Robert Benjamin Wiley Community Charter School"Developing Scholars and Leaders"
R.B. Wiley Community Charter School utilizes an integration of curricular principles, elements and materials to realize best practice in curriculum design. Pennsylvania content standards and assessment anchors are utilized to form the conceptual framework of curriculum content, and are integral to local assessment methodology. Curriculum mapping is constructed across the entire grade-level population to ensure proper alignment of classroom instruction to state benchmarks and standards, and facilitates a formative process of critical inquiry for continuous improvement.Harcourt Trophies, Guided Reading methodology, and “Everyday Math” are constructed as central, empirically validated curricular elements. The use of technology across central curricular elements is often employed for methodological efficiency. The curriculum is organized to meet the developmental and individualized academic needs of students.
Assessment methodology is currently employed in reading, math and writing to help teachers identity appropriate child groupings, construct learning centers, and inform guided reading practices. Standardized test scores (PSSA, and district level assessments) are used to design instruction based on individualized student need. Supplemental education services (SES tutoring) are implemented for students that qualify for additional instructional support and help provide much-needed intervention to those children most srtuggling within a traditional learning environment. An intervention model was implemented during the 2008-2009 school year both during-school and after-school to increase the instructional time on task for struggling students in both reading and math. Achieve 3000 and Study Island, along with newly focused and certified intervention staff, have been employed to focus exclusively on higher student achievement for all non-proficient students.
Pennsylvania state board requirements for Chapter 4 have been reviewed by school administration and staff. In Pennsylvania, Chapter 4 outlines the basic curriculum standards that must be met in areas of reading, writing, mathematics, and science. In addition, programs must work towards strengthening PSSA performance for meeting requirements under No Child Left Behind, not only within core curricular elements, but also along the entire curricular continuum, inclusive of alternative programming and experiences.Curriculum, instruction, and assessment are continuously being aligned to PA standards to promote academic achievement in all content areas. Current curricular modification directly addresses disaggregated performance data and informs decision-making for instructional methodology and curricular delivery. All local district requirements for grade promotion are being examined for congruence with local practice and in-line with Chapter 4 guidance. Staff is always encouraged to deliver experiential learning opportunities that will enable student to better understand and manage everyday living.
Staff has been trained, in-line with Chapter 4 requirements, to employ comprehensive PA curriculum standards for:
Local assessments are designed to include a variety of assessment strategies outlined in Chapter 4, section 4.52 including:
Special education programming is also influenced by Chapter 4, as the school stringently works to comply with IDEA. Provisions are afforded to all children with disabilities enabling them to be involved in, and progress through, the general curriculum in an inclusive environment. Progress monitoring in reading, math and behavior is part of the weekly efforts of the special education team to insure instruction is appropriate and effective with reporting to parents at least quarterly in both narrative and graph form.R.B. Wiley C.C.S. promotes in-depth and inquiry-based teaching and learning via the use of CEO (Classroom Enrichment Opportunities) classes. The inquiry method is utilized to expose students to specific areas of learning in both a “push-in” and “pull-out” classroom.The Middle school schedule is designed for more in depth study with longer periods and increased access to technology for research and scholarship.
Title I support — For the 2008-2009 school year, our Charter has moved to a School-Wide Entitlement Program classification and has been approved via PDE for that initiative.
Technology is used to actively engage students, in particular, equipment such as Smart Boards and mobile labs keep students focused on lesson material. Internet access and Compass Learning also actively engage students in the learning process. Improvement funds have been utilized for the purchase of additional student notebooks and mobile labs.The Professional Development Plan is a product of staff, administration, parents and institutions of higher education. Outside consultants are contracted to bring in new and data driven strategies. The plan is directly aligned with the School Improvement Plan targets and root causes of concern.The teacher induction program is designed to provide support, encouragement, structure and feedback to new members of our teaching community. Mentors are assigned to new staff. A needs assessment is completed. Mutual observation (mentors and inductees), and systematic, structure meetings are employed to provide feedback and discuss school-wide instructional issues.