TLC Leadership Charter School Application

TLC Leadership Charter School of Lancaster County
TLCCharterSchools.com
Application to
Pennsylvania Department of Education
On behalf of
The Lincoln Center for Family and Youth
The Lincoln Center for Family and Youth

820 Adams Avenue, Suite 210
Audubon, PA 19403
www.thelincolncenter.com
Table of Contents
TABLE OF CONTENTS
Fact Sheet ..................................................................................................................................................... 1

I. SCHOOL DESIGN ................................................................................................................................ 6
1. Mission Statement............................................................................................................................................6
A. Core Philosophy and Purpose ......................................................................................................................6
2. Measurable Goals and Objectives ..................................................................................................................19

A. Measurable Academic Goals and Objectives .............................................................................................19
B. Measurable Non-Academic Goals and Objectives .....................................................................................21
3. Educational Program ......................................................................................................................................24

A. Educational Program ..................................................................................................................................24
B. Students with Disabilities ...........................................................................................................................30
C. Teaching Methods ......................................................................................................................................36
D. School Calendar..........................................................................................................................................37
4. School Accountability .....................................................................................................................................38

A. Assesement and Evaluation .......................................................................................................................38
B. Administrator and Teacher Evaluation ......................................................................................................41
C. Accountability to Parents ...........................................................................................................................44
D. Budget and Financial Review .....................................................................................................................46
E. Maintaining School Records .......................................................................................................................49
F. Equal Enrollment Opportunities ................................................................................................................50
G. Evaluating Student Performance ...............................................................................................................52
H. Measuring Learning Goals and Objectives .................................................................................................56
I. Use of Student Evaluation ..........................................................................................................................57
5. School Community..........................................................................................................................................58
A. Community Relationship ............................................................................................................................58
B. Parent Involvement ....................................................................................................................................60
C. Complaint Procedures ................................................................................................................................64
6. Extra-Curricular Activities (athletics, publications, and organizations) ..........................................................65

A. Extra-Curricular Activities...........................................................................................................................65
B. Local School District Extra-Curricular Agreements ....................................................................................67
II. NEEDS ASSESSMENT ...................................................................................................................... 68
1. Statement of Need .........................................................................................................................................68

A. Need For This School ..................................................................................................................................68
B. Charter Model ............................................................................................................................................72
2. School Demographics .....................................................................................................................................74

A. Enrollment Projections...............................................................................................................................74
B. School Community .....................................................................................................................................75
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C. Location Selection ......................................................................................................................................76

D. Student Demographics ...............................................................................................................................77
3. District Relations.............................................................................................................................................78
A. District Notification ....................................................................................................................................78
B. District Collaboration .................................................................................................................................79
C. Community Support ...................................................................................................................................80
III. DESCRIPTION OF FOUNDING/MANAGEMENT TEAM ................................................................... 82
1. Founding Coalition..........................................................................................................................................82
A. Makeup of Foundation Coalition ...............................................................................................................82
B. Partnerships ...............................................................................................................................................84
C. Recruitment Plans ......................................................................................................................................84
D. Community Groups ....................................................................................................................................85
2. Governance ....................................................................................................................................................85
A. Management Organization ........................................................................................................................85
B. Board Selection ..........................................................................................................................................87
C. Coalition and Board....................................................................................................................................87
D. Board Roles and Responsibilities ...............................................................................................................88
E. Administration/Teacher Relationship ........................................................................................................88
F. Parent Student Decision-Making ...............................................................................................................88
G. Required Documents..................................................................................................................................89
H. Board of Directors ......................................................................................................................................90
IV. FINANCE AND FACILITY ................................................................................................................... 91
1. Financing.........................................................................................................................................................91
A. Startup Budget ...........................................................................................................................................91
B. Fundraising .................................................................................................................................................92
C. Financial Procedures ..................................................................................................................................93
2. Facility.............................................................................................................................................................96
A. Facility Description .....................................................................................................................................96
B. Facility Suitability .......................................................................................................................................97
C. Facility Maintenance ..................................................................................................................................98
D. Facility Acquisition .....................................................................................................................................98
E. Facility Financing ........................................................................................................................................98
3. Liability and Insurance ....................................................................................................................................99

A. Insurance Coverage ....................................................................................................................................99
4. Child Accounting ...........................................................................................................................................101

A. Enrollment Proceedures ..........................................................................................................................101
V. IMPLEMENTATION AND ADMINISTRATION.................................................................................. 103
1. Recruiting and Marketing Plan .....................................................................................................................103

A. Publicity ....................................................................................................................................................103
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B. Student Outreach .....................................................................................................................................103
2. Enrollment Policy ..........................................................................................................................................104

A. Enrollment Methods and Criteria ............................................................................................................104
B. Admissions Timetable ..............................................................................................................................105
C. Non-Discrimination ..................................................................................................................................106
3. Human Resources .........................................................................................................................................107

A. Hiring Standards .......................................................................................................................................107
B. Staff Size ...................................................................................................................................................108
C. Professional Development .......................................................................................................................108
D. HR Policies ................................................................................................................................................109
E. Faculty ......................................................................................................................................................111
F. Criminal History Report ............................................................................................................................112
G. Child Abuse Clearance ..............................................................................................................................112
4. Code of Conduct ...........................................................................................................................................113

A. Student Behavior......................................................................................................................................113
B. Student Expulsion and Suspension ..........................................................................................................114
C. Attendance Plan .......................................................................................................................................115
5. Transportation ..............................................................................................................................................115
A. Transportation Program ...........................................................................................................................116
B. Extended Day Transportation ..................................................................................................................116
C. Out of District Transportation ..................................................................................................................117
6. Food Service .................................................................................................................................................117

A. Food Service Plan .....................................................................................................................................117
B. Free or Reduced Rate Lunch ....................................................................................................................118
7. Timetable ......................................................................................................................................................118
A. Timetable .................................................................................................................................................118
8. Safety ............................................................................................................................................................119
A. Safety Compliance ....................................................................................................................................119
9. School Health Services..................................................................................................................................121

A. Health Service Plan...................................................................................................................................121
B. School Nurse ............................................................................................................................................122
VI. CHARTER TEMPLATE ..................................................................................................................... 124
Schedule of Appendices ........................................................................................................................... 125
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Fact Sheet
FACT SHEET
1
Fact Sheet
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Fact Sheet
School Focus: In brief terms, please describe the school mission, educational focus, and other essential
characteristics of the proposed charter school.
TLC Leadership Charter School of Lancaster County (TLC Leadership) is an intentionally sized K-12 school
designed with a strong focus on mental health, high academic standards, and community. In a safe,
supportive, and academically rigorous learning environment, students will experience a personalized
instructional program that deliberately, skillfully, and authentically engages them in a developmentally
appropriate learning experience.
The proposed public charter school is in the Conestoga Valley School District in Lancaster County, a
district that sits in the south central part of the Commonwealth of Pennsylvania. We expect that it will
serve students from the Conestoga Valley School district as well as surrounding school districts in
Lancaster County, PA.
The mission of the TLC Leadership Charter School of Lancaster County (TLC Leadership) is to transform
lives and communities by equipping students with the academic and social-emotional skills to lead
effectively in a global society. The four core values that drive our work include: Authentic
Engagement; Meaning Making; Personalized Support; and Stimulated Curiosity.
TLC Leadership grows directly from the almost five-decade track record of The Lincoln Center, a grade 7-
12 licensed private academic school (LPAS) located in Audubon, Montgomery County, PA. TLC has
historically served students who are experiencing difficulty in traditional school settings, struggling with
truancy, substance abuse, or low attendance, who may require intensive support (behavioral, social,
mental health) or even out-of-district placement. TLC students range in their social and emotional
challenges and may cope with severe mental health disorders, PTSD, mood disorders, high levels of
anxiety, school phobia, and/or substance abuse issues.
TLC LEADERSHIP’S K-12 SCHOOL DESIGN

The TLC Leadership has six core design features that work together to form a model designed to prepare
all scholars, but especially those who are experiencing difficulty in traditional school settings and/or who
require extra support in behavioral, social, and or mental health areas, for college, career, and life.
• CORE DESIGN FEATURE 1: TLC TRANSFORMATIONAL EDUCATION® MODEL

The TLC Transformational Education® model illustrates the holistic, reciprocal relationship
between teacher behaviors, school climate, and student outcomes. The model is rooted in four
primary teacher behaviors: authentic engagement, meaning making, personalized support, and
stimulated curiosity. These behaviors are adopted from the theory of transformational
leadership, which has been studied exhaustively in the social sciences and education literature.
The four behaviors, rooted in TLC’s core values, are:
1. Authentic Engagement - TLC values each student enough to connect with genuine care
and without judgment, modeling healthy interaction in a safe space.
2. Meaning Making - TLC believes each life is significant and seeks to help each student
find meaning in their choices, appreciate their progress, and become intentional in their
identified purpose.
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Fact Sheet
3. Personalized Support - TLC adjusts its approach to the needs, goals, and strengths of
each student it serves, so every student feels safe and able to grow, learn, and heal.
4. Stimulated Curiosity - TLC empowers students to become more connected to the world
around them, challenging them to think about and solve problems in new ways, and
encouraging curiosity about themselves and others.
• CORE DESIGN FEATURE 2: STANDARDS ALIGNED CURRICULUM

We have carefully selected PA aligned curriculum tools that will allows us to implement a
project-based, personalized K-12 learning experience that is developmentally appropriate and
rigorous. Within this curriculum, we have an intentionally strong K-12 STEAM focus, a one-to-
one laptop program, a K-12 approach to computer science, and a range of experiential learning
opportunities. TLC’s Leadership’s experiential and project based learning equips students with
the knowledge and skills to solve 21st century problems while fostering social development and
life skills.
TLC Leadership addresses college and career readiness beginning in 6th grade supported
intensively through the college and career readiness courses at the high school level. TLC
Leadership will utilize a range of research-based protocols, resources, reports, and artifacts to
ensure that all students are on track for success. The curriculum is supported by internships,
high school onboarding, and college and career readiness assessments.
• CORE DESIGN FEATURE 3: EVIDENCE BASED PRACTICES

TLC Leadership students will feel surrounded by a range of intentionally designed supports
focused on helping them to not just succeed, but thrive. While all of our curriculum tools and
instructional approaches have been selected because they are evidence-based, we also include
many evidence-based intentional supports focused on the needs of students who have
experienced trauma. Coaching and counseling are important elements of our approach to
mental health and the development of soft skills is central to our success. The five key elements
of our evidence-based approach include:
1. Individual and Group Therapy for All Students

2. Focus on Character Development and Soft Skills
3. Leadership Coaching
4. Summer Therapeutic Workshops Embedded in Summer Enrichment Camps K-8
5. Balanced Academic and Therapeutic Environment
• CORE DESIGN FEATURE 4: RELATIONSHIPS DRIVEN CULTURE

Strong, caring adult relationships are at the forefront of the TLC model and serve as a
counterpoint to traumatic childhood stressors. As a small school, TLC Leadership is able to
provide a personalized, relationship-based approach to supporting students’ learning. Our
approach to personalized learning is rooted in relationships and understanding the students’
social and emotional needs. Learning objectives, instructional approaches, and instructional
content vary based on the needs of the learner. Key components of this Relationship Driven
Culture include:
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Fact Sheet
• Intentionally Small School Design

• Low Student to Teacher Ratio
• Inclusive Approach to Special Education
• Multi-Age Learning Environments
• Culturally Responsive
• Community Partnerships
• Families as Partners
• CORE DESIGN FEATURE 5: TRAUMA INFORMED APPROACH

Adverse Childhood Experiences (ACEs) are common and often invisible. At TLC leadership our
strategy is to take a universal approach. That is, we assume that all benefit from trauma-
informed and socio-emotional learning practices and that all teachers and staff need to be
skillful in developing caring relationships, setting appropriate boundaries, working to build
critical skills like self-awareness, self-regulation, empathy, and the ability to foster a learning
environment in which openness, teamwork, and cooperation are possible. This approach is
supported through daily group therapy focused on the development of soft skills and
relationships and an explicit socio-emotional curriculum delivered through the lens of trauma.
• CORE DESIGN FEATURE 6: COLLABORATIVE SPACE DESIGN

A cornerstone of the TLC Transformational Education® model is that students have voice in their
school experience and that the classroom space is owned by both students and teachers. This
means allowing students to participate in the design of the instructional space where they
spend a vast majority of their weekdays. Our school model includes flexible spaces that students
and teachers can collaboratively design.
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SCHOOL DESIGN
I. SCHOOL DESIGN
1. MISSION STATEMENT
A. CORE PHILOSOPHY AND PURPOSE
Briefly Describe the core philosophy or underlying purpose of the proposed school.
TLC Leadership Charter School of Lancaster County (TLC Leadership), a K-12 charter school
proposed in this document, grows directly from the almost five decade track record of The
Lincoln Center (TLC), a licensed private 7-12 academic school (LPAS) located in Audubon,
Montgomery County, PA. TLC has historically served students who are experiencing difficulty in
traditional school settings, struggling with truancy, substance abuse, or low attendance, who
may require intensive support (behavioral, social, mental health) or even out-of-district
placement. TLC students range in their social and emotional challenges and may cope with
severe mental health disorders, PTSD, mood disorders, high levels of anxiety, school phobia,
and/or substance abuse issues.
TLC Leadership is an intentionally small K-12 school designed with a strong focus on mental
health, high academic standards, and community. In a safe, supportive, and academically
rigorous learning environment, students will experience a personalized instructional program
that deliberately, skillfully, and authentically engages them in a developmentally appropriate
learning experience.
The proposed public charter school is in the Conestoga Valley School District in Lancaster County,
a district that sits in the south central part of the Commonwealth of Pennsylvania. We expect
that it will serve students from the Conestoga Valley School district as well as surrounding school
districts in Lancaster County, PA.
What is your overarching vision of the school?
The school’s overarching vision is an empowered community of individuals and families with
the will and skills to reach their full potential. The mission of the TLC Leadership Charter School
of Lancaster County (TLC Leadership) is to “transform lives and communities by equipping
students with the academic and social-emotional skills to lead effectively in a global society.”
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SCHOOL DESIGN
TLC has adopted four core values that are aligned with our philosophy, purpose, vision, and
mission. These are: authentic engagement, meaning making, personalized support, and
stimulated curiosity.
Authentic Engagement
TLC Leadership values each student enough to connect with genuine care and without
judgment, modeling healthy interaction in a safe space.
Meaning Making
TLC Leadership believes each life is significant, and we seek to help each student find meaning in
their choices, appreciate their progress, and become intentional in their identified purpose.
Personalized Support
TLC Leadership adjusts our approach to the needs, goals, and strengths of each human being we
serve, so every student feels safe and able to grow, learn, and heal.
Stimulated Curiosity
TLC Leadership empowers students to become more connected to the world around them,
challenging them to think about and solve problems in new ways, and encouraging curiosity
about themselves and others.
TLC LEADERSHIP’S K-12 SCHOOL DESIGN
TLC Leadership will realize its mission and core values through its intentional school design. The
TLC Leadership has six core design features that work together to form a school model that is
designed to prepare all scholars, but especially those who are experiencing difficulty in
traditional school settings and/or who require extra support in behavioral, social, and or mental
health areas, for college, career, and life.
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SCHOOL DESIGN
Below are detailed descriptions of each core design feature of our school design as well as
explicit explanations for how TLC Leadership’s innovations differ from other offerings currently
available in Conestoga Valley Public Schools. Quick links to each core design feature are
provided below:
Core Design Feature 1: Transformational Education®

Core Design Feature 2: Standards Aligned Curriculum
Core Design Feature 3: Evidence Based Practices
Core Design Feature 4: Relationships Driven Culture
Core Design Feature 5: Trauma Informed Approach
Core Design Feature 6: Collaborative Space Design
CORE DESIGN FEATURE 1: TRANSFORMATIONAL EDUCATION® MODEL
TLC Leadership is committed to the dynamic process that exists when all members of a school
community embrace their contribution to becoming a transformational space. In the
Transformational Education® model, the entire school (rather than just administration)
embraces the principles of transformational leadership, becoming a transformational
community.
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SCHOOL DESIGN
TLC’s Transformational Education® model is derived from the theory of transformational

leadership, which has a very strong research base in social sciences and in education
particularly. TLC’s work over the past decade has taken transformational leadership principles
and applied it to the K12 context in order to understand its potential as a transformational tool
within the context of the classroom, namely in the organizational learning exchanges between
the teachers and their students. In this model teachers are positioned as leaders and student
voice is central.
Transformational Education®, a student-centered relationship-building process wherein

teachers and counselors guide students in developing life skills and an effective work ethic in a
supportive environment, has proven to be a powerful approach to learning for students who are
not finding success in a traditional school environment. The Transformational Education® model
embraced at TLC Leadership is a means to clarify the dynamic process that exists when all
members of the school are committed to being a learning organization. In this model, all
members of the school are committed to building an environment of mutual trust (both
vertically and horizontally) and investing in time and technology to accommodate learning
needs and constantly evaluate progress.
The TLC Transformational Education® model illustrates a holistic, reciprocal relationship

between teacher behaviors and student outcomes, as moderated by school climate variables
and mediated by student self-efficacy, school connectedness, and socioemotional wellbeing.
The model posits that teacher behaviors, rooted in the aforementioned core values, leads to
increased student connectedness, self-efficacy, and socioemotional well-being, which in turn
leads to academic performance, engagement, and prosocial behaviors. Furthermore, the
relationship between these teacher behaviors and student outcomes is strengthened by a
school culture of support, kindness, and aesthetic guidance.
See Figure 1 for a visual depiction of the TLC Transformational Education® model.
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SCHOOL DESIGN
Figure 1 – TLC Transformational Education® Model
CORE DESIGN FEATURE 2: STANDARDS ALIGNED CURRICULUM
Preparing TLC Leadership students for college and career requires a rigorous, yet realistic,
academic program. All the curriculum tools that we have selected are aligned with
Pennsylvania’s Core Standards.
We have carefully selected PA aligned curriculum tools that will allows us to implement a
project-based, personalized K-12 learning experience that is developmentally appropriate and
rigorous. Within this curriculum, we have an intentionally strong STEAM focus, a one-to-one
laptop program, a K-12 approach to computer science, and a range of experiential learning
opportunities.
Throughout our academic programming, TLC Leadership will emphasize STEAM education at all
grade levels K-12. This includes a comprehensive computer science curriculum, a dedicated
STEAM teacher and project-based learning that equips students with the knowledge and skills to
solve 21st century problems while developing fluency with science, technology, engineering, art,
and mathematics.
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SCHOOL DESIGN
Our technology plan reflects our goal of providing students and teachers with the most recent
technology and state-of-the-art equipment. Laptops support students’ academic coursework
while SMART TV’s and Smart Boards will help teachers deliver content. A new robotics lab and
related STEAM program, a Virtual Reality lab, and a Music Studio where students can record
their own music will further enhance the learning experience. Wii Fit and a technology-based
yoga program also supports our Physical Education program. Beginning in Primary house (3rd
grade) there will be a one-to-one laptop program using Google Chromebooks that will be
integral to our Project Based Learning approach and STEMScopes science curriculum. Students
in grades K-2 will use tablets.
While the Conestoga Valley School District has a strong Engineering by Design curriculum that is
required beginning in 7th grade, TLC Leadership has an integrated approach to computer
science and robotics beginning in kindergarten with BeeBots and Scratch Jr. Building off of the
strong model provided by Brooke Charter School in Massachusetts, we treat computer science
as a core academic subject.
TLC Leadership includes a rich experiential learning component that complements our academic
curriculum and fosters social and emotional development among students. Activities are
available to students of all ages, grades, and genders. Experiential learning at TLC Leadership
includes:
• Service Learning Projects

Each house will complete at least one comprehensive service learning project annually.
Students may take on a leadership role by suggesting a charitable activity, participating in
planning, helping to advertise, or by implementing the project. Staff serve as mentors while
students develop each project. Past service learning opportunities at TLC Leadership’s sister
school, TLC Leadership Academy, have included collecting donations and volunteering with
nonprofit organizations such as Habitat for Humanity.
• Field Trips
TLC Leadership students will have regular opportunities to participate in field trips
throughout the school year. Trips occur at least once per month and either serve to
supplement the academic curriculum (visits to museums, plays, historical landmarks, or
environmental awareness experiences) or to foster social development and group cohesion
(team building, recreational activities, or awareness activities). At least once per year junior
and senior house students will participate in an extended, multi-day field trip to another city
such as New York City, Washington DC, or Baltimore where they can engage in both
educational and recreational activities.
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SCHOOL DESIGN
• Life Skills
TLC Leadership Senior House students will explore life skills throughout the Health and
Wellness curriculum. Students will learn about personal finances and budgeting, meal
planning and preparation, and about other important independent living skills such as
renting an apartment, buying, and maintaining an automobile, navigating health services,
using public transportation, and more. If necessary, students will receive personal
instruction in coordination with our special education coordinator.
TLC Leadership has a clear plan to address college and career readiness. YouthTruth, a national
nonprofit focused on understanding student perceptions to help educators improve the K-12
experience, recently analyzed data collected from some 165,000 students across the country to
understand their experiences and perceptions of college and career readiness. The reality is that
the vast majority of high school graduates feel unprepared for college and career. TLC
Leadership aims to change this perception by focusing on preparing for a future beyond high
school beginning in 6th grade and supported intensively through the College and Career
Readiness Courses at the high school level. Through internships, high school onboarding, and
college and career readiness assessments.
All TLC Leadership students will complete a community-based internship during the spring of
their junior year. This internship will be aligned with their career interests and goals. Students
will be on site at their internship for one half of each school day during the 3rd and 4th quarters
of their junior year. Transportation to the internship site will be arranged on a case-by-case
basis. Students in need of credit recovery during their junior year in order to graduate on time
will have the opportunity to complete their internship during the summer months, by special
arrangement with their leadership coach.
Using the Network for College Success Freshman On Track Toolkit, which is anchored by the
Freshman Success Framework, TLC Leadership’s Senior House Leadership Coach will utilize a
range of research-based protocols, resources, reports, and artifacts to ensure that all students
are on track for success during their critical first year in senior house. Research has
demonstrated that ninth grade is a “make it or break it” year for students at all achievement
levels. Course performance in the ninth grade is more predictive of a student’s odds of
graduating high school than all other factors, including race, gender, socioeconomic status, and
prior academic achievement, combined. Freshmen who are “on-track” in the ninth grade,
earning five full-year credits and no more than one semester of a failing grade in a core class are
nearly four times more likely than their off-track peers to graduate from high school. The main
driver of course failure is absences. Research indicates that course attendance is eight times
more predictive of course failure in the freshman year than eighth-grade test scores. The
Freshman On Track Program will focus on student attendance, setting expectations for high
quality work, and helping students take ownership over their success using evidence-based
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SCHOOL DESIGN
practices. TLC Leadership will also benefit from the K-12 structure, which means for many
students ninth grade will not involve a transition to a new school.
Finally, TLC Leadership students will have regular opportunities to engage in sustained inquiry
through project-based learning. In project-based learning, students work on a project over an
extended period of time that engages them in solving a real-world problem or answering a
complex question. They demonstrate their knowledge and skills by developing a public product
or presentation for a real audience. As a result, students develop deep content knowledge as
well as critical thinking, creativity, and communication skills in the context of doing an authentic,
meaningful project.
• Real World Problem-Solving

Project-Based Learning (PBL) is an important aspect of TLC Transformational Education®
model. PBL is a student-centered approach in which students learn about a subject by
working in groups to solve a real-world problem. The identified problem, a situation that
resembles something students will encounter in their future, drives motivation and active
learning. Lessons are experiential and hands-on.
• Capstone Project
TLC Leadership Seniors will complete a capstone project as part of their graduation
requirements. The Senior Year Capstone is a multifaceted and interdisciplinary assignment
that serves as a culminating academic experience for TLC Leadership high school students.
We expect that capstone projects will take a wide variety of forms, but all will be long-term
investigative projects that result in a final product, presentation, or performance. Seniors
will work collaboratively with Senior House teachers and staff to select a topic or problem
that interests them, conduct research, and make and enact an action plan.
CORE DESIGN FEATURE 3: EVIDENCE BASED PRACTICES
TLC Leadership students will feel surrounded by a range of intentionally designed supports
focused on helping them not just succeed but thrive. While all of our curriculum tools and
instructional approaches have been selected because they are evidence-based, we also include
many evidence-based intentional supports focused on the needs of students who have
experienced trauma. Creating trauma informed classroom environments requires a major
paradigm shift for thinking about how we organize schools and how we expect students to
interact with teachers and academic content. Childhood adversity can be tremendous and a
child’s developing brain doesn’t ‘just get over it.’ Trauma changes the architecture of the brain.
Unaddressed, trauma in children has lifelong implications, including early death [2].
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SCHOOL DESIGN
Coaching and counseling are important elements of TLC Leadership’s approach to K-12
education. Our comprehensive approach to mental health and the development of soft skills is
central to our success in reaching our mission. There are five key elements of our evidence-
based approach, which are detailed below.
1. Individual and Group Therapy for All Students

In our comprehensive approach to mental health, all students participate in one group
therapy session per day that is integrated into their academic schedules. Students who need
additional support will receive a minimum of 30-minutes of individual therapy per week
along with their academic courses. Some students may receive up to 60-minutes of
individual therapy each week. In addition to our full time in-house counselors for each TLC
house, we also have access to tele-psychiatry for psychiatric support including full
psychiatric evaluations, medication management, and crisis assessments on a case-by-case
basis. Our distinctive focus on both academics and mental health affords us the ability to
address the needs of nontraditional learners who need extra support in regard to mental
health or substance abuse in order to be successful in a school setting, attend school
regularly, and, ultimately, graduate from high school.
2. Focus on Character Development and Soft Skills

Research shows that social skills are as important, if not more important, than intelligence;
therefore, we provide a workplace-informed curriculum focused on the development of soft
skills, experiential learning opportunities such as educational field trips and community
service activities, project-based learning, and even opportunities to participate in
internships with local businesses. Our Leadership 220 program and Kinful SEL curriculum
further encourage leadership development and cooperative learning by employing values-
based leadership lessons that use real-life images and narratives to engage students in a
creative way. These curriculum tools aid teachers in speaking the students’ language and
creates a more positive environment where everyone can more easily relate to each other.
3. Leadership Coaching
When a school focuses on developing all of its K-12 students as leaders, school contexts
become transformative spaces. We believe that early leadership development can occur
across learning contexts and be systemically prioritized. The evidence-base on K-12
leadership coaching suggests that nurturing interpersonal relationships will allow us to
develop leadership and empower youth increasing self-awareness, improving connections
with others, and participating as active and engaged members of their communities. Using
the structured leadership curriculum Leadership 220, TLC Leadership students will learn to
create their own leadership pathway, while learning key knowledge and skills that will allow
them to be engaged citizens in their school and community. Leadership coaching will be
integrated into the daily group therapy experience.
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SCHOOL DESIGN
4. Summer Therapeutic Workshops Embedded in Summer Enrichment Camps K-8

Summer learning loss is a well-established fact. The long-term effects of this reality are well-
established. For example, a John Hopkins University study that began in 1982 and followed
students for two decades found that the gap that exists in the summer months widens as
students move through the elementary grades.
While the focus on summer learning loss is largely academic, there is also a need for
students to have year-round continuity with regard to therapeutic treatments. TLC
Leadership counselors and coaches want to be able to maintain the momentum that is built
throughout the school year during the summer months. For this reason, TLC Leadership will
offer optional summer camp options for families throughout the summer months through a
contract with TLC Academy. Summer camps will be offered for a fee and scholarships will be
available.
5. Balanced Academic and Therapeutic Environment

TLC Leadership’s evidence based therapeutic context, with a strong focus on mental health,
trauma informed teaching, and the development of soft skills is unlike any offering in the
Conestoga Valley School District and, in fact, is unique to any public school offering in the
state of Pennsylvania. A number of research findings indicate that academic performance is
affected by mental health problems. If students seek support for their mental health issues,
they typically enroll in mental health support programs, which place maximum emphasis on
treating just mental health issues with a minimum focus on academics. Students in
hospitalization or mental health rehabilitation facilities tend to fall behind in school because
they receive minimal educational support while in such programs. TLC Leadership fills a
need that would otherwise go unattended. Students develop academically, emotionally, and
socially through the integrated education approach that focuses on mental health and
wellness, academic rigor, and a personalized approach to learning.
CORE DESIGN FEATURE 4: RELATIONSHIPS DRIVEN CULTURE
It is important that students feel safe and supported in their learning environments. Strong,
caring adult relationships are at the forefront of the TLC model and serve as a counterpoint to
traumatic childhood stressors. Research has demonstrated that traumatic experiences can
change the brain architecture, positive relationships can serve as the antidote. 1 As a small
school, TLC Leadership is able to provide a personalized, relationship-based approach to
supporting students’ learning.
1
https://developingchild.harvard.edu/resources/experiences-build-brain-architecture/
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SCHOOL DESIGN
While we use the term personalized learning to describe some of the work at TLC, this term has
been called many things and is often interpreted in different ways to mean adaptive learning,
blended learning, competency-based learning, differentiated learning, and individualized
learning. We define personalized learning in a way that is congruent with the U.S. National
Education Technology Plan (2017) which defines personalized learning as: “instruction in which
the pace of learning and the instructional approach are optimized for the needs of each learner.
Learning objectives, instructional approaches, and instructional content (and its sequencing)
may all vary based on learner needs.” Our approach to personalized learning is rooted in
relationships and not just understanding students’ academic needs on some learning trajectory
but also understanding their social and emotional needs in order to be successful in school.
• Intentionally Small School Design

There is strong, nonpartisan research which provides data to suggest that small schools
increase graduation rates, create more opportunities for children to build relationships with
teachers and other adults in the building and, because of their small nature, can allow
students to foster trusting and caring relationships with both adults and peers.
• Low Student to Teacher Ratio

As a school community, we will be deliberate about working to cultivate strong relationships
and leverage them in service of meeting our mission. There are two teachers in each
classroom K-8, with a maximum of 25 scholars per class. This 12:1 student teacher
instructional staffing ratio will allow teachers to develop better relationships with students.
All TLC Leadership students need to know that they are fully known, accepted, and loved,
and our staffing model supports this by prioritizing closer-knit classroom communities.
• Inclusive Approach to Special Education

With our unique approach to education, we seek to motivate students’ self-discipline, build
self-esteem, develop character, and foster creative energy and logical reasoning skills.
Because of our low teacher to student ratio and the presence of a certified special education
teacher in every classroom, we can better engage our students and individualize instruction
based on their academic needs. We subscribe to a multi-sensory and open classroom
approach, incorporating a fundamental principle of the Individuals with Disabilities
Education Act (IDEA) along with a similar principle from the Pennsylvania Child and
Adolescent Service System Program (CASSP): The Least Restrictive Environment (LRE). The
open classroom model reinforces the importance we place on creative thinking and our
efforts to create an accepting atmosphere.
• Multi-Age Learning Environments

Students at TLC Leadership will experience their education in four grade bands, which we
call houses: K-2, 3-5, 6-8, and 9-12. Within these houses, there will be intentionally small
classes of no more than 25 students with two teachers. While a student might stay with the
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SCHOOL DESIGN
same teacher year after year within a grade band, that will not be required and may not
always be ideal. Sometimes having a student build a relationship with a different teacher
will make the most sense. Multi-age groupings will be made intentionally each year based
on students’ instructional, social, emotional, and mental health needs. Our multi-age
environments are learner-centered with high academic standards. Research on learning in
multi-age learning environments suggests that such environments create a strong-sense of
community, allow for peer modeling, and allow students to learn at a pace that is
appropriate for their learning needs rather than within the context of a grade-based
curriculum-centered model of schooling. Importantly, TLC Leadership students will be held
accountable to PA Core Standards at all grade levels. A detailed image of the school
organization is included. (see Appendix A1 - School Organization Graphic).
• Culturally Responsive
Instruction that is culturally responsive recognizes that students come to school with a
culture, and that including students' cultural references in all aspects of learning no only
enriches classroom experiences, it helps keep students engaged. Culturally responsive
schools, like TLC Leadership, focus on designing educational experiences that are more fully
student-centered and inclusive of student voice and experience while working to ensure
that students receive equal opportunities to achieve their full potential. In order to achieve
this goal, teachers must be prepared to effectively design and facilitate learning for every
student.
• Community Partnerships
Students at TLC Leadership will feel like they are part of the larger Lancaster county
community through integrated project based learning activities, college and career
readiness seminars, junior year internships, and capstone projects.
• Families as Partners
TLC Leadership recognizes the important role that families can play in any students’ success.
Families are a child’s first educator, and they have a huge influence on children both during
their school years and beyond. Research demonstrates that effective schools have high
levels of parent and community involvement. When families are connected to schools,
student learning, attendance, and behavior improve. TLC Leadership recognizes the crucial
role that families play in a child’s education and therefore why it is so important that
families and schools work together in partnership.
CORE DESIGN FEATURE 5: TRAUMA INFORMED APPROACH
At TLC Leadership, we take the stance that it is risky to assume that a child has not experienced
trauma. Adverse Childhood Experiences (ACEs) are common and often invisible. In a seminal
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SCHOOL DESIGN
Center for Disease Control and Prevention study, almost two-thirds of study participants
reported at least one ACE, and more than one in five reported three or more ACEs. Therefore,
all TLC Leadership staff – from the classroom to the music room to the front office, are trained in
transformational education and trauma informed teaching.
Comprehensive mental health treatment requires a comprehensive, school-wide strategy. At

TLC leadership our strategy is to take a universal approach. That is, we assume that all benefit
from trauma-informed and SEL practices and that all teachers and staff need to be skillful in
developing caring relationships, setting appropriate boundaries, working to build critical skills
like self-awareness, self-regulation, empathy, and the ability to foster a learning environment in
which openness, teamwork, and cooperation are possible.
TLC Leadership’s daily group therapy will take a trauma informed stance to focus on the
development of soft skills and relationships. This therapy will also include an explicit socio-
emotional curriculum (SEL) as part of its group therapy sessions, delivered through the lens of
trauma. Research has demonstrated that explicit SEL instruction can have a positive impact on
students. For example, students who experience an explicit SEL curriculum in school continue to
do better than their peers on a number of indicators including positive social behaviors and
attitudes, key soft skills such as empathy and teamwork, and academic achievement. Having
strong SEL skills benefits students in many ways, including fewer conduct problems, less
emotional distress, and lower drug use. While many schools have worked to incorporate SEL
into their curriculum, there are no examples of schools with a daily K-12 focus on SEL delivered
through a trauma informed lens.
CORE DESIGN FEATURE 6: COLLABORATIVE SPACE DESIGN
At TLC Leadership we believe that a dynamic, learner-centered instructional space must be

flexible, facilitate collaboration, and encourage risk taking while feeling safe. Many schools take
the perspective that the teacher “owns a classroom. A cornerstone of the Transformational
Education® model is that students have voice in their school experience and that the classroom
space is owned by both students and teachers. This means allowing students to participate in
the design of the instructional space where they spend a vast majority of their weekdays. Our
school model moves away from an instructional approach in which the teacher teaches and
students; because of this we must have a school that includes flexible spaces that students and
teachers can collaboratively design.
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2. MEASURABLE GOALS AND OBJECTIVES
A. MEASURABLE ACADEMIC GOALS AND OBJECTIVES
TLC Leadership’s measurable academic goals and objectives are aligned with our mission to
equip students with socioemotional and leadership skills that promote academic achievement
and prepare them to lead effectively in a global society. Our measurable academic goals and
objectives are oriented around five key areas that reflect our mission and school design:
academic rigor, data driven instructional decision making, personalized learning, deep learning
through a project based approach and college and career readiness.
1. ACADEMIC RIGOR
TLC Leadership students will make significant academic growth as a result of their enrollment
and participation in the academic program at TLC Leadership.
• All students will participate in state measures of academic achievement as required by law.
80% of regular education students will demonstrate academic proficiency in ELA and
mathematics as demonstrated on state assessments including the PSSA and Keystone
Exams; 80% of special education students will meet growth targets detailed in students’
IEPs.
• In year 2, TLC Leadership students’ academic growth will match district average growth
rates
• TLC Leadership will meet or exceed annual growth targets for school wide and all major
subgroups as established by the PA Department of Ed and ESSA legislation.
TLC Leadership will prepare students to be culturally competent members of society.
• 100% of TLC Leadership students will take at least one course per year in the history and
culture of our country and other countries.
• 100% of TLC Leadership students will participate in a project-based learning task that is
community-based
TLC Leadership staff will deliver curriculum aligned with state standards.
• All teaching staff will meet or exceed state qualifications and will be certified in their area of
instruction.
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SCHOOL DESIGN
• TLC Leadership will provide opportunities for professional development for all staff prior to
the start of each school year and regularly throughout the school year, at least once per
quarter.
• Teachers planning will reflect alignment with PA Core standards as evidenced in weekly
lesson plans.
2. DATA DRIVEN INSTRUCTION
• 80% of regular education students will demonstrate one year of growth on NWEA Map.
• 90% of special education students will demonstrate appropriate growth as measured in
progress monitoring tools using AIMSWeb. Student growth measures will be detailed in
each student’s IEP.
• 100% of teachers will participate in data analysis tasks focused on understanding student
growth and learning as part of TLC Leadership teacher professional development
3. PERSONALIZED LEARNING
TLC Leadership will provide a supportive learning environment dedicated to the academic,
emotional, and social growth of all students.
• 100% of students who qualify will receive special education services as aligned with state
regulations.
• Special education staff will monitor and report progress on student’s individualized goals as
outlined in a student’s IEP.
• At least once per school day, 100% of students will participate in small group differentiated
instruction (academic, therapeutic, coach-based) based on students’ demonstrated needs
• 100% of students will utilized technology-based personalized learning tools in literacy and
mathematics at least once weekly
• All teaching staff will implement the Student Success Plan for each student (including SDIs
specified in IEPs for students who quality for special education)
TLC Leadership will incorporate coaching into the overall school culture. Coaching will focus on
engagement, motivation, leadership skills, character development and socioemotional skill
building.
• Coaching services will be provided to all TLC Leadership students in both individual and
group formats.
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• 90% of students will show improvement on the TLC Motivation and Leadership Scale (see
Appendix A2 - TEA - Transformational Education® Assessment) to measure engagement,
motivation, and leadership skills.
4. PROJECT BASED LEARNING
TLC Leadership’s will teach critical thinking and problem solving skills through the use of Project
Based Learning. Curriculum and classroom instruction will be designed to provide all students
the opportunity to learn communication, self-management skills in a collaborative hands-on
environment.
• 100% of TLC Leadership students will complete at least one PBL project per semester. 100%
of completed projects include a product and a presentation to an audience.
• Each week 100% of TLC Leadership students will utilize the hands-on “learning labs”,
including computers, robotics, and other technology as part of a project-based learning
activity at least once.
5. COLLEGE AND CAREER READINESS
TLC Leadership will prepare students for post-secondary success.
• Grade level career and college readiness curriculum will be delivered to all students, as
outlined by the PA Department of Education in the PA College and Career Work Standards
• 100% of high school students will receive individual college and career counseling
• 100% of high school students will have the opportunity to participate in an apprenticeship
opportunity to provide hands-on training.
• 100% of high school students will be coached in soft-skills and employability skills to prepare
them for college and career.
B. MEASURABLE NON-ACADEMIC GOALS AND OBJECTIVES
TLC Leadership’s measurable non-academic goals and objectives are aligned with our
commitment to equip students with socioemotional and leadership skills that promote academic
achievement and prepare them to lead effectively in a global society. Our measurable non-
academic goals and objectives are oriented around four key areas that reflect our mission and
school design: comprehensive focus on mental health and soft skills, transformational education,
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and relationship based education. Measurable goals for each of these five areas are detailed
below.
1. COMPREHENSIVE FOCUS ON MENTAL HEALTH AND SOFT SKILLS
• TLC Leadership will enhance student emotional well-being through counseling and coaching,
which will be integrated into the school model.
• All students will have access to counseling with a certified or licensed counselor.
• 100% of students will participate in group counseling.
• 100% of students identified as needing individual counseling will attend with regularity (e.g.,
90% of scheduled visits)
• Staff will administer evidence- based, empirically-supported assessments to measure levels
of anxiety, depression, trauma, and capacity for change to 100% of students. Baseline data
will be collected at the start of the school year or upon admittance and evaluated mid-year
and at the end of the year. (see Appendix A3 - Socioemotional and Mental Health Assessment)
Leadership coaching focused on supporting student engagement, motivation, leadership skills,

character development and socioemotional skill building will be part of every TLC Leadership
house.
• 100% of students will have access to a house-based leadership coach

• 100% of students identified as needing coaching will meet with coach as scheduled (90%
attendance rate expected)
TLC Leadership will develop students that demonstrate leadership both at home and within
their community. By utilizing an explicit leadership curriculum, students will learn the skills of
communication, awareness, motivation, integrity, and relationship building.
• 100% of students will receive instruction in leadership skills.

• 100% of students will participate in grade appropriate leadership development activities.
2. TRANSFORMATIONAL EDUCATION
TLC Leadership will monitor the degree to which school practice aligns with the mission. This will
be measured using a comprehensive assessment based on TLC’s values of Transformational
Education®.
• 85% of students will indicate that the Transformational Education® Model has had a positive
impact on their academic, social, and emotional well-being based on the Transformational
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Education® Assessment (see Appendix A2- TEA - Transformational Education® Assessment).

Baseline data will be collected at the start of the school year or upon admission and
evaluated mid-year and at the end of the year.
3. RELATIONSHIP BASED EDUCATION
All TLC Leadership students and their families will be highly satisfied with the school’s
educational program.
• At least 90% of the projected enrollment goals will be met each year.
• On average, there will be at least an 80% student retention rate for each year (i.e. students
who stay at the school in the year(s) after they are enrolled); at the transition points
between 6th and 7th as well as 8th and 9th grade, at least 75% of students will stay on.
• At least 75% of parents will attend all four parent-teacher conferences across the school
year.
• At least 75% of parents/guardians will report being “satisfied” or “highly satisfied” on each
question of the annual parent survey.
TLC Leadership will work to ensure a safe school environment where students are free from
bullying and violence.
• All staff will be trained on harassment, intimidation, bullying policies and laws to ensure
proper and consistent reporting and intervention of bullying behaviors.
• The percentage of students who report harassment or bullying will decrease each year, as
measured by the school information/behavior documentation system.
TLC Leadership will actively work to cultivate partnerships between home and school and
encourage parental and family involvement in school activities.
• Families will be invited to participate in events such as back to school night, open house,
field trips, volunteer opportunities and other family focused events throughout the year. On
average, a majority of invited families will choose to attend.
TLC Leadership staff will be highly satisfied with the school’s operation and design.
• On average, 80% of the staff will return to employment at the beginning of each school year.
• On average, there will be 95% daily attendance rate for staff each year.
• 90% of staff will indicate that they are “satisfied” or “highly satisfied” in each question of the
staff satisfaction survey.
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TLC Leadership will maintain high average daily attendance rates to ensure access to and
participation in educational programing.
• TLC Leadership will maintain an average daily student attendance rate of at least 95%.
• 100% of students who have unsatisfactory attendance, as defined by Board Policy, will receive
interventions to improve attendance.
• 90% of students who receive attendance interventions will show improvement.
3. EDUCATIONAL PROGRAM
A. EDUCATIONAL PROGRAM
Describe the educational program of the school, providing an overview of the curriculum and
the content in all subject areas.
A brief overview of learning goals for each subject area is listed here. Please see Appendix A4A -
Curriculum Outline for an outline of the curricula we have selected to achieve these goals, and see
the appendices identified in each subsection for a description of how each curriculum aligns with
the relevant Pennsylvania Standards, Chapter 4 of the Public School Code, and applicable state
law. See also Appendix A4B - Graduation Requirements for a listing of requirements mapped to the
successful completion of these curricular offerings.
LANGUAGE ARTS
(see Appendix A5 - English Language Arts)
The Pennsylvania Core standards for ELA 2 will define our Language Arts scope and sequence at
all grade levels. Our students will develop foundational literacy skills alongside the ability to
read, comprehend, and analyze both literary and informational texts. Students will learn to write
for a variety of purposes and audiences while learning how to use precise language, grade-level
appropriate grammar and mechanics, and varied, interesting sentence structures.
2
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%20PreK-5%20March%202014.pdf
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SCHOOL DESIGN
Students will leave TLC Leadership viewing literacy as a core life skill – not only able to fluently
read, comprehend, and analyze grade level texts as detailed in the PA Core Standards but
positioned to use reading and writing skills strategically as they move forward to college and
career.
Language arts at TLC Leadership will reflect the primary shifts associated with the Pennsylvania
Core standards: increased text complexity and use of academic vocabulary; a focus on text-
evidence as the basis for reading, writing, and speaking; and “reading to learn” from content-‐
rich informational texts. 3
MATHEMATICS
(See Appendix A6 - Mathematics)
The Pennsylvania Core standards for Mathematics 4 will define our mathematics scope and
sequence at all grade levels. In addition, the Pennsylvania Core Standards for Mathematical
Practice align with the TLC Leadership approach of teaching both procedural fluency and deep
conceptual understanding.
Students will develop strong procedural fluency alongside conceptual understanding; they will
be able to approach a problem with multiple strategies and they will be able to engage in high-
quality “math talk,” through discussion based approaches to mathematics teaching.
Math at TLC Leadership will reflect the primary shifts associated with the Pennsylvania Core
standards: a focus on fewer topics with more conceptual depth; coherence among topics within
a grade and vertical alignment across grades; and a high level of rigor reached through a balance
of procedural fluency, conceptual understanding, and application.
SCIENCE, TECHNOLOGY AND ENGINEERING
(See Appendix A7 - Science, Technology and Engineering)
3
PA Core standards are derivative of the Common Core Standards; key shifts are detailed in the following document
http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/
4
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20Mathematics%20PreK-12%20March%202014.pdf
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SCHOOL DESIGN
The Pennsylvania Academic Standards for Science, Technology and Engineering and Next
Generation Science Standards (NGSS) 5, 6 define our science scope and sequence at all grade
levels. These standards include embedded inquiry components as well as content components
addressing biological sciences, physical sciences (chemistry and physics), earth and space
sciences, technology and engineering standards, and environment and ecology strands across all
grade levels, with similar content but increased complexity at higher grades.
At the high school level, the course of study reflects a rigorous and relevant comprehensive
curriculum that is vertically articulated as follows: Physical Science, Environmental Science,
Biology, Chemistry, and Physics.
Each of the above courses reflect curriculum that is aligned to the Pennsylvania State Standards
and Grade 11 PSSA Assessment Anchors and Eligible Content in preparation for the PSSA Science
Grade 11 Assessment. Course curriculum specific to Biology and Chemistry are aligned to the
Pennsylvania Keystone Assessment Anchors and Eligible Content.
In alignment with the Pennsylvania academic standards, earlier grade levels at TLC Leadership
will have a strong emphasis on the inquiry process. Students will develop a scientific approach to
problem solving through inquiry and controlled experimentation. Science, aligned with the
Pennsylvania Academic Standards, is included in daily instruction, as a core part of TLC
Leadership’s STEAM curriculum. Each grade level will have sustained opportunities to develop
computer science knowledge. ‐ Pennsylvania Core Standards for Reading and Writing in Science
are embedded in the science curriculum for grades 6-‐8, but literacy—in terms of learning
science from informational text, using scientific vocabulary, and writing about scientific
understandings—will be a central part of the science curriculum K-12. 7
HISTORY AND THE SOCIAL STUDIES
(See Appendix A8 - History and Social Studies)
5
http://www.nextgenscience.org/
6
http://static.pdesas.org/content/documents/prek-2_science_and_technology_standards.pdf and
http://static.pdesas.org/content/documents/Academic_Standards_for_Science_and_Technology_and_Engineering_Education_(Elementary).pd
f
7http://static.pdesas.org/content/documents/PA%20Core%20Standards%20for%20Reading%20in%20Science%20And%20Technical%20Subject
s%20March%202014.pdf and
http://static.pdesas.org/content/documents/PA%20Core%20Standards%20for%20Writing%20in%20Science%20and%20Technical%20Subjects
%20March%202014.pdf
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SCHOOL DESIGN
The Pennsylvania Academic Standards will define our social studies scope and sequence at all
grade levels. 8 Throughout grades K-12, students will regularly revisit four content areas, with
different context and complexity: economics, civics and government, geography, and history
(including PA history). While working with this content, students will also develop process-
related skills of analysis, research, and writing, and they will develop an understanding of broad
themes and information structures, such as cause-and-effect models that are so prevalent in
the study of history and social sciences. Social studies and history will be taught daily K-8 and will
be taught in a block schedule format in grades 9-12. The Pennsylvania Core Standards for Writing
in Social Studies and for Reading in Social Studies will be embedded in the curriculum for grades
6-12, and literacy related activities such as reading and learning from informational text, using
academic vocabulary, and analyzing important social studies text, will be a central part of the
social studies curriculum at all grade levels.
HEALTH, SAFETY, AND PHYSICAL EDUCATION
(see Appendix A9 - Health, Safety and Physical Education)
The Pennsylvania Health, Safety, and Physical Education Standards 9 and Pennsylvania School
Code will define our Physical and Health Education Curriculum in all grades. All students K-12 will
participate in planned instruction that is aligned with academic standards in health and physical
education as part of our “specials” program. We will meet Pennsylvania Health, Safety, and
Physical Education Standards through a variety of activities and formats. Our program will
include a rotation of team sports such as basketball and volleyball as well as individual activities
including yoga. This variety in activities provides expanded physical education learning
opportunities for all students. Additionally, we will dedicate approximately four weeks of the
school year to an explicit focus on meeting the health and safety standards. Because health and
physical education is not assessed through the state assessment system, TLC Leadership will
develop a standards aligned assessment system using the SAS framework provided by PDE. 10
ARTS AND THE HUMANITIES
(see Appendix A10 - Arts and Humanities)
8Detailed standards for civics & government, economics, geography, and history, can be accessed here:
http://www.pdesas.org/Page/Viewer/ViewPage/11
http://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%20Academic%20Standards/SandyHealth.pdf
9
10
http://www.pdesas.org/Assessment
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SCHOOL DESIGN
The PA Core Standards for Arts and the Humanities 11, as well as the National Core Arts Standards
and National Visual Arts Standards 12 for K-12, define our arts and humanities curriculum.
Students will have extensive learning opportunities in visual arts, music, theater, and dance.
Additionally, we will utilize art therapy as part of our mental health curriculum.
A detailed arts curriculum guide, drawn from an exemplary arts program in Connecticut, is
included in Appendix A10 - Arts and Humanities. Additionally, a crosswalk document is provided to
ensure that all PA Arts and Humanities standards are met.
WORLD LANGUAGES
(see Appendix A11 - World Languages)
The PA School code requires that every school district provide planned instruction in at least two
languages in addition to English, at least one of which shall be a modern language, and at least
one of which shall be offered in a minimum 4-year sequence in the secondary program (middle
level and high school). TLC Leadership meets these requirements in multiple ways. First, at the
elementary level (K-5) TLC Leadership will utilize a Foreign Language in the Elementary Schools
model (FLES) where the target language (in our case, Spanish) is taught for designated periods of
time. In grades 6-8, instruction will focus exclusively on Spanish language instruction. Students
will be assessed using the proficiency standards delineated by the American Council on the
Teaching of Foreign Language (ACTFL). 13
At the high school level, students will have the opportunity to study French in addition to
opportunities to continue to study Spanish.
FAMILY AND CONSUMER SCIENCES
There will be no explicit coursework focused on Family and Consumer Sciences 14. However,
these standards will be met in other areas of the TLC Leadership curriculum. Specifically,
Standard 11.1 (Financial and Resource Management) will be addressed in Social Studies
curriculum; Standards 11.2 (Balancing Family, Work and Community Responsibility) and 11.4.
(Child Development) will be addressed in the Social Emotional Learning Curriculum and Standard
11
http://static.pdesas.org/content/documents/Academic_Standards_for_the_Arts_and_Humanities.pdf
12
https://www.arteducators.org/learn-tools/national-visual-arts-standards
13
https://www.actfl.org/publications/all/world-readiness-standards-learning-languages
14
http://static.pdesas.org/content/documents/Academic_Standards_for_Family_and_Consumer_Sciences.pdf
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SCHOOL DESIGN
11.3 (Food Science and Nutrition) and will be addressed in the four weeks devoted to health and
safety education as part of the health education curriculum.
CAREER EDUCATION AND WORK
(see Appendix A12 – Career, Education and Work)
PA Standards for Career Education and Work will comprise the core work of our career readiness
coursework and junior year internship. 15 There is strong evidence that preparing students for
college and career is an important investment. For example, there is strong research evidence
that high schools that invest in the creation of an educational environment that is intentional
and explicit about the demands of life beyond the high school years work to remove potential
barriers to pursuing postsecondary education.
DRIVER’S EDUCATION
TLC Leadership will not provide Driver’s Education. This subject is not mandated as part of the PA
School Code.
BUSINESS, COMPUTER, AND INFORMATION TECHNOLOGY
The PA Standards for Business, Computer, and Information Technology 16 will be met in multiple
ways. First, students will participate in basic keyboarding as part of the elementary curriculum.
Second students will participate in a rigorous computer science and robotics curriculum K-12.
Finally, students will learn about business through the social studies curriculum, the college and
career readiness coursework at the high school level, and as part of the junior year internship
program.
RATIONALE FOR PROPOSED CURRICULUM
The TLC Leadership Charter School team has selected a curriculum for each subject area that will
best address the needs of our students, our school’s mission and model, and the priorities
detailed in the PA Core Standards as required by all schools operating in the Commonwealth of
Pennsylvania. We have chosen curriculum materials that align with our academic approach.
15
http://static.pdesas.org/content/documents/Academic_Standards_for_Career_Education_and_Work.pdf
16
http://static.pdesas.org/content/documents/BCIT_standards.pdf
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Importantly, the curricular resources we have selected have also been demonstrated to
effectively meet the needs of multiple subgroups of students, including students with disabilities,
English Language Learners, and other at-risk populations.
B. STUDENTS WITH DISABILITIES
Describe how your school will meet the educational needs of students with disabilities in
accordance with Chapter 711. Describe your projections for special education instructional
programs that will be operated directly by the charter school or operated by others under
contract with your charter school. List any support staff and related service providers that
might be employed directly by the charter school or provided under contract, who will provide
required support for students with disabilities receiving special education.
TLC Leadership is committed to the education of all students, including students with special
needs. While our school is designed to provide services for students with specific mental health
needs, it is a public school that is open to anyone who would like to enroll.
After enrollment, all students will participate in universal screens in mathematics, literacy, and
mental health. This will provide TLC Leadership with valuable academic and mental health
information for each student. With this data in hand, TLC Leadership teachers and staff will be
able to provide students with targeted mental health support and developmentally appropriate
instruction from the very first days of school. Moreover, it will allow for rapid identification of
students who are performing significantly below grade level. Ultimately this will lead to more
timely identification of students with disabilities. TLC Leadership will also use the universal
screening tools (e.g., AimsWeb) to identify students who are performing significantly above
grade level and who may need accommodations and differentiated learning opportunities.
In addition to universal screening tools, all students K-12 will complete the fall NWEA MAP test
during the first three weeks of school. This provides an additional data point for targeted
instruction and intervention and also provides information for possible referral to begin the
special education evaluation process for students who might need special education services. If
students enroll at a time other than the beginning of the school year, universal screening tools
will be administered as part of their welcoming process to the school.
COMPLIANCE WITH STATE AND FEDERAL LAWS
TLC Leadership recognizes and acknowledges that it is a Local Education Agency (LEA) and is
prepared to carry out all the obligations placed on an LEA by Public Law 105-17 (IDEA) and other
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federal and state laws. In compliance with federal and state laws, and in accordance with
Chapter 711 – Charter School Services and Programs for Children with Disabilities TLC Leadership
will:
• Admit children with disabilities on the same basis as children without disabilities. TLC
Leadership does not discriminate in its admission policies or practices on the basis of
intellectual ability. In accordance with state and federal law and regulation, TLC Leadership
will provide the specialized instruction and support that children with disabilities need in
order to make developmentally appropriate progress. Appropriately certified teachers will
provide and coordinate any services that may be required by an Individualized Education
Plan or 504 Plan. To the maximum extent possible, these students will be included in classes
with their non-disabled peers.
• Account for students by disability category by conducting a child count each December 1 in
conjunction with the Lancaster Lebanon-Intermediate Unit 13, along with a revised count
the following June. For children already identified as needing specialized instruction at
enrollment, TLC Leadership will immediately implement the IEP, as required by law.
• Establish written policies and procedures, in compliance with 34 CFR 300.125 and 34 CFR
300.11 as detailed in 711.21 of the PA Code, to ensure that all children with disabilities that
are enrolled and who are in need of special education and related services are identified,
located, and evaluated. TLC Leadership will inform parents of children applying to or enrolled
in the school regarding special education services and programs and how to request them.
TLC Leadership will put in place systemic screening activities that lead to the identification,
location, and evaluation of children with disabilities enrolled at the school.
• Provide ESY services beyond the 180-day school year if such services are appropriate in order
for the student to receive a free appropriate public education (FAPE)
• Hire only teachers and support personnel who provide special education or related services
to children with disabilities with appropriate certification(s) and contract with interpreters as
needed.
• Provide extended education as appropriate for students for whom a FAPE should extend
until age 21. According to the Pennsylvania Code (22 PACode § 12.1(a)), “...All persons
residing in this Commonwealth between the ages of 6 and 21 years are entitled to a free and
full education in the Commonwealth’s public schools.”
• Use IEP Writer (http://www.iepwriter.com/) or similar program to maintain educational

records for children with disabilities consistent with the regulations for the Family
Educational Rights and Privacy Act of 1974 (FERPA)
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• Acknowledge all existing IEPs as written; if appropriate, IEPs will be revised to fit the TLC
Leadership school model. A Student Success Team will be formed for each student with an
existing IEP and the team will meet as necessary to make any needed updates to the goals
and services on student’s existing IEPs. Required services that are not directly provided by
the school will be provided by a contracted service provider.
SPECIAL EDUCATION MODEL
Our special education model is multi-faceted and multi-tiered. Below we detail the following
aspects of our education model:
• Co-teaching model
• Multi-tiered system of supports
• Daily Group Therapy
• Explicit Leadership and SEL Curriculum
• Individual Therapy as needed
CO-TEACHING MODEL
First, we utilize a co-teaching model in the regular education classroom. Every K-8 classroom
includes two teachers: a certified regular education teacher and a certified special education
teacher. This unique model speaks to our commitment to serving all students in an inclusive
environment and provides special education students access to the regular education
curriculum, which is required by law. At the high school level, two special education teachers will
support the four subject area specialists. More detailed information about the benefits of co-
teaching can be found here: http://castpublishing.org/introduction-co-teaching-inclusion
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)
Our MTSS system, like most MTSS systems, uses the RTI model for intervention on instruction
and behavior. In addition to rigorous instruction at Tier I, a school-wide focus on social emotional
learning, a 1:12 student teacher ratio K-12, daily group therapy, and a commitment to providing
students with a range of academic, behavioral, and emotional interventions as needed, we will
support all students in not only achieving academic success but in thriving as learners and
citizens.
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SCHOOL DESIGN
The TL Leadership MTSS system includes the following key elements:
• Response to Intervention model

• Schoolwide explicit social-emotional learning curriculum
• Daily group therapy and individual therapy designed to support student’s mental health
needs
• Ongoing professional development and support for teachers
RESPONSE TO INTERVENTION
The TLC Leadership MTSS system includes a tiered Response to Intervention (RtI) model that
emphasizes the important role that high-quality classroom instruction plays in meeting students’
learning needs. All children will participate in high-quality classroom instruction in their
classroom. Although this instruction will be designed to meet the learning needs of many
students, we expect that many students will need additional support in English language arts and
mathematics through Tier II and, if necessary, Tier III intervention.
RtI is an ongoing process of using student performance and other data to guide instructional and
intervention decisions with a focus on making sure that all students’ instructional needs are
being met. The RtI approach represents a process for assessing and maximizing the “opportunity
to learn” for students who are struggling in any content area. Before RtI became commonplace,
schools typically took a wait-to-fail approach to identify students who might need additional
support for learning. This approach came out of the Individuals with Disabilities Education Act
(IDEA), which used a discrepancy model to identify students with learning disabilities. This
approach often resulted in delaying intervention until a student’s achievement was so low that
there was little or no hope of them catching up. Finally, the school community questioned why
we waited for children to fail miserably before they became eligible to receive the additional
support they needed to succeed.
RtI, by contrast, emphasizes the importance of effective and responsive instruction and early
intervention services for all students prior to making a referral to special education. Schools
proactively identify at-risk students before they fall too far behind their peers. The ultimate goal
of RtI is for all students to perform at a proficient or advanced level because they have received
appropriate instruction, accommodations, and modifications throughout the year. At TLC
Leadership, our RTI model will include the following key features:
• A three-tier model with excellent instruction for all students at Tier I (classroom)
• Universal screening
• Progress monitoring
• Data-driven decision making
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SCHOOL DESIGN
• Focused intervention and ongoing problem solving
A range of curriculum tools will be utilized across each Tier of our MTSS System:
Curricula and Interventions
Tier I (Delivered by Teacher) Tier I is characterized by high-quality classroom instruction for

all children.
• Accommodations and Modifications: Increase options for
presentation, expression, and engagement
• Opportunities for Differentiation: e.g., working with small
groups or one-on-one as necessary, strategic reteaching
groups, differentiated phonics instruction, flex grouping,
alternate teaching by special education teacher
Tier II (Delivered by Special Tier II is an opportunity for more intensive small-group

Education Teachers) instruction for students whose performance data suggest that
they could benefit from additional targeted instruction.
Tier II curriculum resources:
• SpellRead
• PhonicsBoost
• Lexia
• Read 180 Next Gen
• Dreambox
• FocusMATH
Tier III (Delivered by Special Tier III is considered intensive intervention, which may be
Education Teachers) sustained across multiple years.
Tier III curriculum resources:
• Seeing Stars
• Sound Partners
• SRA Corrective Math
• I-Ready Math
SCHOOLWIDE EXPLICIT LEADERSHIP AND SOCIAL EMOTIONAL LEARNING CURRICULUM
TLC Leadership’s explicit leadership curriculum and social-emotional curriculum (SEL) is

described in detail in Appendix A14 - Leadership Curriculum and A15 – Social Emotional Learning
Curriculum are well-aligned with an MTSS focus on prevention and on educating the whole child.
Our school-wide focus on supporting students’ mental health needs is proactive -- we begin on
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SCHOOL DESIGN
day one. Projected staffing patterns include a dedicated counselor and leadership coach for
each “house” at TLC Leadership. These key staff members will support the development of a
robust ecosystem of school-based mental health services for all students.
ONGOING PROFESSIONAL DEVELOPMENT AND SUPPORT FOR TEACHERS
Teachers at TLC Leadership will be provided with ongoing professional development to

implement high quality instruction in Tier I and targeted intervention at Tiers II and III while also
supporting students’ diverse mental health needs.
Describe your projections for special education instructional programs that will be operated
directly by the charter school or operated by others under contract with your charter school.
We expect that approximately 65% of enrolled students will require special education support.
We have based this calculation on a conservative adjustment to The Lincoln Center’s historical
enrollment of 100% students with IEPs. We anticipate that a high majority (65%) of TLC
Leadership students will enroll by virtue of the school’s unique approach to therapy and
counseling, and that the remaining minority (35%) will choose the school based on a need for
psychological and emotional safety and well-being, or because of the school’s unique academic
program (student-centered learning, coaching and leadership, etc.). This latter group of students
will not necessarily possess an IEP or present a need for formal evaluation.
List any support staff and related service providers that might be employed directly by the
charter school or provided under contract, who will provide required support for students with
disabilities receiving special education.
There will be eight full-time special education teachers on staff. While there is no full-time
Special Education Coordinator, the CMO will, as part of its contract, provide oversight and
coordination services to the charter school.
We have budgeted for a full-time ELL teacher. Counseling services will be contracted through
The Lincoln Center. Additional services such as occupational, speech, or other therapies will be
contracted on an as needed basis. These are budgeted under “contracted services.”
See Appendix A13 - Board Special Education Policies for a comprehensive overview of TLC’s
approach to educating students with exceptionalities.
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C. TEACHING METHODS
What teaching methods will be used? How will this pedagogy enhance student learning?
As detailed throughout the application, TLC Leadership has a number of unique features in its
school design that focus specifically on the needs of students who are experiencing difficulty in
traditional school settings, struggling with truancy, substance abuse, or low attendance, who
may require intensive support behavioral, social, and/or mental health support. The school
design includes a number of pedagogies congruent with this model.
Trauma informed teaching is not a curriculum or a prescribed set of activities. Rather, it is a

mindset that guides instructional planning and lesson delivery. By acknowledging that adverse
childhood experiences affect the brain in multiple ways that impact learning and development,
our teachers are tuned in to the importance of first creating a safe environment where it is
possible for a student to learn. Students who experience trauma are very tuned in to safety vs.
danger. If they do not feel safe, they cannot learn. A teacher’s attitude, reaction to challenging
teaching situations, and ability to identify potential triggers are all important aspects of creating
a learning environment where students can thrive.
Project based learning is an approach to learning that focuses on student-centered projects. The
projects will be inquiry driven. That is, we aren’t envisioning traditional teacher-driven projects
such as requiring all students make a poster on a given topic. Rather, project based learning
engages students in projects that require deep thinking, analysis, and problem solving. This
approach enhances student learning because it provides regular opportunities for students to
take school knowledge and apply it to relevant real world experiences.
Structure and predictability will drive our school day; students will mostly experience the exact
same schedule each day and we will work diligently to maintain this structure. Students who
have experienced trauma are often on high alert in situations where there is uncertainty and
unpredictability. We will counter this by creating a learning environment that feels safe because
it is predictable.
Implementing structures and discipline policies that empower students is another way in which
our pedagogical approach will enhance student learning. Schools often take a top down
approach to discipline; this tends to strip students of their power. Policies such as automatic
suspensions, public behavior displays, shaming students through verbal reprimands in front of
peers all work against a trauma informed approach to teaching. We view student outbursts and
misbehavior as a moment to collect data – why is this happening? What in the environment
could be contributing to this? What could a student learn from this experience? And uses the
curiosities to drive our plan for action with students. Students who feel empowered in a learning
environment are more likely to take risks as learners.
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SCHOOL DESIGN
Co-teaching will allow TLC leadership to maintain small staff:student ratio, provide personalized
and differentiated learning throughout the school day, and provide additional caring adults in
each classroom who are interested in developing positive relationships with each student. This
will enhance student learning in a number of ways, especially when regular education and
special education teachers work collaboratively to design and differentiate learning.
Cross Curriculum Digital Competence is an expectation for all students K-12. We will utilize
tablets and laptops as well as a range of digitally enhanced curriculum tools to ensure that all
students are competent and savvy digital users. Research indicates that students who are digital
natives use technology widely but not skillfully or with caution. We will enhance students’ digital
learning by ensuring that technology is present and that students use and consume technology
in ways that represent appropriate caution, an awareness of privacy, and attention to the ways
in which their digital presence affects themselves and others.
Hands on training and apprenticeship for high school students is a powerful way for students to
begin the transition from K-12 to college and career. Much like the apprenticeship model that
emphasizes learning by doing, TLC Leadership students will have hand-on training in a career
pathway that interests them. Additionally, TLC staff will provide training to on-site mentors to
help them understand how they can successfully support the TLC Leadership apprentice in the
workplace to maximize student learning and engagement.
D. SCHOOL CALENDAR
Attach the school calendar and identify hours of the school operation, as per Section 1715-A(9).
A detailed school calendar, daily schedule for year one and hours of school operation are
included in Appendix A16 - School Calendar and Appendix A17 - Hours of Operation. Scheduled
instructional days and instructional hours both exceed the requirements outlined in Section
1715-A(9).
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4. SCHOOL ACCOUNTABILITY
PART 1: SCHOOL
A. ASSESEMENT AND EVALUATION
What methods of self-assessment or evaluation will be used to ensure that the school is
meeting its stated mission and objectives?
TLC Leadership will continuously monitor its progress towards stated objectives by forming an
Instructional Leadership Team (ILT), overseen by the principal and including lead staff members,
which will report progress to the board and the management company, TLC Leadership Charter
Schools. The accountability team will convene on a monthly basis to track data for school
accountability measures, with a particular focus on students with Individualized Education Plans
(IEPs) and on those Regular Education students who are below-grade level in key academic
areas. The ILT will meet at least once per month throughout the year. The Instructional
Leadership Team will:
• Identify and promote those measures and assessments that are appropriate to district, state,
and national standards.
• Evaluate and recommend those additional measures and assessments that may be
appropriate to the school. These will not include those specific assessments used by
classroom teachers to assess student performance on course-related materials.
• Establish a specific and appropriate system for measuring and tracking the progress of
students with Individualized Education Plans (IEPs), and of designing interventions,
modifications, and adaptations to ensure their continued success.
• Establish an assessment timetable that includes the time necessary for preparation, actual
dates of assessment administration, and the dates by which results will be available to the
school.
• Establish, publicize, and promote information concerning the purpose, processes, and
timetables of administered assessments. These activities could include the conducting of
school-wide information sessions.
• Establish policies on teacher and staff roles in the administration of the assessments.
• Develop an action plan for each assessment including the following:
o Identification of area(s) affected by the assessment.
o Expectations/standards for performance in each area.
o Factors affecting assessment in each of the identified area(s).
o Identification of actions and activities appropriate to results that meet or exceed the
expectations/standards for performance in each area.
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o Identification of actions and activities appropriate to results that do not meet the
expectations/standards for performance in each area.
• Establish a specific timetable for the consideration and evaluation of assessment results.
• Conduct a timely community-wide discussion of assessment results and solicit input on their
possible ramifications.
• Develop a set of proposed recommendations that may include reforms and/or revisions.
The ILT will also be responsible for administering satisfaction surveys at least twice per year to
the organization’s key stakeholder groups: teachers, staff, families, and students. The surveys
will be self-designed or a modified version of surveys already in use by the Conestoga Valley
School District. Surveys will assess stakeholders’ views on the following key elements:
• school leadership quality

• instructional staff quality
• educational program quality
• school safety
• climate quality
The accountability team will assess the progress in three key areas: Curriculum and Instruction,
Student Achievement and School Climate.
CURRICULUM AND INSTRUCTION
The principal and the lead teachers will continuously monitor the curriculum and instructional
methods to ensure that instructional methods are in line with TLC’s educational philosophy and
model. TLC Transformational Education® includes a student-centered environment in which
teachers and staff model expected behavior and provide flexible and personalized support in
order to challenge students and inspire them to become more curious about the world around
them. Transformational Education® utilizes Project Based Learning tools and techniques.
Individual student’ learning profiles will be assessed and used as a guideline for delivery of
instruction. Teachers’ lesson plans, PBL planning documents and learning style inventories will
be the tools used to assess the curriculum and instructional areas. The aspects of
Transformational Education® listed above will be incorporated into lesson plans and other
planning documents to ensure they are effectively and consistently demonstrated in the class
setting. Scope and sequence documents for each course will also be used as a guideline to
ensure that the curriculum is aligned to the PA Core Standards, consistent with the TLC
Transformational Model, and focused on preparing students for secondary and post-secondary
success.
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SCHOOL DESIGN
STUDENT ACHIEVEMENT
To assess student achievement, TLC Leadership will utilize standardized tests, classroom
performance measures and other socioemotional instruments designed by TLC Leadership
Charter Schools.
Students will participate in state testing such as PSSA and Keystone Exams. Progress monitoring
will be completed on a regular basis to track advancements in reading and math levels. Student
achievement data will be compared to comparable subgroups (i.e., Special Education students)
within the Conestoga Valley School District, and the Instructional Leadership Team will regularly
review the alignment between classroom performance measures (tests, performance tasks,
project deliverables) and instructional materials to ensure that all standards are being
adequately addressed and that students’ unique learning needs have been adequately
accounted for. The TLC Transformational Education® Assessment will also be utilized to measure
the components of the TLC philosophy that relate to student achievement. These measures
include student’s feelings of connectedness and engagement in their own learning, social and
emotional resilience, problem solving abilities, and their ability to focus on their academic
performance.
SCHOOL CLIMATE
School climate will be assessed in terms of student engagement, school safety and discipline,
and parent, student, and teacher satisfaction surveys. In the Transformational Education®
model, learning is reinforced through a student-centered classroom design, strong relationships
between children and adults, and arts-and-science infused enrichment opportunities. The
impact of our model will be measured through the following metrics:
• Feedback on student, family, and staff surveys

• Daily attendance tracking and participation in extracurricular activities
• Disciplinary referrals, suspensions, and interventions
• Counseling schedules, notes, and therapeutic interventions
• TLC-created socioemotional assessments
The data sources listed above will be regularly reviewed by the Instructional Leadership Team to
identify areas for school-wide improvement and “climate intervention” through the use of
incentive systems, opportunities for student leadership and other methods.
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B. ADMINISTRATOR AND TEACHER EVALUATION
How will teachers and administrators be evaluated? Describe your standards for teacher and
staff performance.
All professional staff at TLC Leadership - teachers, counselors, and administrators alike - are
expected to demonstrate professionalism, an unwavering commitment to children and to their
practice, and a growth mindset that drives them toward continuous improvement. All of TLC
Leadership’s professional staff will accordingly set annual goals, work with a coach and/or
supervisor (depending on role) and gather data/evidence to measure progress toward those
goals. TLC Leadership seeks to be the kind of environment that fully supports the learning and
development of its adults as well as its children.
PRINCIPAL EVALUATION
TLC Leadership’s evaluation system for leadership is a reflective annual process that is grounded
in multiple measure of effectiveness (school-wide achievement, assessment against a standards-
based rubric, and goals that are co-created by the leader and her/his supervisor). The system is
consistent with the school’s commitment to continuous learning, differentiation, and relevance,
and requires that leaders be both reflective and goal-oriented. The attached rubric, developed
by Kim Marshall and based on competencies developed by New Leaders for New Schools,
provides a framework for self-assessment and conversation with the TLC Leadership Board Chair
and Executive Committee (who will also assess leadership against the rubric) around strengths
and growth areas, improvement goals for both self and school, etc.
In addition, the TLC Leadership Board will conduct an annual 360 Evaluation of the Principal,
which will include input from parents, teachers, and other school stakeholders. The Principal will
be expected to work with the Executive Committee to create an annual Growth and Evaluation
Plan, including goals and metrics.
See Appendix A18A - Marshall Principal Rubric for criteria and indicators used to evaluate Principal
performance, set goals, and provide constructive feedback.
TEACHER EVALUATION
TLC Leadership instructional staff will be certified in the subject area in which they teach and
held to PA standards for teaching certification. Instructional staff will be experienced
professionals who will be committed to the school’s mission and vision and will do their
professional and personal best to fulfill all duties and responsibilities of the charter. Teachers will
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SCHOOL DESIGN
be actively involved in the planning, implementation, and evaluation of the educational program
and school operation and will be accountable to all stakeholders for students’ academic and
social growth.
TLC Leadership will not discriminate against any staff member on the basis of race, religion,
national origin, ancestry, gender, actual or perceived sexual orientation, marital status, physical
disability, mental disability, medical condition, or age.
All instructional staff members will be expected to do the following:

• Be committed to the school’s mission/vision and the principles that underlie it
• Demonstrate expertise in the area(s) for which they are hired
• Participate in all aspects of the school’s programs and activities
• Engage with all stakeholders in ways that are respectful and consistent with the school’s
Code of Conduct
• Engage with families as partners in their students’ learning
• Respect the sensitive nature of students’ specific learning disabilities and/or mental health
status and follow all applicable FERPA laws
• Be punctual and thorough in meeting professional responsibilities
• Demonstrate success in helping students meet individual and school-wide performance goals
• Participate in professional development opportunities, incorporating new knowledge and
skills in their work
• Demonstrate effective classroom management
Teachers will be required to submit lesson plans to the administration using an agreed upon
lesson plan template and work plan. Administration will audit classes periodically to ensure
teachers are carrying out the lesson plans as documented. Lesson plans should include an
outline to describe how the teacher plans on addressing students’ diverse learning needs and
plans for differentiation. Lesson plans should reflect the principles of Transformational
Education®.
An instructional staff evaluation plan will be developed to ensure the success of continuing
professional growth of the staff. TLC Leadership takes a continuous learning and improvement
stance towards teacher evaluation. Our approach to evaluation is not about a school leader
sitting in a teacher’s classroom two times each year. Rather, it is an ongoing process of goal
setting, learning, and evaluation.
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SCHOOL DESIGN
The evaluation plan will include, but is not limited to the following:
• Teacher self-assessment and goal setting at the beginning

of the school year
• On-going self-assessment and revision of yearly goals
• A schedule of peer coaching, mentoring, and modeling of
effective practices and peer reflection
• On-going formal evaluation (twice annually) by the Principal
or designee
• Meetings with the Principal for feedback based on
observations and self-assessments
• A minimum of two written evaluations for all first and
second year teachers; then a minimum of two for those
with more than two years’ experience in TLC Leadership.
• Additional evaluations will be done as deemed necessary
for staff in need of additional support
The formal evaluation tool will be based on the Charlotte Danielson framework. The Danielson
framework includes four domains on which teachers will be evaluated, including planning and
preparation, the classroom environment, instruction, and professional responsibilities.
In addition to the Danielson Framework, staff will be evaluated using the TLC Performance
Summary. The TLC Performance Summary encourages staff to reflect on their accomplishments
and identify their challenges. The performance summary also includes an action plan to
overcome challenges, a timeline to complete the action plan and a plan for individual growth.
Each staff member completes the TLC Performance Summary with an administrator at both a
Mid-Year and End-of-Year Review to ensure a comprehensive list of accomplishments and
challenges are included and that the action plan, timeline, and individual growth plan are both
relevant and achievable.
Finally, teachers will receive feedback based on data from student satisfaction surveys. Mid-year
evaluations will include input from the Principal regarding contract renewal Retention or non-
retention decisions will be made by the Principal, subject to Board approval
See Appendix A18B - TLC Performance Summary and Appendix A19 - Danielson Framework for a
sample reflection/action plan document and an overview of our approach.
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SCHOOL DESIGN
TEACHER AND STAFF DEVELOPMENT
TLC Leadership will provide opportunities for staff development in the form of in-service days,
weekly staff meetings, and by encouraging participation in professional organizations.
In-Service days: A minimum of four in-service days prior to the first day of school will be provided
to all instructional staff. An additional four in-service days will be planned throughout the school
year and two in-service days at the end of the school year to engage in data analysis and future
planning. Additionally, TLC Leadership will maintain an active teacher induction program for all
new teachers including a mandatory four-day onboarding at the start of the school year.
Weekly meetings: At least once per school week, teachers in like disciplines will have the
opportunity to share information and research on new and updated topics in their specialty
area. While the exchange of the information can be informal, a brief written summary of the
information will be forwarded to the Principal for inclusion in a monthly electronic newsletter on
teacher development that will be sent to teachers, staff, Board members, and appropriate
members of the school community.
Participation in professional organizations: Each of our teachers will be encouraged to maintain

membership in a relevant professional organization (NCTM, NCTE, etc.). Teachers are
encouraged to participate in the activities of any local charter of their professional organization.
Participation in national activities, such as national conferences, will be subject to availability of
school funding.
C. ACCOUNTABILITY TO PARENTS
How do you plan to hold your school accountable to the parents of the children attending your
school?
The goal of TLC Leadership is to create a home and school partnership to support student
engagement and academic success. Communication between the school staff and parents will
occur both in formal and structured occurrences such as Student-Led Conferences, IEP meetings
and parent teacher communication as needed. Student-Led Conferences will occur once per
quarter (four times annually) for a comprehensive view of students’ success. The final meeting
will focus on each student’s end of year portfolio. These conferences will provide the parent with
a snapshot of their child’s academic progress including grades, attendance and academic
progress, discipline concerns as well as progress with counseling and/or coaching. A customized
Student Success Plan will be created as a living document for each student in the fall with
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SCHOOL DESIGN
parental input (and students’ input beginning in grade 4), revisited in the winter semester for
possible revisions, and again in the spring to determine if goals have been met.
Quarterly Report cards will be provided to parents at the end of each marking period, with
progress reports completed at the midpoint of each marking period. Standardized test scores
will be provided to parents in a timely manner.
Parents, students, community members and the Board of Trustees will receive a School Report
Card (SRC) twice annually. The intention of the SRC is to provide TLC Leadership stakeholders
with the means of monitoring our progress towards goals. In addition to student achievement
information, the report will include standardized test scores, student achievement data in
comparison to national/state and district averages, school climate and safety reports, teacher
qualifications, average class size and attendance.
Parents and interested stakeholders will receive hard copies of the SRC, and a link to it also will
be accessible from the school’s website. In addition, we will schedule parent forums and develop
a Parent Advisory Committee to provide feedback. We will post all scheduled meetings and
minutes on our website. Each year all parents will be provided with the Family Education Rights
and Privacy Act (FERPA) notice. This too shall be posted on our website. All regular Board
meetings will be held in accordance with the Sunshine Act.
TLC Leadership will provide parents with a number of opportunities to express their feelings and
provide input into the operation of the school including staff performance and progress towards
goals. In addition to Board meetings, teacher conferences, and the annual parent survey, parents
and stakeholders will be able to provide input through school organizations, including the Parent
Advisory Committee.
THE PARENT ADVISORY COMMITTEE (PAC)
At TLC Leadership it is our intention to provide our parents and members of our community with
every opportunity possible to participate in school activities, events, and to have input on
matters of importance to them and their children. One of the vehicles for this involvement will
be through the formation Parent Advisory Committee. Any TLC Leadership parent will have the
opportunity to be a member of this committee. The PAC will be responsible for the following:
• Making recommendations to the administration on subjects of importance to students and

parents
• Supporting the school by organizing school-wide projects, activities, and parent volunteer
programs that foster the school’s mission
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SCHOOL DESIGN
The PAC will interface with the school through the Principal or his/her designee.
General meetings for the committee will be held on a schedule determined by the selected
representatives and meetings are open to the public. Notices of meetings will be posted at the
school at least two weeks in advance. TLC Leadership will follow federal and state laws regarding
background checks, clearances, and Act 126 training for activities carried out by parent and
other community volunteers.
D. BUDGET AND FINANCIAL REVIEW
Discuss your plan for regular review of school budgets and financial records.
INTERNAL FINANCIAL CONTROLS
Ensuring GAAP Compliance

TLC Leadership will adopt a set of financial policies and procedures, prepared by its legal counsel,
The MacMain Law Group, and similar to those of its management company, TLC Leadership
Charter Schools, to ensure that financial transactions are properly authorized, appropriated,
executed, and recorded. The financial duties will be distributed among multiple people to help
ensure protection from fraud and error. The distribution of duties aims for maximum protection
of the organization’s assets while also considering efficiency of operations. The management
company and its policies have earned “clean” independent auditor opinions on fiscal activity,
internal controls, and compliance.
Please see Appendix A20 - Board Financial Policies for further details on TLC Leadership financial
policies and procedures according to GAAP.
Financial Monitoring Process

TLC Leadership’s contracted Business Manager, Charter Choices, will prepare financial reports on
a monthly basis. The Business Manager is responsible for producing various year-to-date reports
within 30 days of the end of each month including, but not limited to: Statement of Financial
Position and Budget vs. Actual with projections and disbursement listing. The Principal and Board
Finance Committee will review financial reports each month, and the Finance Committee will
present the reports to the full TLC Leadership Board of Directors.
Financial Measures and Financial Targets

With increased start-up costs and one-time purchases in the first year, TLC Leadership projects a
net operating result of 1% of revenues. This operating result projects to be approximately 10.8%
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in Year 2 and 10.6% in Year 3, and roughly 10% thereafter. This target will allow for the ability to
manage greater variances in assumed conditions.
FISCAL MANAGEMENT
Key Responsibilities
The fiscal management of the school will be overseen by the Board and Principal, who will
contract with its management company, TLC Leadership Charter Schools, and a financial and
business services firm, Charter Choices, to perform all back office, budgeting, and financial
planning for the school. Michael Whisman, CPA, CEO of Charter Choices, will serve as the direct
financial manager for the school. Charter Choices has already supported developing the financial
model of TLC Leadership. For further details on the organizational chart for the financial team,
please see Appendix A21 - Finance Team Organizational Chart.
Michael Whisman (TLC Leadership Business Manager) - Michael is the CEO of Charter Choices,
Inc. Michael’s first charter school client was one of the first schools chartered by the School
District of Philadelphia in 1997. Prior to founding a charter school service firm in 2004, Michael
managed the local charter school audit practice of the 13th largest US public accounting firm.
Charter Choices continues to provide consulting services to many of Michael’s previous clients,
including the charter school that started it all in 1997. Since the inception of the charter school
law, Act 22 of 1997, Michael has been an active member in the charter school community.
Michael has dedicated his career to charter schools and to finding new ways to educate
Pennsylvania’s students. The services provided in relation to the school’s finances include:
Accounts Payable and Receivable Services

Based on a PDE-compliant chart of accounts, Charter Choices will perform accounts payable and
accounts receivable functions for the school. All entries to the general ledger will be made in
accordance with Generally Accepted Accounting Principles (GAAP) as promulgated by the
Governmental Accounting Standards Board (GASB).
• Maintain a Chart of Accounts consistent with that required by the Pennsylvania Department
of Education (PDE).
• Monitor Accounts Receivable in relation to budget.
• Manage and assist in student and grant billing procedures to ensure the school receives all
revenues and grant funds to which it is entitled.
• Track legally-restricted revenues, grants, and other special accounts and associated
expenditures separately in accounting system.
• Record and process deposits, ensuring an appropriate segregation of duties.
• Process Accounts Payable; prepare checks for invoices, ensuring that timely payment is
made and that all payment discounts are taken where feasible.
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SCHOOL DESIGN
• Track 1099 vendors and prepare and submit 1099 reporting.

• Reconcile cash accounts on a monthly basis.
• Maintain asset depreciation schedules.
Payroll Services
• Interface with a payroll company and School management to ensure that appropriate
withholdings, taxes, and deductions are applied to employee earnings.
• Calculate, review, and implement salary adjustments based on information from School
management.
• Distribute all employee W-2s.
• Prepare Retirement System monthly and quarterly reporting and issue timely employee and
employer payments to the system.
PDE, Federal Grant, and Tax Reporting

• Based on the Board-approved annual budget, prepare and submit the Final General Fund
Budget to PDE (PDE-2028).
• Working with school staff, prepare and submit grant budgets for federal categorical and
competitive grants programs including Title I, Title II, and IDEA, quarterly cash-on-hand
reports of disbursements), and Final Expenditure Reports for grants administered by the
PDE.
• Prepare audit work papers for the fiscal year end and work with auditors to complete the
audit engagement.
• Prepare the Annual Financial Report (AFR; PDE-2057) submitted to PDE.
• Prepare and submit federal form 990 to the IRS.
• Oversee preparation for periodic federal programs audits.
Internal Reporting and Budgeting

• Prepare the School’s annual budget, coordinating with school staff, management, and the
Board to obtain information for the building of appropriate estimates.
• Present monthly financial reports to the Board, to include:
o A statement of financial position (balance sheet) as of the end of the previous month
o A statement of activities (income statement) for the year to date, including comparison
of actual results to budget
o A prospective statement of activities presenting expected results of operations at year-
end with comparison to the annual budget
o A monthly listing of disbursements
o A narrative highlighting key financial developments and trends for the Board
o Additional reports as needed, including short-term cash flow projections in any periods
of low cash balances
• Develop and maintain a five-year financial model to inform the School’s long-term strategic
planning, updating the model at least annually
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SCHOOL DESIGN
• Generate ad hoc analyses as needed to provide management with actionable financial

information
Plan for Completion of Annual Independent Audits

As stated above, Charter Choices will work with the school and with the auditing firm selected
by the Board to provide any and all support necessary for the completion of the audit process.
This includes preparing audit work papers.
EVIDENCE OF FISCAL SOLVENCY
To illustrate the strong financial record of the school’s Founding Coalition and Business
Manager, please see Appendix A22 - The Lincoln Center Audits for The Lincoln Center’s (parent
organization of TLC Leadership Charter Schools) FY2017 and FY2018 audited financial
statements. See also Appendix A20 - Board Financial Policies.
E. MAINTAINING SCHOOL RECORDS
Describe your system for maintaining school records and disseminating information as
required under the Family Educational Rights and Privacy Act (FERPA)
TLC Leadership will maintain records and confidentiality for all children – both those with
disabilities and those without - consistent with the regulations for the Family Rights and Privacy
Act (FERPA) of 1974. The administration and staff understand the requirements of a school to
give annual notice regarding Special Education services and programs and the rights of students
with disabilities and notification of rights under the Family Educational Rights and Privacy Act.
The administration or designee will notify parents annually of their confidentiality rights
according to FERPA and Privacy Act of 1974 on the school’s website and in a letter sent out at
the end of each school year. The annual notice will be published in newspapers or other media
before any major identification, location or evaluation activity and will contain all information
required by the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. TLC
Leadership Administrators shall be responsible for the implementation of the policy, which
includes protection of confidentiality and maintenance of records.
The charter school will adhere to all rules under Chapter 711 concerning transferring of records.
See Appendix A23 - Board Student Records and FERPA Policies for additional details.
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SCHOOL DESIGN
F. EQUAL ENROLLMENT OPPORTUNITIES
Describe your system for maintaining accurate student enrollment information as required
under Section 1748-A, Enrollment and Notification.
Per Section 1748-A, TLC Leadership will observe and maintain legally-compliant admissions,
lottery, and enrollment processes, with admissions criteria stipulated as follows:
• Conestoga Valley residents will be granted primary enrollment preference at TLC

Leadership.
• Siblings of existing students, first in the category above, and thereafter existing students in
general, will be granted secondary enrollment preference at TLC Leadership, starting in Year
2. See additional information on sibling preference below.
• Any resident of Pennsylvania (provided the child is of legal school age) may submit an
application for enrollment. Should the number of applicants exceed the number of available
spots remaining after all Conestoga Valley residents and siblings of existing students have
been placed, a public lottery will be held. Procedural details are provided later in this
application.
• While these enrollment criteria do not guarantee placement at TLC Leadership, they
designate preference over any other resident of the greater Lancaster region or an adjacent
town or borough that might seek enrollment at the school.
The standard application and enrollment process for all students, regardless of their criteria
status, will be as follows:
An application is required for enrollment. Only one application per student will be accepted.
Parents/guardians must submit the application in person or via an electronic submission portal
to be opened on the school’s website and hosted through the Student Information System
SchoolMint (www.schoolmint.com) or other such service provider adopted by the school. A
computer and/or tablet will be available at a public and easily accessible venue in the Lancaster
City area (on multiple days and at multiple times) for families who need support in the
application process. TLC Leadership will also hold enrollment days where staff will be made
available to support families through the enrollment process. The school’s online enrollment
system, SchoolMint, will provide a smart phone-friendly version of the application for families. If
it becomes apparent that a parent/guardian is not able to submit the application - either in
person or via electronic media - specific accommodations will be made.
The window for submitting applications for Year 1 will be from the January 2, 2020 through
March 31, 2020. After Year 1, the window will be from the December 1 through the February 28
of each subsequent year. All parents submitting an application will receive confirmation that the
application was received. If the number of applicants exceeds the number of available slots, a
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SCHOOL DESIGN
public lottery, audited and validated by a public accounting firm, will be held in an easily
accessible location within the Conestoga Valley School District boundaries. Families will receive a
lottery number for their child. Generally, the lottery will be held on the final Thursday in March
(except in Year 1, when it will be held on the final Thursday in April 2020).
The lottery is a true lottery; the names will be selected randomly using SchoolMint’s online
lottery system, and the list of names will be displayed in rank order on a large screen to ensure
equity and transparency in the process (https://www.schoolmint.com/running-a-successful-
school-lottery/).
Spaces will be filled in the order in which the names are generated. Those families with numbers
that put them above the enrollment limit will be placed on a waiting list in the order in which
their names were generated.
Students not selected for September 2020 will be placed on a waiting list. In order to apply for
admission in September 2021, a new application must be submitted. Waiting lists will not be
carried past the end of each school year.
In Year 2 and all subsequent years of the school’s operation, enrollment preference will be
granted in the following sequence:
• All eligible applicants who reside within the Conestoga Valley School District and have a
sibling or siblings currently enrolled at TLC Leadership
• All eligible applicants who reside outside the Conestoga Valley School District and have a
sibling or siblings currently enrolled at TLC Leadership
• All eligible applicants who reside within the Conestoga Valley School District, and
• All eligible applicants who reside outside the Conestoga Valley School District
As mentioned previously, TLC Leadership believes in giving preference to siblings to support a

sense of community and enable families to manage the logistics of multi-child school enrollment
whenever possible. A sibling is designated as a biological or legally adopted brother or sister
residing in the same household. Cousins, nieces, nephews, and unrelated children sharing an
address with the applicant are not considered siblings. Step-brothers and step-sisters not
residing in the same household are not considered siblings. If there is not space for a sibling,
s/he will be placed on a sibling waiting list. Where there are more siblings than spaces available,
a sibling lottery will be used. In the event that a family has multiple applications and one is
selected through the lottery, additional siblings are not automatically admitted. In subsequent
years, if the sibling remains enrolled in the school, additional siblings will be eligible for the
sibling lottery.
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SCHOOL DESIGN
See Appendix A24 - Board Admissions and Enrollment Policies and Appendix A25 - Enrollment
Application.
ENROLLMENT MANAGEMENT
As detailed previously, TLC Leadership will use SchoolMint, a commercial Student Information
System that is connected to the Pennsylvania Information Management System (PIMS) and used
by multiple districts both locally and nationally. SchoolMint houses student information,
attendance, grade books, health records, along with the enrollment and lottery process.
As the school’s funding is based upon enrollment, the school must maintain an accurate and
timely accounting of all enrolled children. In addition, because TLC Leadership seeks to foster
collegiality and mutual regard with all area school district partners, it will place extra emphasis
on accounting procedures and accuracy.
With respect to attendance, our charter school will work with our students’ resident school
district(s) to observe compulsory attendance laws in accordance with the Public School Code.
We will report follow all appropriate protocols for notice to families and other officials of
unexcused absence of three (3) days or more of any student so that appropriate follow-up on
the situation per the state’s truancy law can be taken and will maintain open communication
and follow all protocols for addressing truancy with our student assistance program. In addition,
TLC Leadership will work with students and families to develop school attendance action plans to
ensure improved attendance. We recognize the important role that attendance plays in school
and student success and will work proactively with students for whom attendance has become
an issue.
See Appendix A24 - Board Admissions and Enrollment Policies.
PART 2: STUDENT ENROLLMENT
G. EVALUATING STUDENT PERFORMANCE
Describe plans to evaluate student performance.
In order to ensure effective, mission-aligned action across the organization, TLC Leadership has
created a detailed student evaluation plan around the key three dimensions of its school model
likely to have the most significant impact on student achievement:
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SCHOOL DESIGN
1. Academic Rigor
2. Mental Health and Wellness
3. College and Career Readiness
1. ACADEMIC RIGOR
We will evaluate student performance in a number of ways to gauge student learning and
evaluate the effectiveness of our instructional approaches as we work to advance students
towards our rigorous student achievement goals.
First, we will use a number of informal tools to evaluate whether or not students learned the
content of a particular lesson. For example, daily in-class assessments such as exit tickets will
allow teachers to gauge student learning and plan responsively. We will also utilize curriculum-
based assessments such as unit pre- and post-tests and skill assessments to gather information
about student learning relative to grade level targets; this information will be used regularly to
inform teachers’ planning.
Nationally normed assessments of math and reading skills will be used in all core classes. First,
we will use the NWEA MAP assessment to understand students’ progress towards grade level
targets. The NWEA MAP test for Pennsylvania has been aligned with PA Core Standards for math
and literacy. NWEA has established a strong correlation between students’ performance on
MAP and students’ performance on PSSA. Therefore, we will be able to utilize this data to
predict students’ performance on PSSA and, when appropriate, engage in targeted intervention
focused on meeting grade level standards. Additionally, students will participate in PSSA and
Keystone exams as required by the PA School Code.
Finally, we will pay close attention to students with IEPs, ELL students, and other students
receiving differentiated support to ensure that they are making significant growth as detailed in
their IEP or Student Success Plan.
2. MENTAL HEALTH AND WELLNESS
Mental Health screening tools will be used for all new students after admission and will be
utilized to inform the design of a students’ individual Student Success Plan. Understanding
students’ individual mental health needs is crucial for planning for school success. For example,
research on mental health in schools found that through universal mental health screening,
students who scored in the moderate to severe range for depression are absent 47% more often
than the average student. They also found that GPA was consistently lower for students who
scored in the moderate to severe range on two different mental health screeners
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SCHOOL DESIGN
In addition to screening tools, school counselors will complete a mental health and wellness
assessment of each student at least two times annually (mid-year and end of year). Counselors
will utilize a range of tools depending on students’ mental health and wellness profiles and will
communicate students’ progress to families during quarterly parent teacher conferences. The
potential tools that will be used with each student are detailed in the table below. They were
selected because they can be used for screening but are also sensitive to change, are
appropriate for administration in a school context, and are age appropriate. The Board may
adopt and approve the implementation of other screening tools as tools become obsolete or
improved screening tools are developed.
Age
Instrument Location
Range
Brief Problem Checklist (BPC) 7-13 http://www.childfirst.ucla.edu/Resources.
html
Peabody Treatment Progress Battery 11-18 https://peabody.vanderbilt.edu/docs/pdf/
(PTPB) cepi/ptpb_2nd_ed/PTPB_2010_Entire_Ma
nual_UPDATE_31212.pdf
Strength and Difficulties Questionnaire 3-16
(SDQ) http://www.sdqinfo.ora/a0.html
Child PTSD Symptom Scale (CPSS) 8-18 http://www.midss.org/content/child-ptsd-
symptom-scale-cpss
Pediatric Emotional Distress Scale (PEDS) 2-10 https://www.nctsn.org/measures/pediatri
c-emotional-distress-scale
Yale-Brown Obsessive Compulsive Scale 6-12 http://icahn.mssm.edu/research/centers/c
(Y-BOCS II) enter-of-excellence-for-ocd/rating-scales
Revised Children's Anxiety and 6-18 https://www.childfirst.ucla.edu/wp-
Depression Scale Youth and Parent content/uploads/sites/163/2018/03/RCAD
Versions (RCADS/RCADS-P) SUsersGuide20150701.pdf
Spence Children's Anxiety Scale (SCAS) 7-19 http://www.scaswebsite.com/
Center for Epidemiologic Studies 6-23 https://www.brightfutures.org/mentalheal
Depression Scale for Children (CES-DC) th/pdf/professionals/bridges/ces_dc.pdf
Child and Adolescent Disruptive Not
Behavior Inventory-Parent and Teacher specifi http://measures.earlyadolescence.org/me
Version (CADBI) ed asures/view/40/
Child Mania Rating Scale - Parent (CMRS- 5-17 https://theshapesystem.com/resource-
P) assessments/4118/CMRS_FINAL_11.29.17.
pdf
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SCHOOL DESIGN
Because of the sensitivity of students’ confidential information, teachers will be trained in both
FERPA and HIPPA as it relates to TLC Leadership Students’ confidential information.
COLLEGE AND CAREER READINESS
Beginning in sixth grade, all students will become familiar with and complete the Post-
Secondary Readiness Rubric published by Think College. This tool allows students, parents,
school counselors and teachers to determine a students’ skill set relative to the critical skills
needed to succeed in a postsecondary setting (career school, community college, college,
university).
This tool provides an important context within which to set goals for skill development, and to
evaluate areas of strength and growth. Students’ self-assessment as well as teacher evaluations
will become part of the students’ graduation portfolio and will be used in parent teacher
conferences as way to discuss students’ preparedness for post-secondary education.
ASSESSMENT SCHEDULE
In addition to ongoing informal and curriculum-based assessments such as unit tests and
ongoing mental health and wellness assessments, the annual formal assessment cycle will be as
follows:
Assessment Cycle
August Universal Screening tools (all K-1, new incoming students in any grade,
NWEA, MAP (Grades K-12), DIBELS (all students K-6), Revised Child
Anxiety and Depression Scale (RCADS), six years old – 18
September-October Post-secondary Readiness Rubric (6-12), ESGI one-on-one assessments
for K-2 as needed
January NWEA MAP (Grades K-12), Keystone Exams
February AimsWeb (K-8 progress monitoring tool); PSSA Writing (5 and 8)*
April PSSA ELA (3-8)*, PSSA Math (3-8) and PSSA Science (4 and 8)*
May NWEA MAP (K-12),
June AimsWeb (K-8 progress monitoring tool)
ELL TESTING ACCESS Testing for ELL students based on WIDA schedule
*PASA Testing as needed in lieu of PSSA for students with disabilities in grades 3-8
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SCHOOL DESIGN
H. MEASURING LEARNING GOALS AND OBJECTIVES
How will student development toward the school’s overall learning goals and objectives be
measured?
We plan to demonstrate progress towards our mission through NWEA and MAP assessments,
ongoing assessments of student’s health and mental wellness, and rubrics that gauge
preparedness for post-secondary education.
These measures in combination with strong enrollment, low absenteeism, and consistent
academic growth measured through PVAAS will demonstrate that TLC-Leadership is meeting its
mission and objectives.
The SMART goals detailed below outline our ongoing plan to measure our development towards
our learning goals and objectives.
Assessment Type SMART Goals
NWEA MAP • 70% of regular education students who demonstrate at least one
Test year’s growth on the MAP test in both literacy and math based on
(All grades) their incoming benchmark score
• 80% of special education students will achieve the growth target
outlined in the IEP
PSSA ELA and Math • 70% of regular education students who have been at TLC
(grades 3-8) Leadership for four or more years will achieve at the Proficient or
Advanced level in PSSA Math and ELA
• 40% of students who have been at TLC Leadership for two or more
years will achieve at the Proficient or Advanced level in PSSA Math
and ELA
• Proficiency rates will be comparable to the Conestoga Valley district
average for specific comparable subgroups, as measured by the
PSSA ELA and Math assessments
PSSA Science • 70% of students who have been at TLC Leadership for four or more
(grades 4 and 8) years will achieve at the Proficient or Advanced level on the PSSA
Science assessment
• Proficiency rates will be at least 15% higher than the Conestoga
Valley district average for specific comparable subgroups, as
measured by the PSSA Science assessment
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SCHOOL DESIGN
Keystone Exams • 100% of students will achieve a Proficient score (1500) on Keystone
Exams or meet the graduation requirement through one of the
other state-designated Pathways
Additional/ • 75% of regular education students will achieve the proficiency cut
Alternative score on the Collaborative Literacy ELA Master Assessments
Measures • 80% of students will demonstrate growth as measured on a Mental
Health assessment selected to focus on their individualized mental
health needs
• 90% of students will meet their individualized wellness goals
• 90% of junior year students will successfully complete a
community-based internship; 100% of graduating students will
successfully complete an internship
I. USE OF STUDENT EVALUATION
Describe how student evaluation will be used to improve student achievement and attain the
stated learning objectives.
Each year, two of the ten teacher professional development days will be scheduled as “data
days.” During these days we will look closely at student achievement data to create strategic
plans for each student who is not meeting grade level academic goals. In this way, student
achievement data will be used to directly inform our work towards meeting our stated learning
objectives.
Teachers and school administrators will have a range of tools to draw from to understand
scholar progress. These include informal assessments, student work, anecdotal records taken
during student work time, benchmark assessments, and state tests. These tools will allow school
personnel to understand the progress being made by individual students as well as trends by
grade level and class. With these data we will be able to understand the strengths of our
academic program and identify areas where refinements need to be made in order to meet our
academic goals.
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SCHOOL DESIGN
5. SCHOOL COMMUNITY
A. COMMUNITY RELATIONSHIP
Describe the relationship of your school with the surrounding community.
Our Founding Coalition is comprised of members of the Conestoga Valley and Greater Lancaster
communities. They are individuals who share a collective passion for public education and who
are dedicated to improving it for all of the children in this area. They are fully supportive of the
traditional district schools; they also feel that educational innovation, choice, and customization
are beneficial to students and their families.
Shortly after TLC Leadership’s Founding Group formed, it focused its attention on building a
strong Board of Trustees for the proposed charter school. The initial board will be composed of
educators, business people, and community members who have agreed to serve and contribute
their time and considerable talents to building an excellent school for our children.
The Founding Group has also worked diligently to build a broad base of community support for
TLC Leadership, including scheduling public hearings as part of the review process for this
application. There, the Founding Coalition intends to demonstrate its passion for the proposed
charter school and its resolve to see it established.
TLC Leadership’s extensive list of supporters – indicated via signed petition – is a primary
indicator of the strong support that exists in the community for the establishment of the school.
See Appendix A26 - Parent/Guardian Petition, for a complete list of Conestoga Valley and Lancaster
County community members who have pledged their support and/or indicated their intent to
enroll a child.
The Founding Coalition has also established a network of local, regional, and statewide
collaborators and learning partners including colleges, libraries, and other cultural institutions.
We have established relationships with each institution and discussed ways in which each one
intends to support the mission of our school and the success of each student.
Some of the organizations that we have already established partnerships with include:
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SCHOOL DESIGN
• Barnstormers – provides a regional hub for family sports entertainment at Clipper Magazine
Stadium. The organization’s community outreach includes reading in area schools, events for
those with special needs and, motivational discussions with team members.
• Bench Mark – is a strength-based family of mentors who use exercise, academic support,
and career counseling to propel at-risk youth towards successful futures.
• Forged in Fire –specializes in educating youth, parents, and professionals about the effects of
childhood adversity on the development of the brain and the body’s stress response cycle.
• High Associates –a leading developer, broker, and manager of office space, industrial real
estate, retail properties, and apartments in Lancaster and beyond.
• HH Interiors – a Lancaster county-based small business interior design business supporting
area nonprofits.
• Labour of Love Designs – provides custom art and photographs to local businesses and
homeowners.
• Lancaster Science Factory – a pre-K through 8th grade hands-on science center located in
downtown Lancaster City whose mission is to expose kids to concepts in science, technology,
engineering, and math.
• Paula McCauley - retired Verizon executive now serving as an Executive Coaching Consultant
with Practical Approaches and current board member with The Lincoln Center for Family and
Youth.
• Refreshing Mountain – a retreat and adventure center providing outdoor adventure,
teambuilding, environment learning, and overnight experiences for students in Lancaster for
over 35 years.
• Samaritan Counseling Center – fosters hope and healing through professional counseling,
consultation and education while respecting and integrating personal and spiritual values
delivered through a multi-disciplinary team approach which includes professionals with
medical, educational, clinical, business, and pastoral experience.
• R Scott Patrohay – owner and Principal for three Kenworth commercial truck dealerships and
current board member with The Lincoln Center for Family and Youth.
• SWAN (Scaling Walls a Note at a Time) - a support group for children affected by parental
incarceration providing free music lessons, ensemble training, performance opportunities
and mentoring.
• Turkey Hill – a Lancaster County-based dairy company providing families with quality dairy
and beverage products and a regional educational and entertainment experience.
• West End Yoga – provides on an off-site yoga and wellness education to the Lancaster
community.
Some of the organizations that we have been in contact with and are working to partner with
include:
• Dutch Apple Dinner Theatre
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SCHOOL DESIGN
• Franklin and Marshall College

• Fulton Theatre
• Penn Medicine /UHS sites and Lancaster General Hospital
• Thaddeus Stevens College
• West End Yoga
See Appendix A27 - Letters of Support for evidence of strong community ties that will enhance our
students’ learning and enrichment opportunities.
B. PARENT INVOLVEMENT
Describe the nature and extent of parent involvement in the school’s mission.
Meaningful parent and family engagement opportunities are a cornerstone of TLC Leadership’s
instructional and organizational model. As required by ESSA (Section 1116, Title 1), our charter
school’s parental involvement policy statement will be written jointly by families and school
personnel, then approved by and distributed to families of participating children and the local
community. It will also be posted on our school’s website and kept on file in the
library/multimedia room at our school.
The goal of this policy will be to develop a school-family partnership that promotes the social,
emotional, and academic growth of our children.
Please see Appendix A28 - Board Employment and Clearance Policy and Appendix A29 - Board Parent
Engagement Policy.
TLC Leadership will comply with all Title I regulations requiring the school to:
• Develop with parents a written parent involvement policy that is then distributed to parents
and made available to the local community.
• Convene a convenient annual meeting of parents to inform them of the policy and their right
to be involved.
• Offer flexible parent involvement meetings and utilize Title I funds (if necessary) to provide
child care, transportation, or home visits.
• Involve parents in an organized and ongoing way through participation as members of the
PTO, in the planning, review, and improvement of school programs.
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SCHOOL DESIGN
• Develop with parents a school-parent compact that outlines actions to be taken to improve
individual student academic achievement.
• Build capacity for parent involvement in the school by helping parents understand academic
content standards and state academic achievement standards and assessments, as well as
provide materials and training to parents, teachers, pupil services personnel and other staff
designed to foster greater parental involvement. Bi-annual training sessions for parents and
guardians will be held at the school (one during the day, one in the evening) for this purpose,
and will be led by school administrators.
• Adhere to statutes and regulations related to the following: Individuals with Disabilities
Education Act (IDEA), English as a Second Language, Early Intervention/Head Start, etc.
The following steps will be taken to create a parent involvement policy:

• Bring together an action team that represents the people who will carry out the policy,
including parent leaders who reflect the diverse families in the school across all grade bands
K-12.
• Find out how families and school staff will work together to improve student achievement.
What they are interested in doing and learning about? What supports do they need? We
plan to utilize focus groups, surveys, and interviews to gain this information.
• Draft the policy and revise it to respond to needs and interests. Focus on action – what
needs to happen and when.
The parent involvement policy will be developed in collaboration with families and will,
minimally, include the following:
• A vision statement that articulates what the school community believes about the
importance of family-school partnerships to high student achievement.
• Specific steps that the school and families will take to work as partners to improve student
achievement, mental health, and well-being; activities might include developing a school-
family compact, gathering feedback on school protocols and communication with families,
and planning school-family social and community-building events.
• Terms of engagement – such as times for parents to observe in classrooms, availability of
interpreters and translation, principal office hours, opportunities for parent-teacher
communication, etc.
• Information about standards and assessment, and how to monitor student progress.
• Who will be responsible for carrying out the policy, including school staff, parents, and
community members.
• Resources, such as funding, space, equipment, and staff time and positions.
• Guidelines for measuring whether the policy is working, such as parent involvement goal
attainment and improved student attendance.
• How the policy will be communicated to parents, school staff, and community members.
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SCHOOL DESIGN
Please see Appendix A28 - Board Clearance Policy and Appendix A29 - Board Parent Engagement
Policy.
The following is a sample elementary school Parent Compact adapted from the former Public
Education Network (resources now housed at IssueLab by The Foundation Center and aimed at
increasing family engagement with the school:
http://publiceducation.issuelab.org/resource/community-and-parent-decision-making-a-review-
action-guide-for-parents-and-communities.html.
See also Appendix 30 - Sample School-Parent Compact.
While this specific document will not serve as our charter school’s exact policy, it is a useful
exemplar of the one we will develop with families:
VISION
Parents are their children’s first and most important teachers. Research tells us that parent
involvement makes a big difference. When schools welcome families, establish personal
relationships among families and staff, help parents understand how the system works, and
encourage family-staff collaboration to improve student achievement, students do better in
school -- and the schools get better.
Our school is committed to being family-friendly and to working as partners with our families to
help ALL our students learn to high levels.
Our school encourages families to be:

• Teachers of their children at home
• Supporters of our school and of public education
• Advocates for their own and other children, and
• Decision-makers in school policy and practice
TO BE FULLY FAMILY-FRIENDLY, OUR SCHOOL WILL PROVIDE:
A welcoming environment
• Friendly signs welcome visitors and explain how to get around the building.
• Standards of welcoming behavior apply to all staff, including front office staff, bus drivers,
security guards, custodians, and cafeteria workers.
• Visitors and callers are greeted politely and immediately and can get information easily.
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SCHOOL DESIGN
• A comfortable family resource room is a place for parents to meet, and lends books, games,
and educational information for families to use at home.
Programs and activities to engage families in improving student achievement

• Current student work is displayed throughout the building, so that visitors can understand
the purpose of the work and the high standards it is to meet.
• Programs and activities help families understand what their children are learning and
promote high standards.
• Workshops, learning kits, and other activities show families how to help their children at
home -- and respond to what families say they want to know about.
• The school reports to parents about student progress and how teachers, parents and
community members can work together to make improvements.
Strong relationships between teachers and families

• The school welcomes new families, offers tours, and introduces them to staff and other
families. Bilingual speakers are available to help families.
• Teachers and families can meet face-to-face and get to know each other, through class
meetings, breakfasts, home visits, and class observations.
• Teachers or advisors make personal contact with each family at least once a month.
• A family liaison helps teachers connect to families and bridge barriers of language and
culture.
Opportunities for families to develop their skills, self-confidence, and contacts

• Families are involved in planning how they would like to be involved at the school.
• School committees and the PTA/PTO reflect the diversity of the school community and
actively recruit and welcome families from all backgrounds.
• The school is open and accessible – it is easy for parents to meet with the principal, talk to
teachers and counselors, and bring up issues and concerns.
• Parents develop school improvement projects and do action research – survey other
families, observe in classrooms, review materials, and visit other schools and programs.
Professional development for families and staff on how to work together productively
• Families learn how the school system works and how to be effective advocates for their
children.
• Teachers learn about successful approaches to working with families of diverse cultural
backgrounds.
• Families and staff can learn together how to collaborate to improve student achievement.
• The school reaches out to identify and draw in local community resources that can assist
staff and families.
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SCHOOL DESIGN
As our chief priority at TLC Leadership is student safety and well-being, our school’s policy will
be for all volunteers to work under the supervision of a professionally-licensed educators,
adhering closely to the following “Three R‘s”:
Responsibility: regular in attendance; supportive of the school’s administration and teaching

staff; aware of the importance of planning; concerned about all students; enthusiastic about
each student; discrete, sincere, dedicated, and punctual.
Rapport: recognizes the child’s need to improve self-image and independent learning habits;
offers the child genuine friendship; recognizes the individuality of each student; provides a
relaxed, friendly and caring atmosphere; respects the staffs’ ultimate responsibility for the
health, welfare and education of each student; provides opportunities for each child to be
successful; cooperates and communicates continually with administrators, faculty and staff;
expresses concerns and raises questions with supervisor.
Rewards: celebrates and shares joyful moments with the child; meets student needs and
provides for/supports the promotion of quality education and enrichment activities; and
receives the sincere gratitude of the school community.
As required by law, every volunteer working directly with children will have obtained the
following documentation prior to commencing service at the school or having any contact with
children:
• Federal Criminal History Record

• PA State Criminal Record Check
• PA Child Abuse History Clearance
C. COMPLAINT PROCEDURES
Describe procedures established to review complaints of parents regarding operation of the

charter school.
TLC Leadership will foster an environment where teachers are accountable to each other, the
leadership and board, and most importantly – students and parents. We expect that students
will be accountable to teachers, each other and their parents, and that parents will be
accountable to teachers and the school. We expect that most conflicts related to our school will
be resolved through these accountability channels. It is expected that most parent complaints
pertaining to curriculum and instruction, classroom management, relationships between and
among students, etc. will be resolved at the classroom level. The Principal will provide an
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SCHOOL DESIGN
additional level of accountability and support for these kinds of complaints and will serve as a
mediator in the event that satisfactory resolutions do not occur. It is expected that parental
complaints about overall school operations will be resolved by instructional staff, the Principal,
the CEO, and/or the Federal Programs Coordinator, and that board involvement in school
operations and parent complaints will be very minimal (as outlined below), and only once all
other channels of communication and mediation have been exhausted.
Parental complaints that cannot be resolved at the school level can come to the Board of
Trustees via the Executive Committee. The committee will use the following procedures to
process grievances:
• Only written grievances outlining the alleged violation and the remedy sought on a form
developed for families will be heard.
• Committee members must review and respond in writing documenting their
recommendation(s) within seven (7) days from the receipt of the grievance.
• Committee members may have a formal meeting with the grievant(s) should they so choose.
This step is at their discretion.
• The Board of Trustees will inform the school community of its grievance process through the
Family Handbook (distributed to and signed by all parents/guardians) and on the
Board/Governance page of school’s website.
See Appendix A31 - Board Complaint Policy regarding complaint and grievance procedures for
parent and families of TLC Leadership students.
6. EXTRA-CURRICULAR ACTIVITIES (ATHLETICS, PUBLICATIONS, AND ORGANIZATIONS)
A. EXTRA-CURRICULAR ACTIVITIES
Describe the program of extracurricular activities planned for the charter school.
TLC Leadership will offer extra-curricular activities as an extension of the overarching mission of
the school and in keeping with the philosophy of the Founding Coalition. Students will be
encouraged and aided in the pursuit of their interests and goals in all areas.
The administration of TLC Leadership will actively build positive relationships with the school
districts throughout Lancaster County. We will work with students and families to make our
students’ involvement in school district activities easily accessible. Should a student seek an
opportunity that is unavailable through their district, we will aid them in locating a suitable
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SCHOOL DESIGN
program elsewhere. Helping students to pursue their extracurricular interests will give them
additional opportunities to discover their own passions and genius.
Within the school, we will develop extra-curricular clubs and programs for our students. These
clubs and programs will allow students opportunities for personal growth and success and will
further increase the sense of community that is so much a part of the school’s founding
philosophy.
Boys and girls will have equal opportunity to participate as stated in 022 PA Code §4.27 17(1999)
that requires students of both sexes to have equal access in interscholastic athletics, intramural
athletics and physical education programs.
After school activities will be a featured component of TLC Leadership’s curriculum. It will allow
our students to interact among their peers and with mentors in a more relaxed atmosphere.
Youth who are given the opportunity to build positive peer and adult relationships are more
likely to experience stronger school and community connectedness, better school attendance,
increased social competence, and less substance abuse and behavioral issues including gang
involvement. School attendance and school connectedness are key protective factors identified
with reducing risky behaviors including substance abuse, acting out in class, fighting, bullying,
and emotional distress. After-school programs are also likely to increase engagement in learning,
improve academic achievement, and reduce behavioral issues.
After-school program offerings will vary based on a menu of options developed with respect to
the skills and interests of the teachers and coaches and the outcomes of annual parent/student
surveys. The sessions will be 60-90 minutes in length and will typically meet 1-2 times per week
in elementary school (K-5), 2-3 times in middle school (6-8) and daily in high school (9-12).
Programs may include some or all of the following:
• Academic support and enrichment: homework assistance, tutoring, reading or STEM clubs,
fine and performing arts, chess/board game clubs, robotics, coding, etc.
• Social skill and youth development: mentoring, service learning, community outreach,
leadership, drug/alcohol prevention programs, peer mediation, internships, etc.
• Physical, health, and recreation: running club, intramural sports, interscholastic sports (for
MS/HS students), exercise club, team building, yoga, mindfulness club, etc.
• MS and HS students will have the opportunity to participate in individual sports such as
tennis, golf, and cross country during initial years.
• In later years, TLC Leadership will pilot team sports (such as soccer, baseball, volleyball) on
an intramural basis.
17
https://www.pacode.com/secure/data/022/chapter4/s4.27.html
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SCHOOL DESIGN
Tutoring and mentoring will be mandatory for those students who need extra academic support
to attain their academic and state-mandated goals. Each student’s teacher will maintain copious
tutoring and progress records, which will be reviewed regularly.
As per the PA Charter School Law, students will also have access to extracurricular activities in
their district of residence if the student is able to fulfill the requirements of participation. TLC
Leadership will provide written confirmation to the resident school district documenting
whether the student meets the criteria for participation and will pay any associated activity fees.
Students will be responsible for any associated equipment not issued to all participating
students by the district of residence.
At the middle and high school levels, we will adopt the same athletic eligibility standards as the
Conestoga Valley School District and ensure that all TLC Leadership students meet the
appropriate criteria. Students will be eligible if they have a “C” average or a 2.0 or better GPA at
the end of the previous report card period. Students must have passed, and be enrolled in and
passing, at least four (4) full-credit subjects. Academic eligibility for the Fall sports season will be
based on the end-of-year final grades and not on the fourth report period grades. Grades for the
first, second, and third report periods respectively will be used to determine eligibility for
activities that start, or are in progress, once the report period has ended. Students will not be
permitted to participate in extracurricular activities at the expense of the tutoring services they
may need.
B. LOCAL SCHOOL DISTRICT EXTRA-CURRICULAR AGREEMENTS
Describe whether any agreements have been entered into or plans developed with the local
school district regarding participation of the charter school students in extracurricular
activities within the school district.
We understand and acknowledge the requirements under 24 P.S. §17-1701-A Section 9

pertaining to students’ participation in extracurricular activities in the school district of
residence. At this time, no agreements have been entered into with any school district. As
mentioned previously, our plan is to begin by reaching out to, and collaborating with, the
Conestoga Valley School District to ensure student participation in their extracurricular activities.
TLC Leadership will provide any and all documentation necessary to the individual districts to
establish eligibility for each of its student. We understand and value the positive effect that this
collaboration can have on all of the schools involved.
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NEEDS ASSESSMENT
II. NEEDS ASSESSMENT
1. STATEMENT OF NEED
A. NEED FOR THIS SCHOOL
Why is there a need for this type of school?
The Founding Coalition at TLC Leadership is motivated by the wealth of current research –
including several recent studies based on local student populations – that demonstrate the
overwhelming and growing need for fully integrated mental health and academic services at the
K-12 level.
Important mental health habits such as coping, resilience, and good judgment help children and
adolescents to achieve overall well-being and set the stage for positive mental health in
adulthood. In the most recent community health survey in Lancaster County (Community Health
Needs Assessment - Lancaster County – 2016) 18 mental health was at the top of the list as one of
the three most significant health needs for the county at 87% (followed by obesity at 65% and
substance abuse at 57%). While teen and adolescent health was a high performing health topic
in the survey, mental health for teens and adolescents did not perform well and suggests a need
for action.
The report estimated that 31.6% of Lancaster County adolescents felt depressed or sad during
the prior year, which equates to approximately 18,000 adolescents in the county. Among the
nearly 30 barriers to mental health treatment identified were early identification, access,
navigation, lack of providers, stigma, lack of family counseling, cultural competency,
affordability, training in schools, and adolescent behavioral health. TLC Leadership is specially
designed to directly address these barriers.
Mental health disorders can occur at any age. One in 6 U.S. children aged 2 to 8 years (17.4%)
have a diagnosed mental, behavioral, or developmental disorder. 19 The Center for Behavioral
Health Statistics and Quality (2015) reports that 13% of children aged 8 to 15 and 21.4% of youth
18 https://www.wellspan.org/media/1344176/Lancaster-County-wide-CHNA-2016.pdf
19 Cree RA, Bitsko RH, Robinson LR, Holbrook JR, Danielson ML, Smith DS, Kaminski JW, Kenney MK, Peacock G. Health care, family, and
community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2–8 years — United
States, 2016. MMWR, 2018;67(5):1377-1383.
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NEEDS ASSESSMENT
ages 13 to 18 currently have or will experience a severe mental disorder such as substance
abuse, anxiety, depression, or ADHD. 20 Equally concerning is the fact that many mental
disorders occur by age 14. The rate of adolescents reporting a recent experience with depression
has grown by 37%. 21 The median age of the onset of anxiety disorders, one of the most common
mental health issues, is age 7. 22
Research has repeatedly demonstrated that students with mental disorders are at greater risk
for unhealthy behaviors. They are less likely to participate in school, more likely to exhibit poor
socioemotional behaviors, to be absent, skip class, be disruptive, and participate in risky
behaviors. They are at greater risk for attempting suicide.
Both individually and at a systemic level, concerns about discrimination, family conflict, abuse,
victimization, relationships, bullying, harassment, and substance abuse impact students’
wellbeing and impede their ability to learn. Students who lack coping skills, socioemotional
competencies, and supportive resources exhibit poor behaviors and mental health symptoms as
a result.
Adverse Childhood Experiences (ACE’s) and trauma are two of the most powerful risk factors
associated with mental health disorders and are directly linked to suicide risk (National Alliance
on Mental Illness, 2015). Many children and adolescents experience traumatic events such as
abuse, neglect, discrimination, family conflict, violence, substance misuse in the home,
household mental illness, divorce, homelessness, and/or the incarceration of a family member.
ACE’s can have negative, long-lasting effects on learning, health, and well-being throughout life
and can lead to antisocial behavior. The Pennsylvania Youth Survey (PAYS) notes that, “when
children are raised in a family with a history of problem behaviors, the children are more likely to
engage in these behaviors.” 23 A National Institute of Health study on ACE’s and adult criminality
emphasizes the fact that “to decrease criminal recidivism, treatment interventions must focus on
the effects of early life experiences.” 24
PAYS data indicates that many Lancaster County students likely suffer from mental health
disorders: 33.4% reported “at times I think I am no good at all,” 35.7% reported that they “felt
20 http://www.nimh.nih.gov/health/statistics/prevalence/any-disorder-among-children.shtml
21Mojtabai, R., Olfson, M., Han, B. National Trends in the Prevalence and Treatment of Depression in Adolescents and Young Adults, 2016.
Pediatrics, 2016; 138(6)
22Kessler RC., Berglund P., Demler O., Jin R., Merikangas KR., Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV
disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593–602.
23 https://www.pccd.pa.gov/Juvenile-Justice/Documents/PAYS/2017%20PAYS%20State%20Report%20Final.pdf
24 Zoe Hilton, N., Ham, Elke & M. Green, Michelle. (2016). Adverse Childhood Experiences and Criminal Propensity Among Intimate Partner
Violence Offenders. Journal of Interpersonal Violence. 10.1177/0886260516674943.
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sad or depressed MOST days in the past 12 months,” 23.7% indicated feeling that “sometimes
life is not worth it at all.” Overall, 15.7% of Lancaster County students surveyed had seriously
considered attempting suicide in the past 12 months.
Parents, educators, service provider, and community members who have attended our town
meetings have shared their concerns about the response to these students’ needs -
“As a parent of children with special needs, including severe emotional and
behavioral challenges, and as an educational advocate for parents of children
with special needs, I have seen the spectrum of services. I have seen the pain of
parents and children when multiple placements fail and more segregated,
expensive placements are required. All educators have positive intention, but
their classrooms and instruction are not designed to support the emotional and
mental health needs of struggling students and their families.”
As a trusted resource focused on the best interest of the child, schools like TLC Leadership have
the potential to play a critical role in improving mental health outcomes for students at risk.
“Our son had a very hard start in life. His high school years were very challenging
in many ways. He attended three different schools … and dropped out of school
for a year. Our local public school placed him into the Lincoln Academy. That
year was life-changing for our son, giving him hope for his future. The principal
and staff of Lincoln were an amazing support to our son and educated and
encouraged him in many ways up through his graduation from high school. They
also awarded him a college scholarship. We were so proud of him and grateful
to Lincoln for their strong support.”
“The Lincoln Center literally gave my daughter the chance she needed to succeed
in life. She suffered from severe depression and anxiety and could not handle the
regular public school system. She was out more days than she was in and was in
jeopardy of having to retake a year of school when we discovered the Lincoln
Center. The Lincoln Center's teachers were top notch. Their counselor was
amazing! This place allowed my daughter the independence she needed to grow
in school without judgement. She did so well that she actually got a scholarship
for college. During her time at the Lincoln Center she got the confidence to
become an EMT and now is getting her degree in Emergency Medicine! I cannot
praise the staff at this center enough in making a huge difference in so many
young lives!”
“I like being a student at this school because the teachers address our specific
needs and personalize our instruction based on how we learn. The staff
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members are all very nice and supportive. The Leadership Academy has helped
me mature and develop as a young adult and complete my academic
coursework. Normally I am not one to like school but enrolling in The Leadership
Academy has changed my perception about school drastically. I am now earning
better grades, have improved my attendance and will graduate on time.”
The warning signs of mental health disorders are not always obvious, but the more common
symptoms include irritability, anger, social withdrawal, as well as major changes in appetite and
sleep. Mental disorders can disrupt school performance, harm relationships, and lead to suicide,
the third leading cause of death among adolescents. Another concerning behavior related to
mental health is chronic absenteeism (truancy), an indicator of trouble in the home, community,
or school. The habitual truancy rate in Conestoga Valley School District at 64.29% is significantly
higher than all of Lancaster County school districts (8.29%) and of the State (12.28%). 25
Alarmingly high rates of truancy are represented among all grade levels, a trend that has
continued over many years. Studies link truancy to negative outcomes such as the use of
tobacco, alcohol, and other drugs, delinquency and crime, poor academic performance, and
school expulsion. Chronic absenteeism is also a predictor of dropping out.
Effective mental health treatment, especially if it begins soon after symptoms appear, can help
reduce the impact on an adolescent’s life. However, a number of factors prevent students from
receiving critical support. Stigma around mental health disorders inhibits some adolescents and
their families from seeking help. Economically disadvantaged families often lack resources and
some parents lack the capacity to recognize the need or to coordinate care. Mental health care is
also frequently difficult to access. According to PAYS, among those least likely to receive services
are youth who are homeless, those being served by the child welfare and juvenile justice
systems, and those who are lesbian, gay, bisexual, and or transgender.
Psychotherapy is a complex and rich process that can help children understand and resolve
problems, modify behavior, make positive changes, and improve functioning. Research shows
that 75% of those who receive psychotherapy show some benefit and most experience symptom
relief and are better able to function (American Psychological Association, 2016). 26
There are many different types of psychotherapeutic approaches, techniques, and interventions;
methods that are especially effective for children may include Trauma-Focused Cognitive
Behavioral Therapy, Brief Motivational Interviewing, Mindfulness-Based Therapy, family therapy,
play therapy, and art therapy. What is common among the selected therapies is their emphasis
on the bond between the therapist and the client. A strong therapeutic alliance has been more
25
https://www.safeschools.state.pa.us
26
https://www.apa.org/helpcenter/understanding-psychotherapy
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NEEDS ASSESSMENT
closely correlated with positive client outcomes than any specific treatment interventions. 27 It is
not so much what therapists do, but how they do it. Therapists who are accepting,
understanding, and genuinely interested consistently help clients more so than those who take a
different role.
Each approach at TLC Leadership will be guided by the principles of trauma-informed care. 28 This
evidenced-based approach incorporates a thorough understanding of the prevalence and impact
of trauma and the complex paths that people take to recovery. Trauma-focused therapy uses
different techniques to help the client process the traumatic experience. It is the most effective
and highly recommended type of treatment for PTSD.
B. CHARTER MODEL
Explain why the charter school model is an appropriate vehicle to address this need.
Our Founding Coalition is also deeply committed to the belief that all children – regardless of
circumstance – deserve access to a high-quality education that will empower them to become
their greatest selves and hold them to a high standard while offering the requisite interventions
and supports. We are convinced that, drawing upon The Lincoln Center’s 50 years of
demonstrated success in building this type of school community, we will meet the very real and
growing need demonstrated across Lancaster County as described in the section above. As
mentioned previously, some students have severe social-emotional and mental health needs
that stand outside the scope of support that school districts are able to provide. We have heard
repeatedly from parents that area school districts’ Pupil Services departments simply do not
have the capacity to provide the additional school-based therapeutic and counseling services
that some students require in order to be successful in school. Furthermore, there is also a need
for a self-contained learning environment that will allow students with the most severe social
and emotional conditions to learn in a uniquely customized environment so that they are
ultimately prepared for entry into post-secondary learning and work environments.
As a charter school, TLC Leadership affords a great deal of flexibility to all stakeholders –
including the “sending” school districts themselves – along with a progressive instructional
model and best-in-class therapeutic excellence as detailed elsewhere in this application:
27Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A meta-analytic synthesis.
Psychotherapy, 55(4), 316-340.
28
https://www.socialwork.career/2014/05/core-principles-of-trauma-informed-care-key-learnings-1-of-3.html
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INSTRUCTIONAL AND THERAPEUTIC FLEXIBILITY
Our classes, all of which will be comprised of fewer than 25 students, will feature one Regular
Education teacher and one Special Education teacher. In addition, every House (50 students) will
be supported by one full time Counselor and one full time Leadership Coach. Our faculty will
have the opportunity to use high-quality, research-based instructional materials that are aligned
to PA Core Standards and Next Generation Science Standards. In addition, they will work
together to deliver just-in-time mental health support and intervention in addition to the daily
group and individual counseling that students will receive as needed.
COMMUNITY IMPACT
Consistent with TLC Leadership’s commitment to student-centered learning and to the

surrounding community, our students will engage in projects, internships and service
opportunities that regularly connect them to people, places and partner organizations across
Lancaster County and the region.
STUDENT OUTCOMES
We expect that the students who attend TLC Leadership might not otherwise achieve academic
success in a traditional school setting but will do so in unprecedented fashion at TLC Leadership
by virtue of the social, emotional, and psychological support that is so integral to the school’s
instructional approach.
SCHOOL DISTRICT PARTNERSHIP
Rather than serving as a distraction or as a competitor, TLC Leadership intends to offer a unique,
professional service to both Conestoga Valley School District and its neighboring districts that
will come at a much lower “price point” than traditional Approved Private Schools or in-school
Counselors or Therapists.
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NEEDS ASSESSMENT
2. SCHOOL DEMOGRAPHICS
A. ENROLLMENT PROJECTIONS
What are the school’s enrollment projections for the first five years? What is the school’s
ultimate enrollment goal? What grades will be served? What is the age of kindergarten and
age of beginner students? How many students are expected to be in each grade or grouping?
TLC Leadership projects an initial enrollment of 200 students in Grades K-12, comprised of
students currently enrolled at area school districts (Conestoga Valley SD, Lancaster SD,
Hempfield SD, etc.) in Grades 1-11, along with new Kindergarten students. Students will be
“looped” in four multi-age “Houses”: K-2, 3-5, 6-8, and 9-12, and we project each loop will be
comprised of roughly 50 students (see projected enrollment chart below).
Within each “House,” individual grade level sizes will range from 10-15 students, and each House
will have dedicated spaces (2 Classrooms, 1 Coaching Center, 1 STEM Lab) and a variety of staff
(both Regular Education and Special Education teachers, Counselor and Coach) to support its
learning.
Our Founding Coalition expects some variability in the enrollment levels for each Grade Loop
(some will be slightly below the projected 50, in which case others may be increased to balance
the school’s staffing and operating systems). TLC Leadership will staff according to student needs
and adjust its FTEs accordingly prior to the start of each school year. The school will remain
intentionally small by virtue of its philosophical stance focused on meeting the needs of students
with significant social and emotional needs but will have the flexibility to expand slightly (no
larger than 200) to accommodate mid-year student transfers and other unforeseen situations.
Year 1 Year 2 Year 3 Year 4 Year 5

GRADE
(2020-21) (2021-22) (2022-23) (2023-24) (2024-25)
K-2 50 50 50 50 50
3-5 50 50 50 50 50
6–8 50 50 50 50 50
9 - 12 50 50 50 50 50
TOTAL 200 200 200 200 200
Incoming students in Grades 1-12 at TLC Leadership must have completed all requirements for
the previous grade level at their previous elementary, middle, or high school. Kindergarten
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NEEDS ASSESSMENT
students must be five (5) years of age on or before September 1st of their initial year of
enrollment.
B. SCHOOL COMMUNITY
Describe the community or region where the school will be located
TLC Leadership Charter School – Lancaster County will be located near the City of Lancaster,
within the Conestoga Valley School District (comprised of the townships of West Earl, Upper
Leacock, and East Lampeter). From this centralized location in the county, TLC Leadership
intends to serve as a high-quality educational alternative for students and families in Grades K-
12 along the Route 30 corridor and will reach students from surrounding communities such as
Lititz, Manheim, Ephrata, and others. The combined demographics of these townships and
subsequently the district are as follows:
• The most recent census data indicates that there were 34,406 people in the district. The
population density was 586.5 people per square mile (55.53 m2). There were 12,476 housing
units. The racial makeup of the district was 88.4% White, 3.9% African American, .1% Native
American, 3.9% Asian, 0% Pacific Islander, 7.3 % Hispanic or Latino and 2.5% from two or
more races. A language other than English is spoken in 28% of homes.
• There were 11,799 households in the district of which 30.3% had children under the age of
18 living with them. In households with children, 82.8% were married couples living
together, 12.2% had a female head of household, 9% had a male head of household. Of all
households, 26.3% were non-families. The average household size was 2.8 persons.
• In the district the population was spread out with 23.1% under the age of 18, 9.83% from 18
to 24, 26.35% from 25 to 44, 26.21% from 45 to 64, and 14.5% who were 65 years of age or
older. Females comprise 52% of the population.
• The median income for a household in the school district was $59,145 with a per capita
income of $27,544. Of the general population, 13% fell below the poverty line, while 19% of
children under the age of 18 fell below the poverty line (US Census Bureau).
Our Founding Group is committed to providing a student-centered, coaching-based learning

environment that is driven by student success. We believe that all children, regardless of zip
code, race, ethnicity, or socioeconomic status deserve access to a school that is designed to
serve their unique learning needs.
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TLC Leadership will, like its “parent school,” The Lincoln Center, seek to cultivate a sense of
community among students that come from a broad geographic distribution. Just as The Lincoln
Center serves students from 22 school districts across 5 counties in Southeastern PA, TLC
Leadership anticipates serving students from across the 17 urban, suburban, and rural districts in
Lancaster County.
C. LOCATION SELECTION
Why was this location selected? Are there other locations suitable to the needs and focus of
the school?
The City of Lancaster offers a centralized location that allows the school to offer its unique
instructional model to a greater number of students across Lancaster County and Central PA.
Due to the city’s size and infrastructure, it also features increased opportunities for partnership
with cultural institutions such as museums, state parks, heritage sites, and other educational
agencies that will enrich the lives and learning of our students.
Conestoga Valley School District – along with its neighboring districts and the Lancaster County
Intermediate Unit - offer a wide range of high-quality school options to its students, including
those with Specific Learning Disabilities. The Janus School in Mt. Joy, PA also responds to
students with learning differences. Their independent, tuition-based model often presents
barriers for parents seeking specialized care for their children.
Much like its high-performing district counterparts in Montgomery County that currently send
students to The Lincoln Center, the Conestoga Valley School District would benefit greatly from a
highly specialized charter school that provides a unique set of services to a particularly
vulnerable student population that typically has a number of very specific programmatic needs.
TLC Leadership, based on The Lincoln Center’s nearly 50-year track record of success in serving
students with severe social and emotional needs, is prepared to meet that need, and to work in
collaboration with the school district to ensure that every student achieves success.
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NEEDS ASSESSMENT
D. STUDENT DEMOGRAPHICS
Describe any unique demographic characteristics of the student population to be served,

including primary languages spoken.
Student enrollment projections at TLC Leadership for Special Education (SpEd), English Language
Learner (ELL) and Economically Disadvantaged (ED) are based on current Conestoga Valley
School District figures, along with the School District of Lancaster to its immediate west:
Conestoga Valley School District

Student Subgroup School District of Lancaster
Special Education 14.1% 17.1%
English Language Learners 4.1% 16.7%
Economically Disadvantaged 14.1% 90.4%
TLC Leadership also anticipates that the racial composition of its student body will mirror the
racial demographics of the Conestoga Valley School District - and likely that of its largest
neighboring district, the School District of Lancaster - resulting in a student body that is:
Expected TLC
Conestoga Valley School District
Student Subgroup Leadership
School District of Lancaster
Student Body*
African-American 7.7% 16.8% 14.5%
Asian 4.8% 4.6% 4.7%
Hispanic 18.6% 60.8% 50.3%
Multiracial 4.8% 4.9% 4.9%
Native American 0.1% 0.1% 0.1%
Pacific Islander 0.1% 0% .03%
White 63.8% 12.8% 25.6%
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NEEDS ASSESSMENT
*Calculated using a weighted average (25% Conestoga Valley SD students; 75% School District of
Lancaster). These figures are intended to be representative for discussion purposes; in fact,
students will likely come from across Lancaster County.
As Spanish-speaking families represent a significant portion of the school’s potential student

composition, TLC Leadership will provide comprehensive programs in ESL (including sheltered
language instruction for language learners, along with targeted coaching and support) and
Spanish language instruction, and will hire culturally-responsive educators and staff who are
bilingual whenever possible.
3. DISTRICT RELATIONS
A. DISTRICT NOTIFICATION
What efforts have you made to notify the district(s) from which your charter school would
draw students?
It has been and will continue to be the intention of the TLC Leadership Founding Coalition to
work with the leadership and board of the Conestoga Valley School District (“CVSD”) throughout
the entire process of operating the school, from the initial informing of the community through
the daily administration of an active charter.
During the Winter of 2019, TLC Leadership officially notified the Superintendent of CVSD of its
intent to file a charter application for a school to open in September 2020. Meetings were held
to outline our plans, the school design and curriculum, and to clarify our desire to work with the
district in this process.
In addition, TLC Leadership notified the Superintendent (in that same communication) of the
dates and times that it would be hosting a series of open, public meetings in March 2019 for
prospective families.
See Appendix B32 - Letter of Introduction, sent to Conestoga Valley School District Superintendent
Zuilkoski in January 2019.
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NEEDS ASSESSMENT
B. DISTRICT COLLABORATION
What efforts will be implemented to maintain a collaborative relationship with school

districts?
The Founding Group of TLC Leadership will continue to work with the District to be sure that this
is a public charter school in the truest sense of the word. The intent of TLC Leadership is to
model a partnership approach that will set a new standard and win the trust and support of the
communities we serve across Lancaster County.
With the potential for our students to come from a multiplicity of school districts in the
Lancaster area, it is essential that we establish a plan that would provide us with the most
effective means of collaborating with our neighbors. Our plan will include both a Communication
Plan and an Interaction Plan:
COMMUNICATION PLAN
We will establish a series of electronic communications that will be transmitted to the

appropriate school districts on a semester basis. This will include all of the materials that are
traditionally sent to the parents of the students along with any additional information sent to
community members or members of the Board. Materials on special events or happenings
within the normal school day will be communicated in summary form rather than individually. In
addition, TLC Leadership is committed to supplying any and all documents requested by CVSD as
part of its charter renewal process.
INTERACTION PLAN
We will establish a plan that will provide for a series of opportunities for interaction between
the TLC Leadership community and members of area districts. This plan will identify specific
programs and events (such as field trips, academic or athletic contests, collaborative student
activities or shared professional development workshops or lectures) held each year that could
allow for interaction.
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NEEDS ASSESSMENT
C. COMMUNITY SUPPORT
Convey the scope of community backing for the proposed charter school and its founding
coalition. Document community support among teachers, parents, students, community
members, institutional leaders, and others through the use of letters of support, surveys, or
other tangible means.
One of our goals has been to make the information about TLC Leadership as accessible as
possible to all areas of the Lancaster community. To that end, we have held four public
informational meetings to educate parents about our plans for the school. These meetings were
advertised via flyers placed at various locations throughout the community, such as libraries,
churches, recreation centers, grocery stores, etc. These meetings were held at the following
locations:
• Lancaster Public Library – Bates Auditorium

Wednesday, March 20th
11:45AM-2PM
• Emerald Foundation
Wednesday, March 20th
5-7PM
• Lampeter Strasburg YMCA
Tuesday, March 26th
9AM-11AM
• YWCA
Tuesday, March 26th
5-7PM
At each meeting, attendance was taken, parents were given pre-enrollment forms (and/or
provided links to online enrollment forms) and given the opportunity to write letters of support.
Print information was provided to families, and members of the Founding Coalition spoke about
the proposed school design, therapeutic and coaching models, and alignment between
community needs and TLC Leadership’s educational model.
At the present time we have received letters of support from the following individuals and
organizations who have agreed to serve as partners to TLC Leadership:
• Barnstormers
• Bench Mark
• Forged in Fire
• High Associates
• HH Interiors
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NEEDS ASSESSMENT
• Labour of Love Designs

• Lancaster Science Factory
• Paula McCauley
• Refreshing Mountain
• Samaritan Counseling Center
• Scott Patrohay
• SWAN (Scaling Walls a Note at a Time)
• Turkey Hill Dairy
• West End Yoga
See again Appendix A27 – Letters of Support for letters and emails of support from community
members and organizations, prospective educational partners, and parents. See also Appendix
B33 - Town Hall Flyer as supplemental documentation.
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DESCRIPTION OF FOUNDING/MANAGEMENT TEAM
III. DESCRIPTION OF FOUNDING/MANAGEMENT TEAM
1. FOUNDING COALITION
A. MAKEUP OF FOUNDATION COALITION
Describe the makeup of the group or partnership that is working together to apply for a
charter, including the names of the founders, their background and experiences, and
references for each.
The members of the founding coalition are a diverse group of parents, professionals, and
community members whose combined expertise and knowledge lends itself to successfully
creating and implementing TLC Leadership Charter School. Below is an overview of the coalition
and the unique skillsets of each member.
JOHN COX
John is President of Turkey Hill Dairy. With a commitment to community service John has served
on numerous regional boards includes Lancaster County Economic Development Company (past
chair), Lancaster Farmland Trust (past chair), and most recently as Chair of the Lancaster Clean
Water Partners. He previously served the Commonwealth of Pennsylvania as a member of the
Governor’s Food Safety Council. Since 1995, he has served on the board of the International Ice
Cream Association.
CATHERINE COX
Catherine is Project Manager at Henrietta Heisler Interiors, Inc. where she oversees the firm’s
projects from inception to installation. As the owner of A Labour of Love Designs, Catherine
provides custom art and photographs to local businesses and homeowners. As a mother of a
child with special educational needs, Catherine has spent time homeschooling and working
closely with the local school district and service agencies to ensure her child’s needs are met.
HENRIETTA HEISLER
Henrietta is the President and Founder of Henrietta Heisler Interiors, Inc., Accelerator, LLC, and
Wacker on Walnut, LLC. Her leadership has insured consistent growth for the company earning
her certification from the Women’s Business Enterprise National Council (WBENC), numerous
design awards, the YWCA's Women of Achievement ‘Woman of the Year’ award, and also
positioned her as a finalist for Entrepreneur of the Year. She demonstrates her commitment to
giving back to her community through membership on the GREENleader for Sustainable
Furnishing Council, the board of the Lancaster Public Library, the board of The Hamilton Club,
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and the Lancaster YWCA board. Henrietta leads a campaign each year to encourage participation
in Lancaster County’s ExtraOrdinary Give.
PAULA F. MCCAULEY
Paula is retired Verizon executive now serving as an Executive Coaching Consultant with Practical
Approaches. Throughout her career in Operations and Customer Service with Verizon, Paula
worked with clients such as Comcast, ElectriCities of North Carolina, Inc., and MidContinent
Independent Systems in developing their executive leadership. She volunteers her time serving
on the board of Entrust Financial and The Lincoln Center for Family and Youth (past chair), and
previously served as Chair for Bethlehem Baptist Church.
ROSEMARIE MANN, RN, CCTP

Rosie is the co-owner of FORGED IN FIRE, a trauma education consultancy that provides training
for educators, parents, and youth on the impact of toxic stress on the brain and helps schools
with developing trauma-informed policies and discipline procedures. As an advocate and the
mother of children who have intellectual disabilities and delays, Rosie helps families and
professionals understand neurosequential interventions for behavior. She is certified as a trainer
in the Neuroseuquential Model of Education, as a Clinical Trauma Professional, and in the ‘Brain
Story’ through the Alberta Family Wellness Initiative. She serves on the PA Department of Public
Welfare’s Health Care Work Group’s Trauma-informed Care subcommittee where she developed
a trauma-informed parenting program entitled Healing Homes. Additionally, she sits on the PA
Citizen Review Panel for Child Protection, is a former member of the PA State Leadership and
Management Team, and testified before the PA State Senate Education Committee on the need
of students with complex needs. Her work is further informed by her background as a registered
nurse case manager.
R SCOTT PATROHAY
Scott is the owner and Principal for three Kenworth commercial truck dealerships. He has over
30 years of executive experience in the diesel engine and commercial truck business, including
extensive knowledge and experience in the marine, power generation, transit, parts and diesel
service industries. Prior to owning the Kenworth dealerships, he held executive leadership
positions with two Fortune 500 companies. Scott is currently a member of the board of The
Lincoln Center for Family and Youth. His interest in extending this relationship to creating the
TLC Leadership Charter School stems from his appreciation for the education that was provided
to him and to his children and the desire to support those who struggle to succeed in a
traditional education environment.
See Appendix C34 – Founding Coalition Resumes.
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B. PARTNERSHIPS
Discuss how the group came together, as well as any partnership arrangements with existing
schools, educational programs, businesses, non-profits, or any other entities or groups.
The Founding Coalition was formed under the direction of the board of The Lincoln Center for
Family and Youth based on their desire to extend the organization’s expertise and track record
in implementing our Transformational Education® model. The Lincoln Center’s staff began by
looking at resources and needs throughout the state. In Lancaster County, residents, most
notably parents, highlighted the need for a public education innovation, choice, and
customization in meeting the needs of students and their families. The parents-initiated
outreach and discussions with others who share their passion thus bringing together the
members of the Founding Coalition.
We have not yet entered into any formal partnerships with community organizations or groups,
but will seek out those partnerships that are beneficial to our students and community
throughout our operation.
We are currently in conversation with The Conestoga Valley School District about the
development of TLC Leadership.
C. RECRUITMENT PLANS
Include any plans for further recruitment of founders or organizers of the school.
Members of the founding coalition continue their outreach to residents – parents, community
members, businesses, organizations, and others – to develop partnerships that expand the
opportunities and resources in support of TLC Leadership. We will continue to raise awareness of
our mission and our goals through community meetings, developing business partnerships, and
encouraging current interested parties to share the news about our school.
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D. COMMUNITY GROUPS
Provide information on the manner in which community groups are involved in the charter
school planning process.
The Founding Group has worked diligently to build a broad base of community support for TLC
Leadership establishing a network of local, regional, and statewide collaborators and learning
partners. Outreach continues as we work to further established relationships with those whose
knowledge and expertise lends itself to developing the school. Those currently involved in the
planning process include:
• Charter Choices
• Forged in Fire
• HH Interiors
• High Associates
• A Labour of Love Designs
• Paula McCauley
• Scott Patrohay
• Turkey Hill
2. GOVERNANCE
A. MANAGEMENT ORGANIZATION
Describe the proposed management organization of the school, including the following
requirement:
An affirmative vote of a majority of the members of the Board of Trustees of the charter
school, duly recorded, showing how each member voted, shall be used in order to take action
on the following subjects:
• School calendar (must include 990 hours or 180 days of instruction for secondary students
[grades 7-12] and 900 hours or 180 days for elementary students [grades 1-6].
• School cannot be kept open for the purpose of ordinary instruction, on Sundays, Fourth of
July, Memorial Day, Thanksgiving, the first of January, Christmas, or Saturday, except when
Monday is fixed by the board of directors as the weekly holiday for the entire school year)
• Adopting textbooks
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• Appointing or dismissing charter school administrators

• Adopting the annual budget
• Purchasing, leasing or selling of land
• Locating new buildings or changing the locations of old ones
• Creating or increasing any indebtedness
• Modifying the Curriculum or adopting courses of study 29
• Designating depositories for school funds
• Entering into contracts of any kind where the amount involved exceeds $200
• Fixing salaries or compensation of administrators, teachers, or other employees of the
charter school.
• Entering into contracts with and making appropriations to an intermediate unit, school
district or Area Vocational/Technical School for the charter’s proportionate share of the cost
of services provided or to be provided by the foregoing entities.
The Board of Trustees will govern all operations of the school, delegating day-to-day
management functions to the Administration and establishing a reporting relationship between
the Board, the Executive Director or CEO, and the Principal. The Board will be responsible for
ensuring that the school is run in compliance with the charter application and all applicable laws,
and for ensuring the school’s sustained financial viability. The Board will set policy for all
operations of the school, having ultimate responsibility for maintaining proper relationships
between the Trustees, the community, and the administration, and setting policies to maintain
good relationships between the administration, school staff, parents, and members of the
community.
The Board will retain the right to delegate certain operating decisions, including day-to-day
management, to the Executive Director and his or her designees. The Board of Trustees will be
accountable for ensuring that the school is operated in compliance with its Charter and all
applicable laws and regulations. The Board of Trustees shall be governed by the By-Laws of the
school, the policy manual as implemented and updated, and by the applicable laws of the
Commonwealth of Pennsylvania applicable to Public Charter Schools, including but not limited to
the Sunshine Act, and the Right to Know Law.
The Board of Trustees shall enter into a Management and Support Agreement with The Lincoln
Center for Family and Youth to obtain permission for the use of the Transformational Education®
model. The Lincoln Center for Family and Youth, through this agreement, will provide training,
implementation support, and ongoing updates to TLC Leadership as the Transformational
29 The Board reserves the right to adopt or modify the curriculum for the school in any subject area by public vote if the Board, in consultation
with the administration, determines that the old curriculum is no longer available, a new curriculum selected will serve the needs of the
students, or that the requirements of Pennsylvania Law changing dictate that a change in curriculum is necessary. Prior to adoption of a new
curriculum, the Board shall provide notice to the District and sixty (60) days’ opportunity to comment or inquire about the modification. The
curriculum adopted shall be aligned with the Pennsylvania State Standards in place at the time of adoption. If the District fails to respond or
object to the modification, the modification shall be deemed approved by the District as a change to the program implemented by the school.
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Education® program is updated and improved. Adherence to the Transformational Education®

model and its updates is integral to the successful operation of TLC Leadership
See Appendix C35 - Management and Support Agreement.
B. BOARD SELECTION
How will the Board of Trustees be selected?
TLC Leadership’s Founding coalition is currently working on building a strong Board of Trustees
for the proposed charter school. The initial board will be composed of educators, business
people and community members who have agreed to serve and contribute their time and
considerable talents to building an excellent school for our children. We will intentionally include
at least one individual familiar with the Transformational Education® model on our Board of
Trustees whenever possible. We are hopeful that many members of the Founding Coalition will
also participate as members of the Board of Trustees.
Board members shall be selected and vacancies on the Board shall be filled in accordance with
the provisions of the TLC Leadership’s By-Laws, as adopted from time to time by the Board,
currently in Section 3 of the By-Laws submitted with this Application. Board members shall serve
without compensation and be bound by all applicable policies including those
C. COALITION AND BOARD
What steps will be taken to maintain continuity between the founding coalition’s vision and
the Board of Trustees?
We anticipate that members of the Founding Coalition will also participate as members of the
Board of Trustees. Additionally, upon grant of the Charter, the Founding Coalition shall review
and adopt updated by-laws and policies for the TLC Leadership’s operation as a charter school,
substantially in the form submitted in Appendix C37, to ensure continuity in mission, practice,
and leadership for the school. The transition of members of the Founding Coalition to the
Operating Board along with the review and adoption of the by-laws and policies for the school’s
operation will provide a stable structure upon which the work of the school may be carried out
and will help to maintain continuity between the Founding Coalition’s vision and the Operating
Board.
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D. BOARD ROLES AND RESPONSIBILITIES
Describe the roles and responsibilities of the Board.
The Board of Trustees shall operate in accordance with the dictates and provisions of the Bylaws
adopted by the Operating Board of the organization substantially in the form attached hereto as
Appendix 36 - TLC Leadership Bylaws. Certain provisions of the By-Laws and Policies may not be
finalized until grant of the Charter by the District.
E. ADMINISTRATION/TEACHER RELATIONSHIP
What steps will be taken to facilitate a productive relationship between administrators and
teachers?
The small size of TLC Leadership will facilitate close working relationships between
administrators and teachers. The school administration will conduct monthly (at a minimum)
staff meetings to discuss such topics as goals and objectives, school operations, professional
development, curriculum development and other matters of relevance to the school. School
administrators will lead mid and end-of-year reflection sessions with the full staff to gather
teacher input and troubleshoot areas of concern, and the Principal will meet bi-annually with
each staff member (see evaluation section) to set and track progress related to teachers’ self-
identified performance goals. Administrators will also appoint staff members to serve on
administrative committees and to attend board meetings so that the board is informed of
teacher and student successes.
F. PARENT STUDENT DECISION-MAKING
Discuss the nature of parental and student involvement in decision-making matters where
appropriate.
TLC Leadership’s organizational success hinges on the active participation of all its members in
the decision-making process. Therefore, TLC Leadership will provide a variety of avenues for
parents, community members, and students to offer input on issues concerning the charter
school. Such opportunities may include but not be limited to:
• Monthly board meetings
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• Annual title 1 data workshop

• Monthly “coffee with the principal” drop-in sessions
• Bi-annual town hall meetings with families
We will advertise all of these public meetings and encourage the attendance and input of our
parents and other interested community people. We will also make certain that we update our
website regularly to provide the wider community with updates of our programs and activities,
as well as our Annual Report and Comprehensive Plan.
G. REQUIRED DOCUMENTS
Submit copies of the school’s by-laws, contracts and other documents required by pending
charter school legislation or applicable law. The requirements for the bylaws follow:
The bylaws must contain a provision for “failure to organize or neglect of duty.” Specifically, the
bylaws must outline a removal procedure for the failure of a board member to perform his or
her duties as outlined in the Charter School Law.
• No board member shall as a private citizen, engage in any business transaction with the
charter school of which he or she is a trustee, be employed in any capacity by the charter
school of which he or she is a trustee, or receive from such charter school any pay for
services rendered to the charter school.
• A charter school Board of Trustees shall have a designated treasurer who shall receive all
funds, including local, state, and federal funds, and privately donated funds. The treasurer
shall also make payments out of the same on proper orders approved by the Board of
Trustees, signed by the president or vice president of the Board. The treasurer may pay out
such funds on orders that have been properly signed without the approval of the Board first
having been secured for the payment of amounts owing under any contracts, which shall
previously have been approved by the Board, and by which prompt payment, the charter
will receive a discount or other advantage.
• Procedures for dismissal of a board member must be contained in the bylaws.
See Appendix C36 - TLC Leadership Bylaws and Appendix C37 - TLC Leadership Board Policies for a
representative set of both founding documents.
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H. BOARD OF DIRECTORS
Submit board members’ names, addresses, phone numbers and resumes.
Membership for the TLC Leadership Board of Directors will be finalized upon approval of the
Charter Application. We anticipate that the board will be comprised of members of the Founding
Coalition whose bio’s and resumes are included in Appendix C34 – Founding Coalition Resumes.
Appendix C38 - Board Member Resumes – pending.
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FINANCE AND FACILITY
IV. FINANCE AND FACILITY
1. FINANCING
A. STARTUP BUDGET
Develop a preliminary startup and operating budget. Applicants are to use the guidance
provided in the Manual of Accounting and Financial Reporting for Pennsylvania LEAs to create
those budgets. Develop a purchasing procedure that addresses a competitive way to purchase
goods and services.
TLC Leadership has, in collaboration with its Business Manager, Charter Choices, prepared a 5-
Year Preliminary Startup and Operating Budget. The Founding Coalition has used the guidance
provided in the Manual of Accounting and Financial Reporting for Pennsylvania LEAs to develop
this budget. The attached budget includes the following relevant information and detailed
assumption for the fiscal years ending 2021-25:
• Operating budget
• Staffing list
• Breakdown of site costs
See Appendix D39 - TLC Leadership 5-Year Budget.
The purchasing procedures of TLC Leadership will comply with Section 1725-A of Charter School
legislation. The goal of the financial procedures will be to provide flexibility while maintaining
adequate controls and oversight. The Board of Trustees will approve the financial budget
annually and review and update its financial procedures on a regular basis. The School
anticipates engaging an independent Business Manager, Charter Choices, Inc., to provide the
School with “back office” and fiscal management services. Charter Choices, an established and
well-regarded service provider to the Pennsylvania charter school sector since 2005, will oversee
the school’s financial system and ensure that budgets are itemized according to the Board’s
requirements.
The school administration will be authorized to spend up to $5,000 for any single transaction.
Expenditures above $5,000 will be permitted when allocated funds are available in the budget
category and the school administration. Any expenditure over $5,000 that is not allocated for in
the Board approved budget require the Business Manager and Board Finance Committee
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approval. The Board Treasurer will check to ensure that competitive bids have been entertained
where appropriate. The Business Manager or school administration will report on the financial
status to the Board of Trustees at each meeting of the Board. The Board will develop additional
procedures as the need arises.
B. FUNDRAISING
What fundraising efforts have occurred and/or are planned to generate capital or to
supplement the per pupil allocations?
TLC Leadership has not undertaken any official fundraising efforts to defray its start-up costs. All
expenses related to the preparation of this charter application, the identification of a viable
property and the establishment of all necessary vendor and partner relationships are detailed in
the Operating Budget (see tab, “Start-Up Expenses”), and have been paid for by The Lincoln
Center with no expectation of repayment by the charter school.
Once the school is operational and has begun enrolling students, all outstanding invoices and
vendor payments related to the preparation for and start of the school year will be settled using
the school’s standard revenue (i.e., per pupil allocations).
In addition, the Founding Coalition of TLC Leadership recognizes that a successful fundraising
campaign is necessary for the long-term financial viability of the charter school and plans to
implement a capital development fund and hire a fundraising consultant to embark on a
campaign to raise funds for school operations. The founders are pursuing a variety of
prospective donors including individual philanthropists, corporations, and foundations.
The Founding Coalition is confident that the school administration will raise at least $25,000
through its fundraising efforts in its first year of operation.
The Board of Trustees also plans to create a Development Committee, which will coordinate
both public and private fundraising efforts. Once the charter is approved, this committee will
seek funds through partnerships with local businesses. The school administrators will write
proposals for funding from Title I, Title II, Title III, Title IV, Ready to Learn, E-Rate, 21st Century
Grants and other sources, including federal, state and foundation funds.
Additionally, the school is in the process of applying for its 501(c)3 status which will allow
individuals to make contributions to the school on a tax-deductible basis.
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C. FINANCIAL PROCEDURES
Describe the implementation of the following required financial procedures:
The Business Manager or school administrators of TLC Leadership shall deposit the funds
belonging to the charter school in a depository approved by the board and shall, at the end of
each month, make a report to the charter school board of the amount of funds received and
disbursed by him or her during the preceding month. All deposits of charter school funds by the
charter treasurer shall be made in the name of the charter school. The Board of Trustees of a
charter school shall invest charter school funds consistent with sound business practices.
Authorized types of investments for charter schools shall be:
• United States Treasury bills

• Short-term obligations of the United States Government or its agencies or instrumentalities
• Deposits in savings accounts, time deposits or share account of institutions insured by the
Federal Deposit Insurance Corporation or the Federal Savings and Loan Insurance
Corporation or the National Credit Union Share Insurance Fund to the extent that such
accounts are so insured, and for any amounts above the insured maximum, provided that
approved collateral as provided by law therefore shall be pledged by the depository.
• Obligations of the United States of America or any of its agencies or instrumentalities backed
by the full faith and credit of the United States of America, the Commonwealth of
Pennsylvania or any of its agencies or instrumentalities backed by the full faith of the
Commonwealth, or of any political subdivision of the Commonwealth of Pennsylvania of any
of its agencies or instrumentalities backed by the full faith and credit of the political
subdivision.
• Shares of an investment company registered under the Investment Company of America Act
of 1940 (54 Stat.789, 15 U.S.C. * 80a-1 et seq.) as defined in PA 24 PS 4-440.1 of the
Pennsylvania School Code.
Note: All Investments shall be subject to the standards set forth in PA 24 PS 4-440.1 of the
Pennsylvania School Code.
The Business Manager shall settle accounts annually with the Board of School Directors for each
school year, shall prepare monthly balance sheets, income statements and offer a full
accounting of activity (check detail, accounts payable aging, etc.) as required (see details below).
An annual school audit shall be conducted according to the requirements of Article 24 of the
School Code of 1949. Charter School Boards of Trustees shall follow requirements set forth for
school boards in this section.
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TLC Leadership is planning to implement the policies and procedures defined above. Specifically,
the following are examples of the proposed financial procedures that TLC Leadership will follow:
BUDGETS
No later than 90 days prior to the beginning of each fiscal year (July 1), the Business Manager
and the school administration will prepare and submit together to the Board of Trustees a
proposed budget ("Proposed Operating Budget") for the operation of the school during the
ensuing school year. Each Proposed Operating Budget will set forth all of the revenues that the
school anticipates receiving, a proposed schedule of fees and charges for services, and all of the
expenditures anticipated to be necessary for the operation of the school, both (1) during the
ensuing school year and (2) during the succeeding two school years. Each Proposed Operating
Budget will further set forth each category of expense, the sources and uses of funds, fund
accounting income statement, cash flow, capital expenditures, and any other appropriate items,
for the ensuing year and for the succeeding two years. Each Proposed Operating Budget will
reflect the school administration and Business Manager’s view of the most economical,
reasonable methods of operating and maintaining the School during the years to which that
Proposed Operating Budget relates.
The Board of Trustees will, after reviewing and analyzing the Proposed Operating Budget,
communicate to the Business Manager and the school administration any changes, additions, or
deletions it believes should be made in such Proposed Operating Budget. After making such
changes, the Board of Trustees will then approve the Proposed Operating Budget.
It is understood, however, that each operating budget will be an estimate only and that
unforeseen circumstances such as, but not limited to, the costs of labor, material, services and
supplies, casualty, operation of law, or economic and market conditions may make adherence to
the operating budget impracticable, and departures, therefore, may be required due to causes
of the foregoing nature or for other business reasons. Accordingly, if revenues of the school for
any year are less than budget or if the school will require any expense category to exceed the
corresponding amount in the budget in any year, then the Board of Trustees, school
administration, and the Business Manager will meet promptly to determine if an adjustment to
the operating budget is necessary.
FINANCIAL STATEMENTS
The Business Manager will report to the school’s Board of Trustees in writing monthly, for the
preceding month, with monthly balance sheets, statements of income and sources and uses of
funds with respect to the school for such month and cumulatively for the fiscal year-to-date, as
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well as any recommended changes to the then-current approved operating budget that the
Business Manager or school administration considers necessary or appropriate. The Board of
Trustees and the administrators will examine the monthly financial statements to ensure that
the school is meeting the annual approved budget for the fiscal year. The financial statements
will be used as a tool to assist the Board of Trustees and school administration in making
decisions that ensure the school’s financial viability while meeting the school’s mission.
AUDIT
The Board Treasurer, or the Finance Committee, in consultation with the Business Manager and
school administrators, will engage an accounting firm or other appropriate third party to
perform an audit of the books and records maintained for the school in accordance with
applicable regulations. This appointment will have to be approved by the Board of Trustees. The
audit is to be completed and a report to be furnished within 90 days after the end of the
school’s fiscal year (June 30). The annual school audit will be conducted according to the
requirements of Article 24 of the School Code of 1949, using the requirements set forth for
school boards.
OPERATING ACCOUNT
The Business Manager will establish, on an agency basis for the school, one or more bank
accounts, with mutually acceptable financial institutions (the "Operating Accounts"). The
Business Manager will cause all gross revenues to be deposited into the Operating Accounts,
and cause all operating expenses (including, without limitation, payments of operating
expenses, payroll, and payroll taxes) to be paid out of the Operating Accounts for and on behalf
of the school. The Operating Accounts shall be used exclusively in connection with the operation
of the school.
WORKING CAPITAL
The Business Manager’s personnel shall provide assistance to the school to seek a line of credit
with a financial institution to be utilized to fund seasonal or other cash flow deficiencies.
PAYROLL
The Business Manager will provide "back office" accounting services for the school, including the
following:
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• Payroll services, including processing all payroll payments to employees, issuing W-2
statements and maintaining payroll records, payment of all Federal, State, and local
payroll taxes, and all employee benefit expenditures
• Accounts payable services (including, but not limited to, the processing thereof)
• Accounts receivable services
• Maintaining accounting system records and reports
• Petty cash management
• Tracking of expenditures for furniture, fixtures, and equipment
The school will employ appropriate on-site record keepers as necessary to provide the Business
Manager with operational data.
See Appendix D40 - Financial Procedures Policy, for a full detailing of the school’s approach to
internal financial controls.
2. FACILITY
A. FACILITY DESCRIPTION
Provide descriptions of and addresses for the physical facilities under consideration and the
ownership thereof and any lease arrangements.
We are committed to ensuring that our students and staff are afforded a high-quality learning
environment. Just as government-operated schools utilize bonds to finance new buildings, TLC
Leadership will draw upon the excellent credit and fiscal management of its management
company, TLC Leadership Charter Schools, to secure a long-term lease and renovate an
appropriately-zoned facility to suit its programmatic needs. The school’s 10-year lease rate is
based on a combination of rent-per-square foot, improvement costs for the building and
property (to be borne initially by the owner and then built into the lease over time) and
associated CAM expenses.
Consistent with the approach outlined above, TLC Leadership has identified a suitable property
in the Conestoga Valley School District with a local owner, High Properties, that is interested in
leasing its property at:
1827 FREEDOM ROAD, SUITE 101

LANCASTER, PA, 17601
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High Properties has conducted a test fit-out for TLC Leadership and will take responsibility for
renovating the facility – currently utilized as office space and light manufacturing (will be vacant
starting in Summer 2019) – to suit the school’s educational program, including administrative
and counseling suites, traditional classrooms, art and music rooms, tech room, STEM Lab,
cafeteria, gymnasium/multipurpose room, and a series of large-group/flexible learning spaces.
The building’s current warehouse space will be converted to more practical school use. Its
current neighboring tenant is a community church (Victory) with services on the weekends, so
ownership does not anticipate any issues regarding bus access, traffic flow, pedestrian safety,
etc.
In the event that High Properties chooses not to lease this particular property to TLC Leadership,
the Founding Coalition is continuing to evaluate alternative sites, including the following
location that is also owned by High Properties:
1740 Hempstead Road

Lancaster, PA 17601-5844
High Properties has conducted a test fit-out for TLC Leadership for this site, where the school
would occupy the entire building. High would remodel its exterior, make improvements to level
a congruent building height, and convert land in the rear of the property for a recreational play
area.
See Appendix D41 - Intent to Lease for a letter of intent to lease between High Properties and TLC
Leadership. This agreement is backed by a deposit, provided interest-free by TLC Leadership
Charter Schools (to be repaid once the school begins receiving revenue in Fall 2020.
B. FACILITY SUITABILITY
Explain how this site(s) would be a suitable facility for the proposed school. Consider the
necessity of renovation to the facility and compliance with applicable building codes and
accessibility for individuals with disabilities. Describe the services of the facility including
heating, ventilating, lighting, sanitary conditions, and water supply.
High Properties, the facility’s owner, conducted a test fit-out for TLC Leadership and confirmed
by-right use for educational purposes. It is now being used as office space and light
manufacturing/warehouse and requires only cosmetic renovations (moving of non load-bearing
walls, painting, drywall, carpeting, wiring, addition of bathroom fixtures, etc.) in order to be
ready for students. Any required upgrades to meet educational code (if necessary) will be
performed as part of renovations undertaken by High Properties for TLC Leadership.
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See Appendix D42 - Facility Design Plans for a floor plan and other documents illustrating the
school’s facility plans.
C. FACILITY MAINTENANCE
Discuss the plan for maintaining the facility on a daily basis (custodial) and extended basis
(facility maintenance).
TLC Leadership intends to hire its own full-time Custodian and has listed this expense in its 5-
Year Operating Budget. In addition, the school has budgeted for ongoing repairs and
maintenance costs and will follow a standard RFP process to secure professional services from
facilities contractors as building improvement needs arise.
See Appendix D39 - TLC Leadership 5-Year Budget for details.
D. FACILITY ACQUISITION
Discuss any progress, partnership developments or other future steps toward acquisition of a
facility/land.
Please see 2A above.
E. FACILITY FINANCING
Describe facility financing plans.
Please see 2A above.
TLC Leadership will not need to take on any debt service as it intends to lease its school facility.
It will, however, receive an interest-free, short-term loan from its management company, TLC
Leadership Charter Schools, to cover its security deposit, first and last-months’ lease costs, along
with other start-up costs (ordering of supplies, technology, hiring of movers/installers, etc.). All
of these costs will be repaid over the first year of operations as tuition revenue is received.
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3. LIABILITY AND INSURANCE
A. INSURANCE COVERAGE
Describe your school’s insurance coverage plans, including health, general liability (including
school operation, extracurricular activities, and parent volunteer activities), property, and
director and officers’ liability coverage (see Section 1727-A of the charter school legislation).
COMMERCIAL INSURANCE
TLC Leadership will obtain all necessary insurance either through a broker or through direct
placement with a provider. It will obtain the best rates through competitive bidding or by
allowing the broker to shop rates consistent with the quality of coverage or through joining a
consortium of charter schools that have already obtained competitive premiums.
As evidence of the school’s commitment to being fully insured, the Founding Coalition has
secured a letter from the school’s broker indicating that the broker fully intends to perform the
services detailed above, pursuant to the school’s successful chartering.
The school will secure General Liability insurance (including coverage for after-school, field trip
activities and transportation), Errors and Omissions Coverage, Property Coverage, Directors and
Officers Liability, Employee Liability and Worker’s Compensation.
All coverage will be provided by an insurance company that has a rating of “A” or better and a
financial size category of “VII” or better, according to A.M. Best Co. Copies of appropriate
certificates of insurance will be provided to the Conestoga Valley School District prior to the
opening of the school.
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The following chart provides a more detailed view of the types of insurance and limits the
charter school will secure:
Type of Insurance Limit

Business Personal Property 500,000
General Liability 3,000,000 general aggregate

Products – completed operations Included
Personal Injury 1,000,000 per occurrence
Advertising Injury 1,000,000 per occurrence
Damage to Premises Rented 100,000 per occurrence
Medical Expense 5,000 per occurrence
Sexual Abuse Occurrence Limit 1,000,000
Defense Expense – Each Sexual Abuse 1,000,000
Occurrence
Defense Expense – Aggregate Limit 3,000,000
Employee Theft 100,000
Commercial Automobile (school buses) 1,000,000
Workers Compensation Insurance and Employers
Per Law
Liability
Student Accident 25,000 per person
Accidental Death, Dismemberment, or Loss of
20,000 per person
Sight
School Leaders Errors and Omissions 2,000,000
Umbrella-Excess Liability Coverage 1,000,000
The representatives of TLC Leadership understand the requirement to provide medical

insurance coverage for employees that are the “same as” those provided to employees in the
Conestoga Valley School District. It also understands the need to protect the Board and
employees in the conduct of their work.
As indicated, liability insurance with umbrella coverage, auto liability (in the event that staff uses
their own vehicles on charter school business), professional liability, directors’ and officers’
liability, insurance for errors and omissions, fire theft and vandalism on building and contents,
workers’ compensation and appropriate riders will be obtained through a broker when a Board
is established, assets are acquired, employees hired, etc.
See Appendix D43 - Commercial Insurance Broker Letter.
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MEDICAL INSURANCE – EMPLOYEE BENEFIT
Medical insurance coverage will be limited to a Preferred Provider Organization (PPO) or an

HMO; indemnity coverage will be provided if it can be obtained and if the employee will pay a
share of the premiums similar to that paid by school employees in the Conestoga Valley School
District. Prescription, dental, and vision plans will be as similar to plans offered to the staff in the
school district as providers will offer.
See Appendix D44 - Medical Benefits Broker Letter.
4. CHILD ACCOUNTING
A. ENROLLMENT PROCEEDURES
Describe your school enrollment and attendance procedures.
ENROLLMENT
In accordance with the TLC Leadership Code of Conduct, students will be expected to attend
school daily. TLC Leadership will implement a system for maintaining student enrollment
information as required under 1730-A of the Charter School Law (Act 22 of 1997).
Specifically, TLC Leadership will collect all of the necessary data for each student and will file all
forms required by the Pennsylvania Department of Education (i.e. PDE-3059CS Instructional
Time Summary, PDE-30262C Annual Attendance Membership Report, PDE-3002CS Summary
Report of Aggregate Days Membership) and the participating school districts. Additionally, TLC
Leadership will use a student information software system, School Mint, to track enrollment
data to ensure that the enrollment figures are always current, reflecting new students and any
withdrawals.
ATTENDANCE
Students will be expected to attend school every day. If a student is absent, every attempt will
be made to contact that student’s parent or guardian to inquire about the reason for his or her
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absence. The school will follow the attendance guidelines set forth in the state child accounting
procedures of the Public School Code (24 PS 13-13332) regarding unexcused absences.
When absences occur, it is the responsibility of the student’s parent or guardian to provide a
written note regarding the reason for the absence. In the case of frequent absences or absences
not accompanied by a note, the counselor or designated staff member will contact the student’s
parent or guardian to determine the cause of the absence(s), and appropriate action will be
taken, if needed.
School Mint, the student information software system mentioned above, will also be used to
track attendance quickly and accurately, allowing for seamless communication between the
teachers and the administration and the administration and the parents.
See Appendix D45 - Enrollment and Attendance Policies.
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IMPLEMENTATION AND ADMINISTRATION
V. IMPLEMENTATION AND ADMINISTRATION
1. RECRUITING AND MARKETING PLAN
A. PUBLICITY
Demonstrate how you will publicize the school to attract a sufficient pool of eligible applicants.
TLC Leadership is confident that, based on The Lincoln Center’s track record of success with its
Transformational Model and the growing need for the unique service model it provides, the
school will be fully enrolled across all grade levels (K-12) in Year 1 and beyond.
In order to ensure that all students and families in the greater Lancaster area are fully aware of
the school’s proposed opening in September 2020, the Founding Group will host a series of
Town Hall Gatherings in and around the city starting in Spring 2019 and throughout the 18
months leading up to the school’s launch. We will be gathering parent signatures and pre-
enrollment forms to illustrate the strong demand for the school’s approach.
See Appendix A26 - Parent/Guardian Petition for additional detail.
TLC Leadership has also launched its own web domain, https://TLCCharterSchools.com, along
with several social media profiles which it will use to publicize the school’s opening more broadly
across the region:
Facebook: /TLCCharterSchools
Instagram: @TLCCharterSchools
Twitter: @TLCCharterSchs
B. STUDENT OUTREACH
What type of outreach will be made to potential students and their families?
In addition to the Town Hall meetings, the Founding Coalition will conduct additional outreach
efforts, including mailings to area residents, use of local media channels, information booths at
community centers, churches and events, and solicitation of letters of support from civic leaders
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(many of which are attached to this application – see Appendix A27 – Letters of Support). All
meetings and events will be advertised in key public spaces, and the Founding Coalition
members will be enlisted as ambassadors for the school.
TLC Leadership will also be founded on the basis of collaboration and relationships as it seeks to
build a strong culture both within and outside of the school. Its Founding Coalition and
Management intend to maintain ongoing conversations with families, community organizations,
cultural institutions, as well as the Conestoga Valley School District and the City of Lancaster.
These collaborative discussions will be used to strengthen the school’s programming, while also
ensuring that the school is providing the kinds of services that its external stakeholders want
most.
Community engagement is an intrinsic part of what it means to be a student-centered,

transformational, project-based school. Unlike traditional schools, TLC Leadership students will
not simply go on field trips; they will go on learning expeditions – projects that are guided by a
Driving Question. Using a hands-on-learning model, we intend to bring students out of their
neighborhoods and expose them to the exceptional culture and history that the City of Lancaster
and its neighbors have to offer.
Those organizations and individuals who have indicated support for TLC Leadership’s application
and/or expressed a desire to partner with the school in its mission are listed on pages 53-54 of
this document.
See Appendix A27 – Letters of Support.
2. ENROLLMENT POLICY
A. ENROLLMENT METHODS AND CRITERIA
Describe the enrollment methods and eligibility criteria you will use to select students. Explain
administrative procedures to ensure compliance with laws pertaining to Special Education.
TLC Leadership will adhere to the requirements of charter school law (Section 1723-A) and will
be open to all age-appropriate students from the CVSD and surrounding districts across
Lancaster County. These students will be admitted on a first-come-first-served basis with the
exceptions described below as permitted by Act 22. Parents or guardians must complete a
student application and supply the documentation listed below in order to be eligible for
admission. Where necessary, the TLC Leadership staff will provide information so that parents
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can obtain student records from their present schools. These items – while not conditions of
enrollment – will ensure a smooth enrollment process:
• Birth certificate or other official documentation proving birth date

• Student Social Security Number
• Copy of existing I.E.P., NOREP and supporting documentation, if applicable
• Prior school records including academic, standardized test scores, attendance information
• Family “proof of residency” in the local district
• Act 26 Violations
See Appendix A24 - Board Admissions and Enrollment Policies.
B. ADMISSIONS TIMETABLE
Describe the timetable to be used for admitting students, including a plan for the admission
lottery for students from both within and outside the district.
TLC Leadership will welcome all students and families to apply for admission. Interested families
are requested to attend one general information meeting (again, this is not a condition of
enrollment, but is essential to student success), where they will be introduced to the mission,
philosophy, policies, and expectations of the school. The pursuit of excellence, our unique
educational program, its academic rigor, character development, and parental involvement will
all be emphasized.
In addition to general informational meetings, families will also have the opportunity to schedule
30-minute one-on-one informational sessions with school leadership. During this time, they can
ask questions to further understand the school mission, model, and expectations. Families may
apply for admission at any time, and no student will be denied the right to apply.
A public lottery, which will receive wide notice in the school brochure, website, and printed
enrollment materials, will be conducted by the school in April 2020 (and March of all subsequent
years) if applications for enrollment exceed the number of available slots in any grade. All names
will be put into grade level batches using the SchoolMint system (discussed on pages 32-34 of
this document and selected for its ability to automate the lottery process) and drawn at random.
The order in which the names are drawn establishes the list for enrollment and the waiting list.
All families who submitted application forms for the lottery will automatically be informed of the
results via a letter generated by the SchoolMint database. Students whose names are drawn to
fill the grade openings will be sent registration materials via electronic mail and will also be
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notified of the deadlines established for the completion of the enrollment process. The following
documentation is required for enrollment:
• Student Enrollment Form (signed)

• Immunization and Medical Forms (as required by law)
• Family Information Sheet
• Release Form for School Records (from sending school district)
The following documents will also be requested, but are not conditions of enrollment:
• Field Trip Permission Form

• Emergency Contact Form
• Photo and Video Authorization or Denial Form
• Signed and Dated Receipt of Parent Handbook and Student Code of Conduct
• Student Transportation Plan Form
If there is no response from the family within the established deadline, TLC Leadership will
contact the family of the next student on the waiting list. When openings occur, wait-listed
families are notified, in accordance with their “ranking,” and are given the opportunity to accept
the space. Siblings of enrolled students will be given preference over other names on the
waitlist. The wait list, which is formed by the lottery, will be valid for the academic year
immediately following the lottery. Students who do not get placed and still want to enroll must
submit a new application each year.
See Appendix A25 - Enrollment Application, and also Appendix E46 - Pre-Enrollment Form and
Appendix E47 - Enrollment Form for sample documents that have been provided to prospective
families.
C. NON-DISCRIMINATION
Explain how these policies further the mission of the school in a non-discriminatory fashion.
There will be no exceptions for admission. TLC Leadership is a public school and as such will not
discriminate against any student who applies. If more families apply than the number of slots
available, students will be selected on a random basis by the lottery (see lottery description
above).
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3. HUMAN RESOURCES
A. HIRING STANDARDS
Describe the standards to be used in the hiring process of teachers, administrators, and other
school staff.
Prospective TLC Leadership teachers, administrators, and other school staff must be committed
to the goals and mission of our school – in particular, we are seeking educators who believe in
the unique capacity and brilliance of every student, particularly those who are working to
overcome social and emotional challenges that have presented challenges in a traditional school
setting. Our strong preference and goal is to hire educators who are certified by the
Commonwealth of Pennsylvania in their area of expertise; past experience and demonstrated
proficiency will also be considered.
TLC Leadership further seeks to employ professional staff who demonstrate a commitment to
student-centered, project-based learning, have a deep understanding of their academic area, are
interested in working in a team environment, subscribe to the theory of the teacher as coach
and facilitator in the delivery of instruction, are at least functionally literate in computer
technology, and have a desire to continue their professional growth.
The Founding Coalition is developing a more detailed description of employment qualifications

for all staff. The Founding Coalition will advertise through local papers, professional publications
and educational job posting websites (such as PAREAP). They will also distribute job
announcements to local universities and will ask relevant teacher preparation programs to refer
qualified candidates.
Consistent with charter school regulations, at least 75% of the professional staff will meet the
certification requirements for the Commonwealth of Pennsylvania. It is our intention, however,
to attempt to hire 100% of fully-certified staff in the first year. The Board of Trustees will appoint
the school’s chief administrative officer, the Principal, by no later than February 2020. The
Principal will have the responsibility of recruiting and recommending all other employees
including teachers to the Board for its approval. In every case the Board and administration will
adhere to all laws governing non-discriminatory practices in the workplace.
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B. STAFF SIZE
What is the targeted staff size and teacher/student ratio?
TLC Leadership is committed to maintaining an in-class student to teacher ratio of no more than
12.5 to 1. Grades K-12 will enroll no more than 50 students per “House” (grade-level bands: K-2,
3-5, 6-8, 9-12). In K-5, each house will be comprised of two classrooms of no larger than 25
students, and each House will be supported and co-taught by one FT Regular Education Teacher
and one FT Special Education Teacher. In grades 6-8 and 9-12, each house will be comprised of
two teams of no larger than 25 students. Students will have a home base team (2 teachers, 1
special education teacher) but will experience instruction conducted by subject areas specialists
across ELA, history, mathematics, and science. In short, 8 instructional teachers and 2 special
education teachers will support grades 6-12. In addition to the teachers detailed above,
additional professional staff and non-instructional support staff that will be available to work
with the students; this will drive the actual staff:student ratio to be approximately 6:1. The level
of rigor care and quality of therapeutic support to be provided requires an intensive and
intimate educational setting. The staff chart displayed below in Section E clearly supports our
commitment to making this happen.
C. PROFESSIONAL DEVELOPMENT
What professional development opportunities will be available to teachers and other staff?
Professional development will occur at the classroom level, the school level, and through
opportunities provided to teachers and other school staff through outside organizations. All
professional development activities will provide Act 48 credits for the staff. There will be
intensive and ongoing training. As indicated earlier, we are making a huge commitment to the
professional development and training of our staff so that they can successfully implement our
instructional model. As such, we will provide the following accommodations within our school-
year calendar:
• Summer Training (at least 4 Days)

• In-Service PD (at least 6 Days)
• Staff Meetings (Weekly)
• Orientation for New Staff (at least 4 Days)
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CLASSROOM
The school schedule will be developed so that all teachers at a given grade level will have
common preparation and planning times daily. Teachers will be expected to use this time for
curriculum development, problem solving, and examination of student progress through a
review of assessment materials. Common planning time is essential to the success of the
educational program. Teachers may also be eligible to receive compensation (via stipend) to
spend several weeks each summer developing curriculum, collecting materials, and working
together to plan and coordinate thematic curriculum within and across grade levels.
SCHOOL
Teachers in the school will gather on a semi-monthly basis (6 times per year) to discuss and
develop plans for working on school-based issues and themes. They will, for example, be
responsible for examining and modifying, as needed, the discipline code for the school, and to
provide input for the school schedule, curriculum areas, assessment data, and classroom
configurations.
EXTERNAL
Funding will be provided to cover the registration and travel costs for the teaching staff and
higher-level administrative staff to attend various outside conferences, seminars, and
workshops. Funding will also be available for interested teachers and administrators to attend at
least one professional conference a year. They will be expected to share what they have learned
with their colleagues when they return, so that all staff can take advantage of the experience.
Teachers and administrators will also have access to resources and programs presented through
local colleges and universities, in particular those sponsored by the Pennsylvania Department of
Education.
D. HR POLICIES
Describe your human resource policies governing salaries, contracts, hiring and dismissal, sick
and other leave, and benefits.
TLC Leadership is developing policies and procedures to be used for establishing salaries, hiring,
terminating, and determining benefits for all employees. Below is a description of the
considerations that will go into establishing the policies:
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• Salary: Salary shall be commensurate with qualifications and experience.

• Contracts: Employees will receive written contracts that describe their duties, terms of
employment, compensation, benefits, etc., prior to the onset of employment. Their
contracts will be offered on a yearly basis.
• Hiring: The school wishes to promote diversity and equal access to all categories of
employment, including retention and professional advancement, and will ensure equal
opportunity, without regard to age, gender, sexual orientation, race, color, creed, religion,
ancestry, national origin, social or economic status, parenthood, marital status, or handicap.
• Dismissals: All employees hired by TLC Leadership will be considered “at will” and as such can
be dismissed as determined appropriate by the school administration with the approval of
the Board of Trustees. However, it will be the policy of TLC Leadership that all processes of
due process and documentation will be observed. prior to any recommendation being made.
• Personal Leave: The Board of Trustees shall adopt a policy for providing leave to full-time
employees. The number of days will be determined based on factors including year round or
school year employment, full time status, and years of service.
• Medical Coverage: Full-time employees will be eligible to receive medical coverage
comparable to the coverage provided by the Conestoga Valley School District and to the
employees of TLC Leadership Charter Schools. The coverage shall include hospitalization,
medical, prescription, dental and vision benefits. Employees will be responsible for the
requisite level of co-pay and other obligations associated with the coverage.
• State Retirement: Retirement benefits will be offered as a PSERS Alternative 403(b) Plan in
which employee contributions are matched up to a certain percentage of their salaries. This
plan will be administered by Vanguard and is detailed in Attachment E48 - Retirement Benefits
Overview.
All Staff Policies and Procedures are detailed in the attached TLC Leadership Staff Handbook
subject to revision by the Board of Trustees as needed. See Appendix E49 - Staff Handbook.
See Appendix E50 - Board Personnel Policies for a comprehensive overview of the school’s
approach to human resources, which is subject to revision to maintain legal and regulatory
compliance.
See also Appendix E E48 –Retirement Benefits for an overview of the 403(b) Plan to be
administered by Vanguard.
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E. FACULTY
Identify the proposed faculty.
In order to build a staff of teachers, administrators, and support staff with the enthusiasm and
open minds necessary to design and provide this innovative learning environment, the school
will recruit a variety of individuals with a wide range of experience (across multiple sectors –
private industry, social services, counseling, and education), educational credentials, and
interests. Wherever possible, the school will seek to hire bilingual staff to ensure cultural
responsiveness and to support the significant portion of students and families who speak
Spanish as a first language at home.
The proposed faculty and staff distribution across Years 1-5 is described in the chart below:
STAFFING CHART
Year Year Year Year Year

Position 1 2 3 4 5
Principal 1.0 1.0 1.0 1.0 1.0
Custodian/Maintenance 1.0 1.0 1.0 1.0 1.0
Receptionist 1.0 1.0 1.0 1.0 1.0
Director of Food Service 1.0 1.0 1.0 1.0 1.0
Teachers - Elementary (K-5) 4.0 4.0 4.0 4.0 4.0
Teachers – Middle School/Secondary (Math) 2.0 2.0 2.0 2.0 2.0
Teachers – Middle School/Secondary (Social Studies) 2.0 2.0 2.0 2.0 2.0
Teachers – Middle School/Secondary (ELA) 2.0 2.0 2.0 2.0 2.0
Teachers – Middle School/Secondary (Science) 2.0 2.0 2.0 2.0 2.0
Music Teacher 1.0 1.0 1.0 1.0 1.0
Art Teacher 1.0 1.0 1.0 1.0 1.0
Health/PE Teacher 1.0 1.0 1.0 1.0 1.0
Computer Science Teacher 1.0 1.0 1.0 1.0 1.0
ESL Teacher 1.0 1.0 1.0 1.0 1.0
Language Teacher (French/Spanish) 1.0 1.0 1.0 1.0 1.0
Special Education Teachers 8.0 8.0 8.0 8.0 8.0
Leadership Coaches 4.0 4.0 4.0 4.0 4.0
Director of IT 1.0 1.0 1.0 1.0 1.0
Nurse* 1.0 1.0 1.0 1.0 1.0
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Counselors* 4.0 4.0 4.0 4.0 4.0

TOTALS 40.0 40.0 40.0 40.0 40.0
*Note that Nursing and Counseling services will be provided via contracted service providers (see
“Contracted Services” section of the attached budget).
F. CRIMINAL HISTORY REPORT
Attach a report of criminal history record, pursuant to Section 111 of the Public School Code for
all individuals who shall have direct contact with students.
All TLC Leadership employees and volunteers will be required to submit the following clearances
prior to having any contact with students:
• Department of Human Services Child Abuse History Clearance

• Pennsylvania State Police Request for Criminal Records Check
• Federal Criminal History Record Information (CHRI)
Copies of the required DHS and PA State Police Clearances are included as attachments to this
narrative. TLC Leadership will comply with all of the regulations for school employment as
outlined on the Department of Education’s website:
https://www.education.pa.gov/Educators/Clearances/Pages/default.aspx
See Appendix E51 - Required Criminal Background Clearance.
G. CHILD ABUSE CLEARANCE
Attach an official clearance statement regarding child injury or abuse from the Department of
Public Welfare as required by 23 Pa. C.S. Chapter 63 Subchapter C. 2 (relating to background
checks for employment in schools) for all individuals who shall have direct contact with
students.
See the previous section. All TLC Leadership employees and volunteers will be required to
submit the following clearances prior to having any contact with students:
• Department of Human Services Child Abuse History Clearance

• Pennsylvania State Police Request for Criminal Records Check
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• Federal Criminal History Record Information (CHRI)
Copies of the required DHS and PA State Police Clearances are included as attachments to this
narrative. TLC Leadership will comply with all of the regulations for school employment as
outlined on the Department of Education’s website:
https://www.education.pa.gov/Educators/Clearances/Pages/default.aspx
See Appendix E52 - Required Child Abuse Clearance.
4. CODE OF CONDUCT
A. STUDENT BEHAVIOR
Discuss any rules or guidelines governing student behavior.
TLC Leadership will require all students and parents, prior to their initial enrollment, to sign a
contract that specifies expectations for acceptable behavior that contribute to a stronger school
community. This will be done as part of the formal orientation process. It is the general
philosophy and deep belief of the Founding Coalition that a student cannot learn if he or she is
not present in school, and that students have a responsibility to contribute to their own learning
and that of their peers. To this end we will develop a full set of guidelines that will be in place in
the rare instances where they must be implemented for the “general health, welfare and safety”
of both staff and students alike.
The Founding Coalition has drafted a Code of Conduct (attached to this narrative), to be finalized
by the Principal and approved by the Board of Trustees with input from the school’s founding
staff and parents. The Code of Conduct reflects TLC Leadership Charter Schools’
Transformational Philosophy and is grounded in the notion that an effective instructional
program must be built within an orderly, supportive environment in which students and staff
know and abide by reasonable standards of socially acceptable behavior and respect the rights,
person, and property of others. The contract students and families will be asked to sign will
afford them the opportunity to know what specifically is expected of them and what
responsibility the school has in relation to the implementation of the Code of Conduct. The
Founders believe the school will be more successful in realizing its mission if everyone
understands and agrees with a uniform Code of Conduct with clear boundaries of expectation,
respect, and support.
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The Code of Conduct will comply with all applicable local, state, and federal rules and
regulations.
The Board, the school administration, and other representatives of the staff will expand this
Code of Conduct into a handbook during the months prior to students’ arrival. All parents and
students will receive a copy of the handbook and will sign a statement indicating that they have
read and understand the provisions of the Code of Conduct. This contract will be kept in the
student’s file and maintained by the school’s Counselors. The Principal is chiefly responsible for
the implementation of the Code of Conduct and for ensuring that the school is a safe and orderly
environment for learning while ensuring that students receive the highest degree of therapeutic
care from a trained cohort of caring and responsive adults who will administer discipline in a
restorative fashion.
The Code of Conduct will be designed with the mission of the school in mind, and, as such, will
be based on the belief that all students have the right to be physically safe, emotionally secure,
treated with respect and dignity, and to learn in a positive, focused learning environment.
The school administration and faculty will be responsible for monitoring the implementation of
the Code of Conduct. The Board of Trustees, with feedback from the administrative team,
parents, and faculty will continually review the Code of Conduct and make changes as necessary.
See Appendix E53 - Code of Conduct.
B. STUDENT EXPULSION AND SUSPENSION
Describe your school’s policies regarding student expulsion and suspension, including students
with disabilities.
TLC Leadership’s Code of Conduct will contain specific policies and procedures that describe the
conditions under which violations of the Code will result in suspension or expulsion from the
school. Students identified as “at risk,” based on violations of the Code, will be referred to
appropriate school staff for the development of a family-based intervention.
All due process requirements will be respectively followed for both Regular and Special
Education students. In the specific case of students with disabilities, the guidelines established
by the Individuals with Disabilities Education Act (IDEA) 2004 and by subsequent court rulings
will be carefully followed in order to fulfill total compliance. Manifestation hearings will take
place in all serious offenses for which significant disciplinary action is being considered for
students with an Individualized Education Plan (IEP) to determine whether or not their disability
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is the causation of the adverse action requiring administrative resolution. All attempts to rectify
problems will be made before the implementation of sanctions.
See Appendix E54 - Board Expulsion and Suspension Policies.
C. ATTENDANCE PLAN
Describe your school’s mandatory student attendance plan and its fit with the code of conduct.
TLC Leadership recognizes the paramount important of school attendance in achieving student
success, both academically and socially. We will monitor student attendance carefully in order to
determine when a student is starting to indicate attendance problems. Lateness and absences
must be minimized for all students. To this end, we will employ School Mint attendance software
that will give us daily, weekly, and monthly reports on those students who are displaying
irregular and spotty attendance records.
Teachers will be required to report on any student who misses two or more consecutive days of
school or who starts to develop a pattern of regular absences such as Fridays and Mondays, days
before a holiday, etc. Follow-up will be done on a daily basis for each absence for those students
who have begun to demonstrate such patterns. Classroom teachers and the Counselor will be
responsible to make a home contact to verify absences when a parent note, phone call or email
is not provided. When and if a student’s absences continue, the school administration will start
the process of bringing in the parents for a conference and to develop a plan to ensure that the
student is meeting attendance requirements. Unexcused absences in excess of an established
maximum will be included in the school’s Code of Conduct as grounds for expulsion after all
appropriate efforts are taken to alleviate truant conduct by the student.
See Appendix E55 - Board Attendance and Truancy Policies for specific details.
5. TRANSPORTATION
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A. TRANSPORTATION PROGRAM
Describe your transportation program, including transportation for Special Education students
and suggestions for improvement.
TLC Leadership will use Conestoga Valley School District’s busing services for eligible students.
Non-resident students shall be provided transportation under Section 1361 of the Public School
Code. The school district of residence must provide transportation to a charter school up to 10
miles from its border. Students from other school districts in Lancaster County who live outside
of this 10-mile radius will be responsible for providing their own transportation.
As classes will begin at 8:00AM, students are to be dropped off by buses by no later than
7:45AM. After the conclusion of the school day at 3:30PM, eligible students will be picked up by
the buses for transportation home; all other students should be picked up by designated family
members or guardians at that time. Families of students who choose to remain on campus for
after-school clubs, activities and sports will be responsible for arranging pickup.
For Special Education students who require specialized services offsite and/or enrollment at an
Approved Private School (APS), TLC Leadership will contract with a third party to provide
transportation services to ensure that the mandated services are provided.
B. EXTENDED DAY TRANSPORTATION
What arrangements will be made to transport students and if you plan to implement an
extended-day or extended-year program that requires transportation beyond that which the
district provides?
TLC Leadership will provide a variety of optional, after-school clubs and activities to its students,
but will not provide a formal, extended-day academic program at this time. Families of students
who wish to enroll in after-school clubs will be responsible for their own transportation.
For those students requiring an Extended School Year (ESY), transportation will be provided to
eligible Conestoga Valley School District residents using district buses. TLC Leadership also
assumes responsibility for arranging private transportation for non-Conestoga Valley residents
who also require an ESY option.
For students enrolled in optional summer enrichment programming, families will be responsible
for coordinating transportation.
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C. OUT OF DISTRICT TRANSPORTATION
What plans are being made for the coordination of transportation of students who live outside
the local district to be transported to the school? The school district of student residence must
provide transportation to a charter school up to ten miles from its border.
See comments under Section A above. As a charter school, TLC Leadership recognizes it may
draw students from a variety of districts. Students shall be provided transportation in
accordance with the requirements of the Charter School Law and the Public School Code.
Students that reside outside the chartering district will be provided transportation from the
sending district to the extent required by Pennsylvania. The school district of residence must
provide transportation to a charter school up to 10 miles from its border. Students that do not
qualify for transportation under the Public School Code shall be consulted to determine whether
alternative means of transportation can be provided.
See Appendix E56 - Letter of Intent, Transportation.
6. FOOD SERVICE
A. FOOD SERVICE PLAN
Describe the food service plan of the school.
As part of its commitment to educating the “whole child,” TLC Leadership is committed to
providing its students with fresh, healthy meals and to teaching them the importance of a
maintaining a balanced diet. The school will be responsible for monitoring the health of students
via annual health screenings, and when necessary, will take steps to ensure that students failing
to eat adequately will be provided with all necessary assistance.
TLC Leadership will contract with Metz Culinary Management to provide daily drop-off of fresh
breakfast and lunch options. The school will purchase industrial-size refrigerators and ovens to
keep its meals fresh and to heat any food that is intended to be served warm.
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B. FREE OR REDUCED RATE LUNCH
What are the plans for free or reduced rate lunch or breakfast? State regulations for student
participation in such a program must be followed (24 PS 13-1337).
The Board of Trustees will establish guidelines to ensure that no student is without appropriate
meals as required by statute. The school intends to apply for school wide funding under the
National School Lunch Program and will offer free and reduced priced meals (breakfast and
lunch) through its food service provider (see attached Letter of Intent) to all students at TLC
Leadership. As a school wide meals provider, TLC Leadership will proudly offer all students -
regardless of circumstance - both free breakfast and lunch.
TLC Leadership will comply with all Commonwealth of Pennsylvania regulations regarding the
eligibility of school students for subsidized meals.
See Appendix E57 - Letter of Intent, Food Service.
7. TIMETABLE
A. TIMETABLE
Provide a detailed timetable of projected steps and dates leading to the opening of a charter
school.
Charter School Start-Up Tasks Target Dates
Submit Application to Conestoga Valley School District June 2019
Interviews of School Founders by District’s Review Panel August 2019
Additional Public Hearings (as needed) Aug – Sep 2019
Notification by District of Charter Approval Sep – Oct 2019
Formation of Charter School Board (Swearing In) November 2019
Lease Agreement Signed; Licenses and Permits Secured Oct – Nov 2019
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Leadership Search Commences November 2019
Site Preparation Commences Dec 2019 – Apr 2020

• Building Fit-Out
• Ordering of Furniture, Equipment and Technology
• Contracting with Service Providers (Security, etc.)
Application Window Opens (Closes March 2020) December 2019
Leadership Hired By February 2020
Public Lottery Occurs (Families Notified Within 48 Hours) March 2020
Teachers and Support Staff Hired By June 2020
Site Occupancy Occurs June 2020
Preparation for School Opening Jun 2020 –Aug 2020

• Ordering of Supplies
• Rostering of Students
• Finalization of Transportation Routes
• Delivery of Furniture and Equipment
Arrival of Students / Public Opening September 2020
8. SAFETY
A. SAFETY COMPLIANCE
Submit written documentation of intent to comply with all applicable safety requirements
including the following to demonstrate the safety and structural soundness of the school:
• Inspection by a local building inspector.
• Inspection by a local fire department.
• Approval from the municipal licensing authority for use of any explosives and flammable
compounds or liquids in connection with courses taught at the school.
• Compliance with all other federal, state, and local health and safety laws and regulations.
• Application for certificates, licenses, etc. are part of the planning process
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TLC Leadership will fulfill all of the local, state, and federal health and safety laws and regulations
as required. In our outline above, we have indicated that we will finalize the lease on our site
and begin all necessary modifications and upgrades necessary on or before December 1, 2019.
We will start to submit all necessary requests for licenses and inspection (building, fire,
municipal, food service) approvals by October 15, 2019 and anticipate getting a Certificate of
Occupancy by December 2019.
TLC Leadership is committed to providing a safe, orderly learning environment for its students.
To make this a reality the Founding Coalition will develop a comprehensive School Safety Plan
that incorporates the provisions of Act 26 and includes protocols for responding to crisis
situations that occur on school property. Below is an outline of the steps that will be taken to
finalize TLC Leadership’s Safety Plan. The document will be reviewed and updated once the
leadership and staff has been identified and hired in order to modify and change this plan to
meet the “real” needs of the school, the facility, its staff, and the community. These steps will
commence in Spring 2020 and will include:
1. Form a School Safety Committee that includes: Board of Trustees; school administration,
community representatives and parents, a representative from TLC Leadership Charter
Schools; to be advised by representatives of the local police and fire departments
2. Review Act 26, “The Safe Schools Act”
3. Review the Conestoga Valley School District Safety Plan to ensure accordance
4. Review safety plans from other municipalities for content and presentation ideas
5. Develop goals and timelines (March 2020 – August 2020)
6. Draft School Safety Plan in July 2020
7. Circulate draft safety plan to the Board of Trustees, the school administration and
community partners for review
8. Finalize the School Safety Plan by August 2020 (prior to student occupancy)
MAINTAINING SCHOOL SAFETY AND REPORTING ACT 26 VIOLATIONS
TLC Leadership intends to build a comprehensive school safety plan in collaboration with local
law enforcement agencies to ensure that our community has a clear and consistent approach to
school safety. The school’s Principal and her/his designees will assume primary responsibility for
the daily enforcement of the Safety Plan, and they will oversee both the formal security systems
of TLC Leadership’s physical space, the behavior of the school’s students, protocols related to
visitors and guests, and will assume responsibility for reporting Act 26 violations.
TLC’s Principal will also coordinate and lead a School Safety Committee, comprised of volunteer
members across multiple groups - parents, administrators, teachers, and staff. This group will
convene monthly (quarterly, at a minimum) to review safety-related student and staff incidents,
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conduct walkthroughs of physical spaces, discuss evolving security needs, and propose new
safety-related school policies (along with updates to existing ones) as needed.
In addition, all staff members will be expected to report to administration any inappropriate
behavior in the school environment (as outlined in the TLC Leadership Code of Conduct). It is the
primary responsibility of staff to create a climate of respect and educational focus; however,
they will also be “the eyes and ears of the building.”
Students will also be expected to set a tone of respect, order, mutual respect, and
purposefulness. Particular responsibility will fall to staff to model good and safe behavior and to
correct or report to the school administration inappropriate or unsafe behavior or events.
See Appendix E58 - Safety Plan for The Lincoln Center Academy’s Safety Plan, which will serve as a
model on which TLC Leadership’s plan will be developed.
9. SCHOOL HEALTH SERVICES
A. HEALTH SERVICE PLAN
Describe your plan for providing school health services as required under Article XIV of the
Public School Code.
The Board of Trustees of TLC Leadership will, in full compliance with the PA Public School Code,
and pursuant to charter school law, including Article XIV requirements, require that students
submit to appropriate health and dental examinations to ensure that each student’s health
status is at an optimal level and that achievement is not lessened as a result of unresolved or
undiagnosed health problems.
Pursuant to state law, and as detailed by the Pennsylvania Department of Education

(https://www.health.pa.gov/topics/Documents/School%20Health/SIR8.pdf), all students at TLC
Leadership will be required to submit evidence of having received all appropriate vaccinations,
except in the event that families express a religious or philosophical objection in writing.
Every student attending the TLC Leadership will be provided the following services by the school
as detailed in the chart below:
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SERVICE K-2 3-5 6-8 9-12
Growth Screen X X
Vision Screen X X X
Hearing Screen X X X
Vaccination Review* X X X X
School Nurse Services X X X X
Maintenance of Health Record X X X X

*As mentioned above, parents will have the option to exercise a religious/philosophical
objection by expressing their desire in writing to the School Nurse or Principal.
B. SCHOOL NURSE
Describe how school nursing services, including administration of medication will be delivered.
For each student admitted to TLC Leadership, the Principal or his/her designee (the Nurse) shall
request an adequate health record from the transferring school. Individual student records of
health examinations shall be maintained as confidential records subject to statute and the
policies of this school. A student who presents a statement signed by his/her parent or guardian
that a medical examination is contrary to his/her religious beliefs shall be examined only when
the Pennsylvania State Secretary of Health determines that the student presents a substantial
health menace to the health of other persons at the school.
Where it appears to the TLC Leadership Principal, Nurse, Counselor, or other professional staff
that a student deviates from normal growth and development or where school examinations
reveal conditions requiring health or dental care, the parent or guardian of the student shall be
so informed, and a recommendation shall be made that the parent consult a private physician or
dentist or a local community-based health center. The parent shall be required to report to the
school the action taken subsequent to such notification.
Parents and guardians of students who are to be examined shall be notified of such
examinations. The notice shall include the date and location of the examination, and the parent
or guardian will be encouraged to attend. Such notice may also include notification that the
parent may have the examination conducted privately at the parents’ expense; encouragement
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that the parent does so in the interest of providing continuity in the student’s health care; and,
notification that the student may be exempted from such examination if it is contrary to the
parents’ religious beliefs.
TLC Leadership intends to contract with ihireNursing.com for a full-time, on-site Nurse. TLC
Leadership’s Nurse will be ultimately responsible for overseeing the student health services
program. These responsibilities will include the following:
• Nurse shall instruct all staff members to observe students continually for conditions that
indicate physical defect or disability and to report such conditions promptly.
• Nurse will train the staff annually on Universal Health Precautions and basic First Aid
techniques.
• When the Principal or another professional staff member receives a report of the existence
of a communicable disease in a student’s family, the nurse must be notified immediately.
• When the Nurse discovers a student in school with a communicable disease, the Nurse shall
notify the Principal immediately, who will then provide for the reporting of this information
as noted above.
See Appendix E59 - Letter of Intent, Nursing Services.
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CHARTER TEMPLATE
VI. CHARTER TEMPLATE
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Schedule of Appendices
SCHEDULE OF APPENDICES
SECTION I – SCHOOL DESIGN

A1 School Organization Graphic
A2 TEA - Transformational Education Assessment
A3 Socioemotional and Mental Health Assessment
A4A Curriculum Outline
A4B Graduation Requirements
A5 English Language Arts
A5.00 Literacy Overview
A5.01 Collaborative Literacy - Correlated Standards - Kindergarten
A5.02 Collaborative Literacy - Correlated Standards - Grade 1
A5.07 Sample Lesson - Collaborative Literacy - Grade 1
A5.08 Sample Lesson - Collaborative Literacy - Grade 4
A5.09 Wit and Wisdom - Correlated Standards - Grade 6
A5.12 Great Books - PA Core Standards
A5.13 Great Books Sample Lessons - Literature
A5.14 Great Books Sample Lessons - Roundtable
A5.15 Wilson Foundation - Common Core English K-3
A5.16 SRA Spelling Mastery
A5.17 Wit and Wisdom PA Core Alignment grades 6-8
A5.18 Words their Way vocabulary
A5.19 Handwriting without Tears - Core Alignment
A5.20 Keyboarding without Tears - Core Alignment
A6 Mathematics
A6.01 Mathematics Overview
A6.02 Eureka Math K-8
A6.03 Eureka Math 9-12
A6.04 Statway
A6.05 EVERFI - Financial Literacy
A6.06 Red Bird Mathematics
A6.07 Corrective Math
A6.08 iReady Math
A6.09 Dreambox
A7 Science, Technology & Engineering
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A7.01 Science, Technology & Engineering Overview

A7.02 K-12 Stemscope
A7.03 Computer Science Scope and Sequence
A7.04 Code.org
A8 History and Social Studies
A8.01 Social Studies Overview
A8.02 K-8 Social Studies Standards Aligned
A8.03 PA Standards for History Grade 9
A8.04 PA Standards for World History Grade 10
A8.05 PA Standards for Civics and Government Grade 11
A8.06 PA Standards for Economics Grade 12
A8.07 The Choices Program - Complete Series
A8.08 The Choices Program - Meeting Standards
A9 Health, Safety, and Physical Education
A9.01 Physical Education and Health Overview
A9.02 Grade-Level Outcomes K-12 Physical Education
A9.03 Instructional Framework for Fitness Education
A10 Arts and Humanities
A10.01 Arts and Humanities Overview
A10.02 K-12 Arts and Humanities Standards Aligned
A10.03 K-12 Art Scope and Sequence
A11 World Languages
A11.01 World Languages Overview
A11.02 Spanish Curriculum Grades 6-12
A11.03 French Scope and Sequence
A11.04 French Standards
A12 Career, Education, and Work
A12.01 Career, Education, and Work Overview
A12.02 Post Secondary Readiness Rubric
A12.03 PA Standard Career, Ed and Work Crosswalk Grade 3
A13 Board Special Education Policies
A14 Leadership Curriculum
A14.01 Leadership 2020 Program Information
A14.02 Leadership 2020 Curriculum
A15 Social Emotional Learning Curriculum
A15.01 Second Step Curriculum Overview
A15.02 Second Step Trauma Informed practice K-8
A15.03 Alignment with CASEL - K-5
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A15.04 Second Step Study

A15.05 Kinful Overview
A16 School Calendar
A17 Hours of Operation (Daily Schedule)
A18A Marshal Principle Rubric
A18B TLC Performance Summary
A19 Danielson Framework
A20 Board Financial Policies
A21 Finance Team Organizational Chart
A22 The Lincoln Center Audits
A23 Board Student Records and FERPA Policies
A24 Board Admissions and Enrollment Policies
A25 Enrollment Application
A26 Parent/Guardian Petition
A27 Letters of Support
A27.01 LOS - Barnstormers
A27.02 LOS - Benchmark
A27.03 LOS - Forged in Fire
A27.04 LOS - High Associates
A27.05 LOS - Henrietta Heisler Interiors
A27.06 LOS - Labour of Love
A27.07 LOS - Lancaster Science Factory
A27.08 LOS - Paula McCauley
A27.09 LOS - Refreshing Mountain
A27.10 LOS - Samaritan Counseling Center
A27.11 LOS - Scott Patrohay
A27.12 LOS - SWAN - Scaling Walls One Note at a Time
A27.13 LOS - Turkey Hill
A27.14 LOS - West End Yoga
A27.15 LOS - Charter Choices
A28 Board Employment and Clearance Policy
A29 Board Parent Engagement Policy
A30 Sample School-Parent Compact
A31 Board Complaint Policy
SECTION II – NEEDS ASSESSMENT

B32 Letter of Introduction
B33 Town Hall Flyer
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SECTION III - DESCRIPTION OF FOUNDING MANAGEMNT TEAM

C34 Founding Coalition Resumes
C35 Management Agreement
C36 TLC Leadership Bylaws
C37 TLC Leadership Board Policies
C38 Board Member Resumes
SECTION IV – FINANCE AND FACILTY

D39 TLC Leadership 5-Year Budget
D40 Financial Procedures Policy
D41 Intent to Lease
D42 Facility Design Plans
D42.01 1827 Freedom Road
D42.02 1828 Freedom Road Layout
D43 Commercial Insurance Broker Letter
D44 Medical Benefits Broker Letter
D45 Enrollment and Attendance Policies
SECTION IV – IMPLEMENTATION AND ADMINISTRTAION

E46 Pre-Enrollment Form
E47 Enrollment Notification Form
E48 Retirement Benefits overview
E49 Employee Handbook
E50 Board Personnel Policies
E51 Required Criminal Background Clearance
E52 Required Child Abuse Clearance
E53 Code of Conduct
E54 Board Expulsion and Suspension Policies
E55 Board Attendance and Truancy Policies
E56A Letter of Intent, Transportation
E56B Letter of Intent, Transportation 2
E57 Letter of Intent, Food Service
E58 Safety Plan
E59 Letter of Intent, Nursing Services
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TLC Leadership Charter School of Lancaster County

The Lincoln Center for Family and Youth

Fact Sheet ..................................................................................................................................................... 1

2. Measurable Goals and Objectives ..................................................................................................................19

3. Educational Program ......................................................................................................................................24

4. School Accountability .....................................................................................................................................38

6. Extra-Curricular Activities (athletics, publications, and organizations) ..........................................................65

1. Statement of Need .........................................................................................................................................68

2. School Demographics .....................................................................................................................................74

C. Location Selection ......................................................................................................................................76

3. Liability and Insurance ....................................................................................................................................99

4. Child Accounting ...........................................................................................................................................101

1. Recruiting and Marketing Plan .....................................................................................................................103

B. Student Outreach .....................................................................................................................................103

2. Enrollment Policy ..........................................................................................................................................104

3. Human Resources .........................................................................................................................................107

4. Code of Conduct ...........................................................................................................................................113

6. Food Service .................................................................................................................................................117

9. School Health Services..................................................................................................................................121

TLC LEADERSHIP’S K-12 SCHOOL DESIGN

• CORE DESIGN FEATURE 1: TLC TRANSFORMATIONAL EDUCATION® MODEL

• CORE DESIGN FEATURE 2: STANDARDS ALIGNED CURRICULUM

• CORE DESIGN FEATURE 3: EVIDENCE BASED PRACTICES

1. Individual and Group Therapy for All Students

• CORE DESIGN FEATURE 4: RELATIONSHIPS DRIVEN CULTURE

• Intentionally Small School Design

• CORE DESIGN FEATURE 5: TRAUMA INFORMED APPROACH

• CORE DESIGN FEATURE 6: COLLABORATIVE SPACE DESIGN

A. CORE PHILOSOPHY AND PURPOSE

What is your overarching vision of the school?

TLC LEADERSHIP’S K-12 SCHOOL DESIGN

Core Design Feature 1: Transformational Education®

CORE DESIGN FEATURE 1: TRANSFORMATIONAL EDUCATION® MODEL

TLC’s Transformational Education® model is derived from the theory of transformational

Transformational Education®, a student-centered relationship-building process wherein

The TLC Transformational Education® model illustrates a holistic, reciprocal relationship

Figure 1 – TLC Transformational Education® Model

CORE DESIGN FEATURE 2: STANDARDS ALIGNED CURRICULUM

• Service Learning Projects

• Real World Problem-Solving

CORE DESIGN FEATURE 3: EVIDENCE BASED PRACTICES

1. Individual and Group Therapy for All Students

2. Focus on Character Development and Soft Skills

4. Summer Therapeutic Workshops Embedded in Summer Enrichment Camps K-8

5. Balanced Academic and Therapeutic Environment

CORE DESIGN FEATURE 4: RELATIONSHIPS DRIVEN CULTURE

• Intentionally Small School Design

• Low Student to Teacher Ratio

• Inclusive Approach to Special Education

• Multi-Age Learning Environments

CORE DESIGN FEATURE 5: TRAUMA INFORMED APPROACH

Comprehensive mental health treatment requires a comprehensive, school-wide strategy. At

CORE DESIGN FEATURE 6: COLLABORATIVE SPACE DESIGN

At TLC Leadership we believe that a dynamic, learner-centered instructional space must be

2. MEASURABLE GOALS AND OBJECTIVES

A. MEASURABLE ACADEMIC GOALS AND OBJECTIVES

TLC Leadership will prepare students to be culturally competent members of society.

2. DATA DRIVEN INSTRUCTION

4. PROJECT BASED LEARNING

5. COLLEGE AND CAREER READINESS

TLC Leadership will prepare students for post-secondary success.

B. MEASURABLE NON-ACADEMIC GOALS AND OBJECTIVES

1. COMPREHENSIVE FOCUS ON MENTAL HEALTH AND SOFT SKILLS

Leadership coaching focused on supporting student engagement, motivation, leadership skills,