certified staff will be supervised and evaluated in accordance with a philosophy that encourages and provides professional development as set forth in the charter for the Charter School. In addition, the Principal, with staff collaboration, shall develop procedures for providing clinical supervision as well as peer review. Clinical supervision includes a pre‐conference that allows for collaborative planning for assessment and observation; the observation; and the post conference.

Notification and Review The Principal shall provide each teaching staff member with a copy of this policy statement, his/her job description, and his/her evaluation criteria annually by October 1, and shall distribute any amendments to those documents within ten working days of their becoming effective. Evaluation shall be completed before April 30 in compliance with law.

The Principal shall, in the implementation of this policy develop procedures in consultation with teaching staff members. All such procedures must conform to law. This policy and related procedures shall be reviewed at least yearly, and revised as needed before‐re‐adoption by the Board. Evaluation of the Principal The Board of Trustees will annually evaluate the performance of the Principal in order to assist both the Board and the Principal in the proper discharge of their responsibilities and to enable the Board to provide the school with the best possible leadership. The objective of the Board’s evaluation will be to promote professional excellence and improve the skills of the Principal, to improve the quality of the education received by the pupils of this school, and to provide a basis for the review of the Principal’s performance. The process of the Board’s evaluation will be informed by best practices in the education sector, with a focus on providing for a transparent and predictable process. The Principal shall be evaluated annually the Board. The Board may choose to be assisted or advised by a consultant. The evaluation will be based on the job description for the position of the Principal and this policy. The evaluation procedures in this policy and the job description and any revisions thereto will be adopted by the Board after consultation with the Principal. This policy will be delivered to the Principal upon its adoption, and any amendment to this policy will be developed and adopted by the Board after consultation with the Principal. This policy and/or any amendments to this policy will be delivered to the Principal within ten working days after its adoption.

Evaluation Criteria Criteria for the evaluation of the Principal will be based upon the Principal’s job description and will relate directly to each of the tasks described. Each criterion will be brief and will focus on a major function of the position, be based on observable information rather than on factors requiring subjective judgment, and be written in a consistent format. The Board shall develop and approve criteria for the evaluation of the Principal. Evaluation criteria will be reviewed as necessary and as requested by the Principal, but not less than annually and upon any revision of the Principal’s job description. Evaluation criteria will be adopted before July 1 of each year. Any proposed revision of the evaluation criteria will be provided to the Principal for is/her comments before its adoption, and a copy of the adopted revision shall be provided to the Principal within ten working days of its adoption.

Collection and Reporting of Evaluation Data Data for the evaluation of the Principal will be gathered by any one or more of the following methods: direct observation, review of a document produced in the performance of the Principal’s assigned duties; interviews with the Principal regarding his/her knowledge of assigned duties; paper and pencil instruments (such as competency tests, staff surveys, and the like); and reference to previous performance reports. The Board will attempt to gather “360‐ degree” feedback from parents, staff, trustees, and others. The Principal shall be observed in the performance of his/her assigned duties at least once annually.

Preparation Plan for Professional Growth and Development An individual plan for professional growth and development shall be prepared annually, and before July 1of each year in cooperation with the Principal and will include areas of required growth, methods of achieving that growth, a schedule for implementation, and the responsibility of the Principal and Board for implementing the plan. The plan will derive from applicable evaluation criteria and focus on critical areas of professional growth. A copy of the plan for professional growth and development will be placed in the annual performance report. The degree to which the Principal achieved the requirements of the previous plan will be a measure of his/her annual performance evaluation. It will be the duty of the Principal to implement the plan as prepared; his/her failure to do so may result in disciplinary action up to and including dismissal.

Conduct of Annual Performance Conference An annual summary conference shall be conducted between the Board, with a majority of the total membership of the Board and the Principal before the annual performance report is filed. The conference will be held in private, unless the Principal requests that it be held in public. The conference shall include but need be limited to a review of the performance of the Principal based upon the job description; a review of the Principal’s progress in achieving and implementing the school’s goals, program objectives, policies, instructional priorities, and statutory requirements; and a review of available indicators of pupil progress and growth toward the program objectives. The purpose of the annual performance conference will be to provide for a total review of the year’s work, to identify strategies for improvement where necessary, and to recognize achievement and good practice. Adequate time will be allotted for the conference in order to cover the required topics of discussion and to permit a full exploration of the possible solutions to any problems identified.

Preparation of Annual Performance Report An annual written performance report shall be prepared, no later than April 30, by a majority of the full membership of the Board. The report will include, but need not be limited to, performance areas of strength; performance areas needing improvement based on the job description and evaluation criteria; the plan for professional growth and development prepared by the Principal and the Board; a summary of available indicators of pupil progress and growth and a statement of how these indicators relate to the effectiveness of the overall program and the performance of the Principal; and provision for performance data that have not been included in the report prepared by the Board to be entered into the record by the Principal within ten working days after the completion of the report. The annual performance report will be signed by the Board President at the time of the conference and by the Principal within five working days of the conference. It will be filed in the Principal’s personnel file, and a copy will be provided to the Principal.

Philip's Academy Charter School Appendix B Board Evaluation Tool

Appendix C School Leader Evaluation Tool

Evaluation Method of School Leaders The Board of Trustees will annually evaluate the performance of the employees in the positions of School Principal, School Business Administrator and Head of School(School Leaders) in order to assist both the Board and the School Leader in the proper discharge of their responsibilities and to enable the Board to provide the school with the best possible leadership. The objective of the Board’s evaluation will be to promote professional excellence and improve the skills of the School Leader, to improve the quality of the education received by the pupils of this school, and to provide a basis for the review of the School Leader’s performance. The School Leader shall be evaluated annually by the Board. The Board may choose to be assisted or advised by a consultant. The evaluation will be based on the job description for the position of the School Leader and this policy. The evaluation procedures in this policy and the job description and any revisions thereto will be adopted by the Board after consultation with the School Leader.

Evaluation Criteria Criteria for the evaluation of the School Leader will be based upon the School Leader’s job description and will relate directly to each of the tasks described. Each criterion will be brief and will focus on a major function of the position, be based on observable information rather than on factors requiring subjective judgment, and be written in a consistent format. The Board shall develop and approve criteria for the evaluation of the School Leader. Evaluation criteria will be reviewed as necessary and as requested by the School Leader, but not less than annually and upon any revision of the School Leader’s job description. Evaluation criteria will be adopted before July 1 of each year. Any proposed revision of the evaluation criteria will be provided to the School Leader for is/her comments before its adoption, and a copy of the adopted revision shall be provided to the School Leader within ten working days of its adoption.

Collection and Reporting of Evaluation Data Data for the evaluation of the School Leader will be gathered by any one or more of the following methods: direct observation, the School Leader’s self‐assessment of his performance, review of a document produced in the performance of the School Leader’s assigned duties; interviews with

the School Leader regarding his/her knowledge of assigned duties; paper and pencil instruments (such as competency tests, staff surveys, and the like); and reference to previous performance reports. The Board will attempt to gather “360‐degree” feedback from parents, staff, trustees, and others. The School Leader shall be observed in the performance of his/her assigned duties at least once annually.

Preparation Plan for Professional Growth and Development An individual plan for professional growth and development shall be prepared annually, and before July 1of each year in cooperation with the School Leader and will include areas of required growth, methods of achieving that growth, a schedule for implementation, and the responsibility of the School Leader and Board for implementing the plan. The plan will derive from applicable evaluation criteria and focus on critical areas of professional growth. A copy of the plan for professional growth and development will be placed in the annual performance report. It will be the duty of the School Leader to implement the plan as prepared; his/her failure to do so may result in disciplinary action up to and including dismissal.

Conduct of Annual Performance Conference An annual summary conference shall be conducted between the Board Personnel Committee and the School Leader before the annual performance report is filed. The conference will be held in private, unless the School Leader requests that it be held in public. The conference shall include but need be limited to a review of the performance of the School Leader based upon the job description; a review of the School Leader’s progress in achieving and implementing the school’s goals, program objectives, policies, instructional priorities, and statutory requirements; and a review of available indicators of pupil progress and growth toward the program objectives. The purpose of the annual performance conference will be to provide for a total review of the year’s work, to identify strategies for improvement where necessary, and to recognize achievement and good practice. Adequate time will be allotted for the conference in order to cover the required topics of discussion and to permit a full exploration of the possible solutions to any problems identified.

Preparation of Annual Performance Report It is the intention of the board that an annual written performance report shall be prepared by the board’s Personnel Committee by April 30. The report will include, but need not be limited to, performance areas of strength; performance areas needing improvement based on the job description and evaluation criteria; the plan for professional growth and development prepared by the School Leader and the Board; a summary of available indicators of pupil progress(if

appropriate) and growth and a statement of how these indicators relate to the effectiveness of the overall program and the performance of the School Leader; and provision for performance data that have not been included in the report prepared by the Board to be entered into the record by the School Leader within ten working days after the completion of the report. The annual performance report will be signed by the Board President at the time of the conference and by the School Leader within five working days of the conference. It will be filed in the School Leader’s personnel file, and a copy will be provided to the School Leader.

Parents: Please fill out one form for each child applying

Appendix D Admissions Application (English)

One Newark Enrolls | 2015-2016 Student Application Form Page 1 of 2

SECTION A: Student and Parent Information What ID number should I use? • Newark Public School District students: 6-Digit NPS Student ID • Charter and Community-Based Pre-K Students: 9-Digit Newark Enrollment Number

Student ID Number

Don’t know your ID? Call 973-733-7333 First time enrolling in public school? No ID needed!

Student First Name

Student Last Name

Date of Birth

/ Student has a twin or multiple-birth sibling(s) who are also applying: Yes Please only check “yes” for twins, triplets, and other multiples. No You will be able to input other siblings on the next page. Street Address

/ dd

City

Gender Male Female yyyy

State

ZIP Code

If your family is currently homeless/displaced, please list your family’s most recent Newark address.

Parent / Guardian First Name

Parent / Guardian Last Name

Who is completing this application? Parent/Legal Guardian Student Sibling

Primary Contact Number (

)

Secondary Contact Number ((

))

Grandparent Friend Other

Parent / Guardian Email Address

- -

SECTION B: Student and School Information Student’s Current School (2014-15)

Current Grade (2014-15)

Grade Applying For (2015-16)

NEW STUDENTS ONLY: Skip if currently enrolled in a NPS or Participating Charter School Additional Demographic Information If you do not currently attend a public school in Newark, this section ensures that we can process your application correctly. Current Newark district, participating charter, and Pre-K students may skip this section and move to section C. NEW STUDENTS ONLY: My child has an IEP, ISP or IFSP: If you choose “Yes,” please note that action is required. Please verify below. Yes No

I will bring my child’s IEP, ISP or IFSP to the following address on or before February 6, 2015: 2 Cedar St., Room 910, M-F, 8 am - 4 pm

<Only for students NOT currently enrolled in a participating school> NEW STUDENTS ONLY: My child qualifies for free lunch (Please see eligibility table if unsure) Yes No

Free Lunch Eligibility: Maximum Qualifying Incomes (2015-16) Household size 2 3 4 5 6 7 8 +each add’l

Annual income $20,449 $25,727 $31,005 $36,283 $41,561 $46,839 $52,117 +$5,278

Monthly income $1,705 $2,144 $2,585 $3,024 $3,464 $3,904 $4,344 +$436

Weekly Income $394 $495 $597 $698 $800 $901 $1,003 +$102

Continue to the next page to list your school choices For more information, please call (973) 733-7333 or email info@newarkenrolls.org

Parents: Please fill out one form for each child applying

One Newark Enrolls | 2015-2016 Student Application Form Page 2 of 2

SECTION C: School Choices and Sibling Information Please list up to 8 schools in order of preference. Please only select schools you would like for your child to attend, as your child may be assigned to any ranked school. One Newark Enrolls will attempt to match each child with his or her highest-choice school that has seat availability. Families are encouraged to select as many schools as they are interested in attending, up to 8. Please indicate if the applying child has a sibling at any school you list, and if so, please provide that child’s name and grade. Choice

School Code

School Name

1st

Sibling in School?

Sibling Information (If Applicable) Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Sibling First and Last Name:

Sibling Grade

Yes No

Yes

2nd

Yes

3rd

Yes

4th

Yes

5th

Yes

6th

Yes

7th

Yes

8th



Check this box if you would like to participate in Sibling Link. This means that if you have multiple children applying this year, you would like us to prioritize placing them in the same school. Please be sure to list the same school choices in the same order for all children.

SECTION D: Signature By signing this form, you indicate that all information provided is accurate. If any of the information that you have provided changes after turning in this form, please submit an updated form prior to February 6, 2015. Please submit all forms to the same location.

Parent / Guardian Signature:

Date: mm

Accepted By (To be filled out by Central or school employee):

/ dd

Date: mm

yyyy

/ dd

yyyy

Please ensure you completed the previous page Families will be notified of their child’s school match in Spring 2015. For more information, please call (973) 733-7333 or email info@newarkenrolls.org

Schools At-A-Glance | Page 1 of 3 If you are interested in applying for Pre-Kindergarten, the application will open in April 2015. Please check back at www.newarkenrolls.org for a full list of pre-kindergarten seats that will be available in the spring application!

Elementary and Middle Schools (Grades PK - 8) Starting in Pre-Kindergarten School Name

School Code

Grades Served

Address

School Type

Abington Avenue*

PK – 8

209 Abington Ave

District

Ann Street

PK – 8

30 Ann St; 55 Komorn St

District

Benjamin Franklin

PK – 4

42 Park Ave

District

Branch Brook

PK – 4

228 Ridge St

District

Camden Street

PK – 8

299 Camden St

District

Cleveland

PK – 8

388 Bergen St

District

Elliott Street*

PK – 4

284 First Ave

District

First Avenue*

PK – 8

214 First Ave

District

Harriet Tubman

PK – 6

504 S. 10th St

District

Hawkins Street

PK – 8

8 Hawkins St

District

Ivy Hill

110

PK – 8

107 Ivy St

District

Lafayette Street

PK – 8

205 Lafayette St

District

Lincoln

PK – 8

87 Richelieu Terrace

District

Luis Munoz Marin*

PK – 8

663 Broadway

District

Marion P. Thomas Charter School

715

PK4 – 12

PK-4: 370 South 7th St; 5-8: 308 S. 9th St

Charter

McKinley*

PK – 8

1 Colonnade Pl

District

Miller Street at Spencer

PK – 8

66 Muhammad Ali Ave

District

Mount Vernon

PK – 8

142 Mt. Vernon Pl

District

Newark Educators' Community Charter School

718

PK4 – 5

9-11 Hill St

Charter

Newark Legacy Charter School

719

PK4 – 5

823 S. 16th St

Charter

Oliver Street

PK – 8

104 Oliver St

District

Park*

400

PK – 8

120 Manchester Pl

District

Peshine Avenue

PK – 8

433 Peshine Ave

District

Quitman Street

PK – 8

21 Quitman St

District

Rafael Hernandez*

PK – 8

345 Broadway

District

Roberto Clemente*

PK – 4

257 Summer Ave

District

South Street

PK – 5

151 South St

District

Sussex Avenue

101

PK – 8

307 Sussex Ave

District

Thirteenth Avenue

159

PK – 8

359 13th Ave

District

University Heights Charter School

729

PK4 – 8

74 Hartford St

Charter

Elementary and Middle Schools (Grades PK - 8) Starting in Kindergarten B.R.I.C.K. Avon Academy

School Code 51

Grades Served K–8

219 Avon Ave

School Type District

Belmont Runyon

K–8

1 Belmont-Runyon Way

District

Chancellor Avenue

K–8

321 Chancellor Ave

District

Dr. E. Alma Flagg*

K–8

150 3rd St

District

Dr. William H. Horton*

K–8

291 N. 7th St

District

School Name

Address

* Beginning in the 2015-2016 school year, all kindergarten classes at this school will follow a Spanish Dual Language model. This means that all kindergarten students who are matched to this school will receive a full-time program of instruction in English and instruction in Spanish in all content areas.

Continued on Next Page

Schools At-A-Glance | Page 2 of 3 Starting in Kindergarten (continued)

Fourteenth Avenue

School Code 71

Grades Served K–4

George W. Carver

163

K–8

Hawthorne Avenue

Lady Liberty Academy Charter School Louise A. Spencer

School Name

Address

School Type

186 14th Ave

District

333 Clinton Pl

District

K–8

428 Hawthorne Avenue

District

713

K–8

746 Sanford Ave

Charter

145

K–8

66 Muhammad Ali Ave

District

North Star Academy Charter School

721

K – 12

Multiple Locations*

Charter

Philip's Academy Charter School

723

K–8

342 Central Ave

Charter

Ridge Street*

K–8

735 Ridge St

District

Roseville Community Charter School

725

K–4

540 Orange St

Charter

South Seventeenth Street

K–8

619 S. 17th St

District

Speedway

K–8

701 S. Orange Ave

District

TEAM Charter Schools

726

K – 12

Multiple Locations*

Charter

Wilson Avenue

105

K–8

19 Wilson Ave

District

Grades Served 6–9

Address

School Type

Eagle Academy for Young Men

School Code 40

279 Chancellor Ave

District

Girls' Academy of Newark

6–9

279 Chancellor Ave

District

Great Oaks Charter School

711

6 – 11

24 Maiden Lane

Charter

American History High School

6 – 12

74 Montgomery St

District**

Merit Prep Charter School

716

6–9

909 Broad St, 3rd Floor

Charter

School Code

Grades Served

Address

School Type

7 – 12

550 Dr. MLK Blvd

District**

Starting in Grade 6 School Name

Starting in Grade 7 School Name

Arts High School Visual Arts Music Dance Vocal Female Vocal Male

26VA 26MU 26DA 26VF 26VM

Newark Early College High School at West Side

7 – 12

403 South Orange Ave

District

Science Park High School

7 – 12

260 Norfolk St

District**

University High School

7 – 12

55 Clinton Pl

District**

Schools At-A-Glance | Page 3 of 3 High Schools (Grades 9 - 12) School Name

School Code

Grades Served

Address

School Type

American History High School

6 – 12

74 Montgomery St

District**

Arts High School Arts High School: Visual Arts Arts High School: Dance Arts High School: Drama Arts High School: Guitar Arts High School: Percussion Arts High School: Piano Arts High School: Strings Arts High School: TV Arts High School: Vocal Female Arts High School: Vocal Male Arts High School: Trumpet Arts High School: Clarinet Arts High School: Flute Arts High School: Alto Sax Arts High School: Baritone Sax

26VA 26DA 26DR 26GU 26PE 26PA 26ST 26TV 26VF 26VM 26TR 26CL 26FL 26AS 26BS

7 – 12

550 Dr. MLK Blvd

District**

Bard Early College High School

9 – 12

321 Bergen St

District**

Barringer Academy of the Arts & Humanities

9 – 12

90 Parker St

District

Barringer Academy of S.T.E.A.M.

9 – 12

90 Parker St

District

Central High School

9 – 12

246 18th Ave

District

Eagle Academy for Young Men

6–9

279 Chancellor Ave

District

East Side High School

9 – 12

238 Van Buren St

District

Girls’ Academy of Newark

6–9

279 Chancellor Ave

District

Great Oaks Charter School

711

6 – 11

9-11 Hill St

Charter

Malcolm X. Shabazz High School

9 – 12

80 Johnson Ave

District

Marion P. Thomas Charter School

715

PK4 – 12

125 Sussex Avenue

Charter

Merit Prep Charter School

716

6–9

909 Broad St, 3rd Floor

Charter

Newark Early College High School at West Side

6 – 12

403 South Orange Ave

District

Newark Prep Charter School

720

9 – 12

570 Broad St

Charter

Newark Vocational CTE at West Side

9 – 12

403 South Orange Ave

District

North Star Academy Charter School

721

K – 12

Multiple Locations*

Charter

People’s Preparatory Charter School

722

9 – 12

321 Bergen St, 2nd Fl

Charter

Science Park High School

7 – 12

260 Norfolk St

District**

TEAM Charter Schools

726

K – 12

Multiple Locations*

Charter

Technology High School

9 – 12

223 Broadway

District**

The Paulo Freire Charter School

728

9 – 12

28 Burnet St

Charter

University High School

7 – 12

55 Clinton Pl

District**

Weequahic High School

9 – 12

279 Chancellor Ave

District

** Magnet School (please see page 7 for more information)

Appendix E Board Resolutons Approving the Teacher and School Leader/Principal Evaulation Systems

Apppendix F 2016-2017 Calendar * DRAFT CALENDAR *

* DRAFT CALENDAR *

Subject to Change by School Administration

Subject to Change by School Administration August

August 2016 S

M T W T F 1 2 3 4 5 8 9 10 11 12 15PD 16PD 17PD 18PD 19PD K 22 K 23 K 24 K 25 K26 291 302 313

September 2016 M T W T F

14 25

7 14 21

S 6 13 20 27

3 days of school

Notes

22-26 Kindergarten Half Days

= School Closed

Board of Trustees Meeting 5:30 PM

= Half Day of School: Dismissal 12:30

US Parent Orientation 9:00 AM (Grades 5-8)

All Classes Begin - LS Back to School Night

US Back to School Night

Events = Half Day â&#x20AC;&#x201D;Kindergarten ONLY

= Cycle Day Noted in Subscript

September

5 66 71 82 93 10 11 124 135 146 151 162 17 18 193 204 215 226 231 24 25 262 273 284 295 306 4

School Closed - Labor Day

Cap & Gown Pictures (Grade 8)

Parent Organization Meeting 6:00 PM

Open House 6:00 PM

Family Math Night 6:00 PM

Board of Trustees Meeting 5:30 PM

21 days including 0 half days

October

October 2016 S

W 53

T 64

20 days including 1 half day; 1 PD

US Parent Visiting Day 9:00AM - 11:00AM

24-28 Fall Book Fair

3-7

Week of Respect

United Nations celebration

Half Day of School - 12:30PM Dismissal (PD)

Board of Trustees Meeting 5:30 PM

School Closed - Columbus Day

Open House 6:00 PM

Parent Organization Meeting 6:00 PM

Skate Night & Trunk-or-Treat 6:00PM

Whole School Picture Day

3 1 42

75PD 8

10 116 121 132 143 15

16 174 185 196 201 212 22 23 243 254 265 276 281 29 30 312

November

November 2016 S 6

M 71

End of Quarter 1

School Closed - Veterans Day

Open House 6:00 PM

93 104 11 12

18 days including 2 half days 21

Cap, Gown & Ring Measurements (Grade 8) Community Service Day 1

Half Day of School 12:30PM Dismissal

16-18 P/T Conference Sign Up Open (Grades K-4)

Thanksgiving Feast (Dress Up Day)

13 145 156 161 172 183 19

Parent Organization Meeting 6:00 PM

Community Service Day 2

20 214 225 23

Report Cards Available on FAWeb

23-25 School Closed - Thanksgiving

Half Day of School 12:30PM Dismissal

Classes Resume

P/T Conferences (Grades K-5)

Board of Trustees Meeting 5:30 PM

24 25 26

27 286 291 302

December 2016 S 4

M 55

T 66

W 71

December

T 13

F 24

Parent Organization Meeting 6:00 PM

Open House 6:00 PM

Board of Trustees Meeting 5:30 PM

Multicultural Night (Dress Up Day)

Alumni Night 4:00PM - 8:00PM

11 124 135 146 151 162 17 18 193 204 215 22 23 24 25 26 27 28 29 30 31

15 days including 0 half day 22-30 School Closed - Winter Break

January 2017 T W T F 3PD 46 51 62

January

2 7 8 93 104 115 126 131 14 15 16 172 183 194 205 21 22 236 241 252 263 274 28 29 305 316

S 5

February 2017 M T W T F 11 22 33 64

12 133

School Closed - Winter Break

17-23 US Exams (Grades 5-8)

No Classes - PD

Board of Trustees Meeting 5:30 PM

Classes Resume

End of Quarter 2

Parent Organization Meeting 6:00 PM

Pep Rally—Falcons Basketball Season

School Closed - MLK Day

February

S 4

91 102 11 144 155 166 171PD 18

20 212 223 234 245 25 26 276 281

18 days; 1 PD

1-29 Black History Series

Board of Trustees Meeting 5:30 PM

Report Cards Available on FAWeb

Black History Series Closing Ceremony

Parent Organization Meeting 6:00 PM

Skate Night 6:00PM

No Classes - PD

27-3 Winter Book Fair

Make Up Snow Day #1

March 2017 M T W T 12 23

19 days; 1 PD

School Closed - President's Day

Classes Resume

March

21 days; 1 PD

1-3

Winter Book Fair

Board of Trustees Meeting 5:30PM

Parent Organization Meeting 6:00 PM

End of Quarter 3

School Closed - St. Patrick’s Day

12 134 19 202 213 224 235 24PD 25 26 276 281 292 303 314

No Classes - PD

S 5

S 2 9

M 35 10

F 34

S 4

92 103 11 145 156 161 17 18

April 2017 T W T

S 1

46 51 62 73 8 11 12 13 14 15

Make Up Snow Day #2

April

14 days

1 - 30 Literacy Month

19-21 Placement Day Trips (Grade 7)

Spring Picture Day (Dress UP Day)

3-7

PARCC Grades 7-8

24-28 PARCC Grades 5-6

Parent Organization Meeting 6:00 PM

Earth Day

Report Cards Available on FAWeb

10-17 School Closed - Spring Break

27-28 P/T Conferences (Grades K-4)

Good Friday

Board of Trustees Meeting 5:30 PM

16 17 184 195 206 211 22

Easter Monday

Skate Night (Spring Dress Theme) 6:00PM

23 242 253 264 275 286 29 30

17-21 Grade 8 Class Trip (TBD)

M 11

May 2017 T W T 22 33 44

F 55

Placement Panel 6:00 PM

Placement Fair 9:00 AM

May

S 6

91 102 113 124 13 14 155 166 171 182 193 20 21 224 235 246 251 26PD 27 7

29 302 313

21 days; 1 PD

1-5

PARCC Grades 3-4

Parent Organization Meeting 6:00 PM

1-5

Spring Book Fair (Final, BOGO)

Board of Trustees Meeting 5:30 PM

1-5

Teacher Appreciation Week

No Classes- PD

8-12 Male Involvement Week

Make Up Snow Day #3

Grand Friends Day 9:00AM - 11:00AM

School Closed - Memorial Day

Concert Under the Stars

Final Exams Upper School

June

June 2017 S

T 61

W 72

11 days including 1 half day; 181 days of school

1-2

Final Exams Upper School

US Field Trips

Athletic Banquet 5:30PM

US Recognition Ceremonies 2:00PM

Alumni Induction Ceremony 7:00PM

Last Day of School 12:30PM Dismissal

End of Quarter 4

Graduation 10:00AM

125 136 141 152 16 17

5-14 Graduation Rehearsals

Family Field Day

19PD 20PD 21PD 22PD 23PD 24

Alumni Panel 6:00PM

Board of Trustees Meeting 5:30 PM

26PD 27PD 28PD 29PD 30PD

Shakespeare Play 5:30PM

Report Cards Available on FAWeb

Shakespeare Play 2:30PM

19-30 No Classes—PD

Appendix G Organizational Chart

Philip’s Academy Charter School Organization Chart Board of Trustees

Executive Director Miguel Brito

Principal Mark Shultz SBA Migdalia Dale Head Teacher Fiorella Serrano

Special Ed Instructors

Teachers

Literacy Specialist Learning Specialist

RTI Coordinator

Beth Keat

Nicole Hartman

Supplemental Ed Instructor

Vanessa Newman & Anthony Carr

Media Center Specialist

Enrollment Director

Carla Guerriero

June Bernard

Java Bradley

Carol Smith

Accounting Valerie Corner‐Minatee & LaTricia Thomas Receptionist Nurse Sherrly Daly

Social Worker Beverly El‐Amin

LaShea Gordon

Appendix H Promotion/Retention Policy

Grade Acceleration or Retention of Students Policy Our wish is for all students to make suitable progress and achieve a level of proficiency that enables them to be promoted to the next grade level. However, there are cases when students either substantially exceed proficiency or do not achieve the desired level of proficiency. In either case, school officials will hold a conference with the child's parent or guardian to present information on the student's progress/proficiency and recommendations either acceleration or retention. A teacher, administrator, or parent may request that a student be accelerated. A student may be accelerated to a higher grade during any part of the school year. In the best interest of the student, the school will attempt to accelerate a student at the beginning of the school year or at the end of the school year in preparation for the next year. Students who are struggling academically are approached by teachers as early as the first quarter, and no later than the third quarter, to arrange for extra help. Parents are also notified at this time and intervention strategies are developed for both school and home. If, by the third quarter, students are in danger of being retained, the teacher will reach out to parents to discuss a plan to prevent retention. If the parent or guardian rejects the school’s intervention strategies or rejects other strategies that the school believes are in the best interest of the student, this will be a factor in the school’s ultimate decision to retain a student. At least four months before the end of the school year, the teacher will confer with the parents about the reasons that grade acceleration or retention may be recommended. A student will be automatically retained if the following requirements are not met: 1. Minimum attendance (please indicate where that can be found in handbook); or 2. Providing the student is not on an Individual Educational Plan, is behind grade level in two or more Core Subjects or behind grade level in one Core Subject, and does not attend summer school. Notification regarding potential retention may not occur before the third quarter if a student’s performance suddenly drops and a student starts performing below grade level in the third quarter. Whether a student is being accelerated or retained, the classroom teacher shall forward his/her recommendation to a committee consisting of at least: (1) one administrator; (2) a member of the school’s instructional support team (i.e. LDT‐C, literacy specialist, RTI specialist); and (3) the head teacher for that grade level. The committee, by majority vote, shall either confirm or reject the teacher’s recommendation for acceleration or retention. The committee shall then forward its report and recommendation to the principal.

If the parent or guardian disagrees with the principal’s decision, the parent or guardian may request to meet with the classroom teacher, the principal, and the Executive Director. The burden will be on the parents or guardian to convince the Executive Director that the recommendation is not in the best interest of the child. If the parent or guardian disagrees with the Executive Director’s decision, the parents shall submit its objections, in writing, to the Board of Trustee, and a hearing shall be schedule at the next available scheduled Board meeting, provided the parent’s written submission is received ten days before the scheduled Board meeting the parents or guardian wishes to be heard.

Appendix I Student Discipline Policy

5600 Student Discipline Introduction Philip’s Academy Charter School is committed to establishing a safe environment where students are able to grow academically, socially, culturally, and emotionally. Philip’s Academy Charter School values positive and preventative measures as a means to creating a safe, connected, supportive environment. All students at Philip’s Academy Charter School will be expected to behave appropriately in the school building, on the school grounds, and outside the school building when they are representing the school. Appropriate behavior will be modeled, discussed, and reinforced at every opportunity, including those that appropriate in the delivery of curriculum.

Preventative Measures Engaging and Rigorous Academic Program Above all else, Philip’s Academy Charter School will ensure student safety and a low ratio of disciplinary actions by investing in preventative measures. For example, Philip’s Academy Charter School teachers will challenge students with a rigorous and engaging curriculum that focuses on independence, collaboration, and peaceful conflict resolution. Responsive Classroom and Developmental Designs Program The Principal and staff of PACS will implement Responsive Classroom and Developmental Designs across all grade levels. This will include professional development by a trained facilitator with extensive experience using the program in a school setting. Culture of Respect The Principal and staff of PACS will nurture a culture of mutual respect between all members of the school community. Professional Development Staff will receive training on Philip’s Academy Charter School’s discipline policies and measures for disciplining students, including in‐school and out‐of‐school suspensions and additional disciplinary measures. Professional development will also include implementing consistent and effective behavior management and discipline strategies in the classroom, in the public areas of the school building, at school events and on field trips.

Clear Expectations and Consequences The school will have clear expectations as well as clear consequences for its students. The Principal will develop procedures that include a description of school responses and consequences to violations of the behavioral expectations established by the Board. These responses will be graded according to the severity of the offenses, considering the developmental ages of the students and their behavioral histories pursuant to N.J.A.C. 6A:16‐7.1( c)5. School staff will ensure that parents and students are well informed of these policies presented as a Code of Conduct both before enrollment, at matriculation, and at appropriate times during a student’s tenure at the school Policy Manual Philip’s Academy Charter School (PACS) teachers, parents, and professional staff will develop a detailed Code of Conduct, to be approved by the Board, which conforms to New Jersey state law 18A: 37‐2; 37‐2.1. PACS will define school rules regarding student conduct and will outline sanctions to be imposed for breach of these rules. Students must agree to conform to reasonable standards of socially acceptable behavior, to respect the person, property and rights of others, to obey constituted authority, and respond to those who hold that authority. Each student must adhere to these rules and regulations, and to submit to such disciplinary measures as are appropriately assigned for infraction of those rules. In developing regulations to implement this policy, the Principal shall provide appropriate recognition for students who consistently maintain high standards of self‐discipline and good citizenship. The student discipline policy and expulsion criteria will be disseminated by providing a copy of the Policy Manual to every student’s family, to each staff member, and by making a copy available to any other stakeholder who requests it. The student and parent/guardian must sign and return the Policy Manual acknowledgment page.

Substance Abuse Philip’s Academy Charter School will impose penalties for substance abuse in accordance with the New Jersey Zero Tolerance Law. The School will facilitate student access to prevention, education, counseling, and treatment, where appropriate and legally permissible.

Regulations Philip’s Academy Charter School will establish school regulations that are uniform for all students and stated clearly to avoid misunderstandings. The school will inform all staff, students and families of these regulations. Staff will provide written reports of any student infractions to the Principal. The Principal may refer for further evaluation and assistance any student with ongoing disciplinary problems. Students placed on suspension will also be referred for further evaluation and can only return to school after a parent‐teacher conference.

Code of Conduct The Code of Conduct will be modified from the following model and the sections that follow.

To ensure that an environment is created where teaching and learning can flourish, the school will develop a series of rules that address proper student behavior, maintenance of order within the school and during school activities. A statement of student rights and responsibilities will be included. In all disciplinary matters, students will be given notice and will have the opportunity to present their version of the facts and circumstances leading to the imposition of disciplinary sanctions to the staff member imposing such sanctions. Depending on the severity of the infraction, disciplinary responses include suspension (short or long term), detention (PM and AM work sessions), exclusion from extracurricular activities, and expulsion. Where appropriate, school officials also will contact law enforcement agencies.

Student Records Philip’s Academy Charter School shall maintain written records of all suspensions and expulsions including the name of the student, a description of the behavior engaged in, the disciplinary action taken, and a record of the number of days a student has been suspended or removed for disciplinary reasons. When a student transfers to another public school all information in the student’s record related to disciplinary actions taken against the transferring student ,the school and any information the school has obtained pursuant to N.J.S.A. 2A:4A‐60, Disclosure of Juvenile Information, Penalties for Disclosure, shall be provided to the receiving public school, in accordance with the provision of N.J.S.A. 18A:36‐19(a), N.J.A.C. 6A:32(e)10.iv, and N.J.A.C. 6A:16‐7.10.

Student Rights and Responsibilities Participation in School Activities: All students have the right to have the opportunity to take part in all school activities on an equal basis regardless of race, sex, national origin, creed, or disability; and to address the school on the same terms as any citizen. Similarly, all students are bound by the same rules for exclusion from school activities and public address. Records: Charter Schools are subject the federal Family Education Rights and Privacy Act of 1974 (FERPA) which requires a school to protect a student's privacy. The school will not disclose any information from the student's permanent records except as authorized pursuant to FERPA, or in response to a subpoena, as required by law. The parent(s) or guardian(s) is entitled to access to the student's school records by submitting a written request to the Principal. Further information concerning the disclosure of student information and limitations on such disclosure may be found in FERPA. Freedom of Expression: Students are entitled to express their personal opinions orally, in writing, or by symbolic speech. The expression of such opinions, however, shall not interfere with the freedom of others to express themselves, and written expression of opinion must be signed by the author. Any form of expression that involves libel, slander, the use of obscenity, or personal attacks, or that otherwise disrupts the educational process, is prohibited. All forms of expression also must be in compliance with the Student Disciplinary Code and the school dress code, violations of which are punishable as stated in the Disciplinary Code. Student participation in the publication of school sponsored student newsletters, yearbooks, literary magazines and similar publications is encouraged as a learning and educational experience. These publications, if any,

shall be supervised by qualified faculty advisors and shall strive to meet high standards of journalism. In order to maintain consistency with the school's basic educational mission, the content of such publications is controlled by school authorities. No person shall distribute any printed or written materials on school property without the prior permission of the Principal. The Principal may regulate the content of materials to be distributed on school property to the extent necessary to avoid material and substantial interference with the requirements of appropriate discipline in the operation of the school. The Principal may also regulate the time, place, manner and duration of such distribution. Off‐Campus Events: Students at school sponsored off‐campus events shall be governed by all the guidelines of the school and are subject to the authority of school officials. Failure to obey the lawful instructions of school officials shall result in a loss of eligibility to attend school sponsored off‐campus events and may result in additional disciplinary measures in accordance with the Student Disciplinary Code.

Handicapped Educationally handicapped pupils are subject to the same disciplinary procedures as non‐ handicapped pupils and may be disciplined in accordance with their individual educational plan. The Child Study Team will evaluate any serious infractions by a handicapped student to determine appropriate action. Policy outlines that prior to disciplining a classified pupil, Philip’s Academy Charter School staff must determine that the student’s behavior is not primarily caused by his/her handicap ands these students are in an educational program and setting that meets their needs.

Implementation The Principal shall ensure that the rules for this policy are applied consistently and uniformly, and that all disciplinary sanctions are carried out with necessary due process. Definition of Minor Disciplinary Actions  Teacher Detention AM or PM Work Session: Teachers can assign detention for students who break school rules. The student will report after school to the classroom teacher.  Central Detention AM or PM Work Session: Administrators can assign central detention for students who break school rules. The student will report to this faculty supervised disciplinary program held after school.  Loss of Privilege: Teachers may assign students who break school rules a brief time out or detain them from participating in recess or intramurals.  Violations, Infractions and Penalties: All violations of school rules resulting in central detention, in‐school suspension and out‐school suspension involve parent/guardian contact by telephone and a scheduled conference. In cases of students disciplined after school, parents will be notified of disciplinary action. PACS will not detain any child without first notifying the child’s parents. The school will contact the parents on the day of the infraction and confirm with a written notice. The disciplinary policy discourages the use of after‐school discipline for students with transportation needs. If deemed appropriate, the School Administrator must approve after school detention for these

children and will provided the appropriate transportation to accommodate the detention.

Suspensions A student may be suspended from Philip’s Academy Charter School based on criteria determined by the Board of Trustees, which are consistent with the provisions of N.J.S. 18A: 37‐2, and approved by the commissioner as part of the school’s charter. The Principal, after teacher consultation, may recommend student expulsion. Extreme violations or repeated minor violations of the Board approved Code of Conduct will be considered grounds for suspension or expulsion. Philip’s Academy Charter School will apply disciplinary action for conduct infractions in situations related to school activities and/or attendance and occurring on school property, including school buses. Philip’s Academy Charter School will adopt the N.J.S.A 18A: 37‐2, causes for suspension or expulsion of pupils, conduct which shall constitute cause for suspension or expulsion. These include: a. Continued and willful disobedience b. Open defiance of the authority of any teacher or person having authority over him c. Conduct of such character as to constitute a continuing danger to the physical well being of other pupils d. Physical assault upon another pupil e. Taking, or attempting to take, personal property or money from another pupil, or from his presence, by means of force or fear f. Willfully causing, or attempting to cause, substantial damage to school property g. Participation in an unauthorized occupancy by any group of pupils or others of any part of the school, and failure to leave the school promptly after having been directed to do so by the person(s) in charge of the facility h. Incitement which is intended to and does result in unauthorized occupation by any group of pupils or others in the school i. Incitement which is intended to and does result in truancy by other pupils j. Knowing possession or knowing consumption of alcoholic beverages or controlled dangerous substances on school premises, or being under the influence of intoxicating liquor or controlled dangerous substances while on school premises Assault by a student on a teacher, administrator, Board member or other employee acting in the performance of his/her duties will result in immediate suspension from school. Due process proceedings will follow pursuant to 18A: 37‐2.1. Pursuant to 18A: 37‐8, any student who is convicted or adjudicated delinquent for possession of a firearm or a crime while armed with a firearm or found knowingly in possession of a firearm on school property, a school bus, or at a school‐sponsored function shall be immediately removed from the school’s regular education program. Due process proceedings will follow. Teachers will refer to the Principal students with serious violations or repeated minor violations. The Principal will then arrange a meeting between the parents, student and Principal to determine disciplinary action. Though suspension and expulsion are considered “last resorts,” they will be applied consistently to ensure that the behavior does not impede the ability of the

other children to function successfully or safely. Violations deemed serious or habitual will be addressed with the following steps: In‐school suspension: Though students will continue to receive instruction, staff will place them in another classroom or location designated by the Principal. Students will be separated from the regular classroom, but will always have adult supervision. Suspension: Where deemed necessary, students will be suspended from school for one to five days, depending on the severity of the infraction. The Principal or designee will notify the parents in advance and they will be required to meet with the Principal or designee before their child can return to school. Suspended students will be allowed to return to the classroom, while expelled students will not. Disciplinary actions will have no bearing on the student’s academic standing, except in cases of academic dishonesty.

Criteria for Expulsion A student may be suspended or expelled from PACS School based on criteria determined by the Board of Trustees, which are consistent with the provisions of N.J.S. 18A: 37‐2, and approved by the commissioner as part of the school’s charter. The Principal, after teacher consultation, may recommend student expulsion. Extreme violations or multiple lesser violations of the Board approved Code of Conduct will be considered grounds for expulsion. Philip’s Academy Charter School will apply disciplinary action for conduct infractions in situations related to school activities and/or attendance and occurring on school property, including school buses. Philip’s Academy Charter School will adopt the N.J.S.A 18A: 37‐2, causes for expulsion of pupils, conduct, which shall constitute cause for expulsion. Teachers will refer to the Principal students with serious violations or repeated minor violations. The Principal will then arrange a meeting between the parents, student and Principal to determine disciplinary action. Though expulsion is the ultimate “last resort,” it will be applied consistently to ensure that the behavior does not impede the ability of the other children to function successfully or safely. Violations deemed serious or habitual will be addressed with expulsion if the Principal determines that all other options have been exhausted without the desired effect, or the expulsion is mandated by law. A hearing will be arranged with the Board President, the Principal, the parents and the student. The hearing could result in a recommendation to the Board for student expulsion. The Board has the final authority for expulsion decisions.

Suspension and Expulsion of Students with Disabilities A student with disabilities may be suspended or expelled from the Philip’s Academy Charter School based on criteria determined by the Board of Trustees, which are consistent with the provisions of N.J.S. 6A:14‐2.8, and approved by the commissioner as part of the school’s charter. The Principal, after teacher consultation, may recommend student expulsion.

Disciplinary action initiated by the charter school board which involves removal to an interim alternative educational setting, suspension for more than 10 school days in a school year or expulsion of a student with a disability will be in accordance with 20 U.S.C. §1415 (k), as amended and supplemented. Except where contradicted by statute, the Principal may order the removal of a student with a disability for disciplinary reasons from his or her current educational placement to an interim alternative educational setting, another setting, or a suspension for up to 10 consecutive or cumulative school days in a school year. Such suspensions are subject to the same district board of education procedures as non‐disabled students. However, at the time of removal, the Principal will forward written notification and a description of the reasons for such action to the student’s case manager. Removals of a student with a disability from the student’s current educational placement for disciplinary reasons will constitute a change of placement if the removal is for more than 10 consecutive or cumulative school days. In reaching decisions for removal, the Principal will consider such factors as the length of each removal, the total amount of time the student is removed and the proximity of the removals to one another. The Principal in consultation with the student’s case manager will determine whether a series of short‐term removals constitutes a pattern that indicates need for a change of placement. Philip’s Academy Charter School Board is committed to provide services that enable all disabled children to progress appropriately in the general education curriculum and advance appropriately toward achieving the goals set out in the student’s IEP. This commitment applies to all disabled children who:  Are removed from current placement for more than 10 cumulative or consecutive school days in the school year  Experience a series of short‐term removals not deemed a change of placement  Exhibit behaviors that are not manifestations of the student’s disability and result in removals that do constitute a change of placement. In the case of a removal for drug or weapons offenses under 34 C.F.R. §300.520(a)(2), or a removal by an administrative law judge for dangerousness consistent with 34 C.F.R. §300.521, the charter school board will provide services to the student with a disability consistent with 34 C.F.R. §300.522. Adopted: _____________________________________