william penn charter school
classic A Guide to: Curriculum
The School Day
2011â€“2012 Lower School | Middle School | Upper School After-School Program and Full-Day Child Care
Welcome Letter from the Head of School William Penn established this school during the earliest days of the Age of Reason, an extraordinary time in history. Penn’s unique concept was to create a school of “arts and sciences” and to open the school not only to the wealthy but to students of limited means as well. We remain committed, as Penn was, to diversity and to the growth and development of the whole person. Our goal is to cultivate not only intellect but also character, service, leadership, spiritual and aesthetic awareness, and personal fitness. We are guided by that philosophy and pursue it each day with a sense of purpose. We take pride in our reputation regionally, and nationally, as a leader in education. We have done our best in these admissions materials to bring to life the Penn Charter experience. However, we know that you must see the school in action to appreciate its character and program. We invite interested families and students to visit us and get to know Penn Charter firsthand, to spend time with us and experience the vitality, joy and purpose that characterize our community.
Table of Contents Curriculum and Program............................1-14 Lower School Curriculum.............................1 Middle School Curriculum . .........................5 Upper School Curriculum .........................10 Support Services.........................................14 The School Day.........................................15-18 Activities and Sports.................................. 15 Dress Code .................................................15 After-School Program and Full-Day Child Care.....................................16 Governance ..............................................19-23 Board of Overseers . ..................................19 Administrative Officers .............................19 Faculty .........................................................19 Parent Community .....................................23 Money Matters..........................................24-25 Tuition and Books ......................................24 Lunch ..........................................................24 Transportation............................................ 24 Financial Aid ...............................................25 Admissions ...............................................26-27 Admissions Process by Division ...............26 Open Houses.............................................. 27 Campus Map ................................................. 28 Directions...................................................... 28 Five-Year Matriculation List.......................... 29
Darryl J. Ford, Ph.D. Head of School
Student Zip Codes ........................................ 30 Penn Charter Facts ....................................... 30
Mission Statement Q uaker principles and practice guide Penn Charter, a Friends school by birthright and conviction. Within a diverse community we engage students in a stimulating and rigorous educational program. We foster academic discipline, intellectual curiosity, and spiritual growth to prepare our g raduates for higher education and for life. We develop students to act in a moral, civil, and responsible manner.
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Lower School Curriculum
ower School curriculum celebrates the unique gift that each child brings to school and provides essential tools for lifelong learning. Lower School is a home for the mind and the spirit, a place where every student can fall in love with books and Beethoven. We support the integrity of ideas and help nurture a hunger for learning, allowing children to discover their intellectual passions. The academic year is divided into trimesters of approximately 12 weeks. Students receive reports from teachers at the end of each trimester.
Lower School Art encourages critical perception, comprehension of tools and techniques, appreciation of creativity, and enjoyment of art in our lives. The Lower School art curriculum allows each child to search for self-realization through visual expression. Students are exposed to many media and processes, and to art history and criticism. The curriculum builds art vocabulary, stimulates creativity, and strengthens problem-solving skills. At each grade level and with increasing sophistication, students explore drawing, painting, printing, clay, and wood. They also create batik, Moravian tiles, canopic jars, plaster masks, people pots, clay animals, clay self-portraits, wooden key racks, and computer art.
Students receive basic Spanish language instruction in kindergarten through fifth grade. Three times every two weeks students explore the language through games, songs, writing, speaking, culture, vocabulary, and grammatical structures. Children who study a foreign language before age 10 may find it easier to master that language and other languages; foreign language instruction also
improves students’ command of English. The program is integrated into the Lower School curriculum and prepares students for more intensive foreign language study in Middle and Upper School.
The ability to read well is the foundation for all education and a rich source for learning about life. Young readers’ enthusiasm for good literature contributes to the development of their critical thinking and reading skills, an awareness of cultural diversity, and an appreciation of one’s self in relation to others. Penn Charter uses a Balanced Literacy approach to reading and writing. Developed by the Teachers College Reading and Writing Project at Columbia University, this approach is based on the understanding that, as children learn to read, their efforts are reinforced throughout the day in different ways. It is important that they read and write using a variety of texts in a variety of ways because each form of reading and writing is scaffolded to prepare learners to do increasingly difficult kinds of work. In addition to independent reading workshop, the components of a Balanced Literacy framework include: read-alouds, shared reading, interactive writing, small-group instruction, and writing workshop. Writing is a means of expression, but also a craft. Since it improves with practice, frequent and varied writing assignments give children experience with the writing process. Having developed confidence and fluency through practice, having learned the conventions of language — grammar, usage, spelling, punctuation, syntax, and style — children can go on to become effective and powerful writers. The Lower School curriculum stresses library skills, developing early research skills and encouraging an interest in books and reading for pleasure. At all levels,
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Thematic and Collaborative Learning in the Lower School The Lower School program fosters habits of mind that help children integrate their new knowledge and grow as independent learners. Interdisciplinary learning offers rich opportunities in reading, math, writing, art, science, history, music, and foreign language. Pre-Kindergarten • Connections to Each Other • Exploring New Paths Kindergarten • All About Me • Exploring the World First Grade • Similarities and Differences • Africa Project Second Grade • All About Communities • Mural Arts Tour Third Grade • Roots & Routes Project • Research-Based First Person Diaries Fourth Grade • Research Paper on Inventors & Explorers • Planning, Manufacturing and Marketing of Self-Designed Product Fifth Grade • Philadelphia Young Playwrights • Independent Math Projects Meeting for Worship begins with kindergarten, and so does participation in community service projects. Lower School children have many opportunities to experience ongoing, face-to-face caring relationships, including visits to a Quaker home for the elderly, bagging food for needy families, and working with children with disabilities. The Lower School curriculum teaches responsibility and cultivates caring.
students are immersed in a print-rich environment and engaged in interactive activities that develop language arts skills. In pre-kindergarten and kindergarten, those activities capitalize on children’s natural curiosity and sense of playfulness, providing extensive exposure to the alphabet and promoting phonological awareness. Children are read to every day and are exposed to a wide range of materials, including picture books, storybooks, poetry, and expository text. Students draw, write, dictate their stories, and have multiple opportunities to record their observations. First graders extend their knowledge of language arts in significant ways as they learn skills that enable them to read and write independently. Learning activities include journal writing, observation recording, publishing, maintaining a reading log, making story boards, and engaging in shared, guided and independent reading and writing. Second graders participate in group book discussions and writing projects that develop comprehension and thinking skills. They maintain reading logs of books read independently and word logs for spelling and vocabulary development. They write original stories that include plot, setting, characters, conflict, and solutions. Third graders participate in guided-reading book discussions and reading conferences with teachers and friends about self-selected readings. They complete story maps for readings, write literature responses, informational essays, original stories, research-based first person diaries, poems on particular themes, and factual reports based on multiple sources. Fourth graders become more independent readers and writers. Their exploration of literature continues and expands; they learn not only about a variety of literature but also what they can learn from literature. Fourth graders use the keyboard or their best cursive writing, plus conventional spelling, to write essays, stories, reports, and posters and to compile this body of work into a personal writing portfolio. During daily writing
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workshops, fifth graders write in various genres — poems, plays, stories, memoirs, essays, letters, and reports. They regularly draft, revise, edit, and publish their pieces of writing for classroom anthologies and other publications. Students read complex narrative and expository texts at or above grade level. They learn reading strategies such as making predictions, thinking about story elements, retelling, visualizing, inferring, and making connections.
The content and pedagogy of Lower School mathematics is grounded in the National Council of Teachers of Mathematics Principles and Standards. Teachers use the metaphor of a three-legged stool to organize their thinking about the math curriculum. One leg is understanding of concepts and ideas. The second leg is facility with the problem-solving strategies and habits of mind needed to do mathematical work, including persistence (learning how to get unstuck), taking time for problems (leaving one and coming back to it) and flexibility (acquiring a repertoire of problem-solving strategies and using them flexibly). The third leg is familiarity with conventional knowledge related to mathematics and mathematical notation, as well as fluency with computational algorithms. At each level, the goals of the program address both independent and cooperative work and include the following: readiness for future work and higher-level thinking for all students; opportunities for extra practice and extension of concepts; opportunities to “just do math” for its own sake and for fun; and opportunities for teachers to focus on and work with individuals and small groups.
Based on the approaches and methods of Carl Orff, Zoltán Kodály and Émile Jacques-Dalcroze, much of the curriculum is inspired by Orff-Schulwerk, a theory of movement and music education designed especially for young children. Participation and creating with others is at the center of
this approach. Children of all grade levels learn about the basic elements of music by playing instruments, singing, speaking, listening, moving, and creating. Students are encouraged to contribute ideas and make informed musical decisions in order to become confident musicians as well as responsible members of the class.
Physical and Health Education
Physical education allows children to work on social skills, maximize their own physical fitness, and have fun. In addition, an activitybased sequential health education program designed to develop personal and social competence in Lower School students focuses on topics such as good nutrition, self-esteem, coping skills, drug awareness, decision making, problem solving, and relationship skills. Children are helped to acquire attitudes and practices that increase their potential for good health in the years ahead.
Quakerism and Service Learning
Beginning in pre-kindergarten, Lower School students participate in a weekly, twenty-minute Meeting for Worship. In the higher grades, classes often discuss and reflect on an issue in preparation for the Meeting for Worship that follows. Quaker meeting is a time for quiet reflection or prayer. It is a time when a person may feel moved to share an important thought or idea. Participating adults are often moved by the clarity, simplicity, and truth of the words of Lower School children. Penn Charter Lower School service opportunities begin in prekindergarten and may include environmental projects; partnerships with physically disabled children at a nearby school; canned good, book and toy collections for local and international relief efforts; and service among our own school children, including fifth graders reading to kindergartners.
In Lower School science, students construct their knowledge by “doing” science. As student skills progress, their knowledge of science is refined and supported by
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their lab experiments. The Lower School science program uses a “spiral” approach in which concepts and skills taught in prekindergarten circle upward as they are refined, strengthened, and expanded upon in successive grades. Measurement is just one example of this. In the earthworm ecology project, kindergartners use string to measure the length of worms and produce a graph. The measurement skill develops and progresses through the years until fifth graders must employ highly precise measurement in millimeters to successfully complete a pendulum in the engineering and design unit.
The social studies curriculum follows a theme-based approach that includes learning in archaeology, economics, geography, history, mapping, and research. The following is a sampling by grade. Prekindergarteners explore and discover the familiar and observable world in which they live by engaging in meaningful project work. Kindergartners follow a year-long progression of themes integrated into classroom learning centers, including “All About Me” and “Exploring the World.” First graders begin the year with a focus on friendship. As a positive sense of
community is developed, the grade turns its focus to the study of food. The children research food grown locally as well as from around the world. Studying small and large communities such as the classroom, Penn Charter and Philadelphia, second graders explore how their choices and ideas affect their communities. The study of community is then expanded to an in-depth project on Costa Rica. New understandings about Costa Rica are incorporated into the annual second grade play. Third graders study Pennsylvania history and geography in depth, including a research report on a famous Pennsylvanian and an immigration unit involving research and record data, geography and mapping skills, as well as ongoing discussions related to current events. An interdisciplinary art and social studies project also includes a trip to the Moravian Tile Works Factory and Henry Mercer Museum. Fourth graders study the geography, archaeology, and historical and cultural richness of three different cultures, and the real-world nature of the United States consumer economy. Highlights include an individual research project on an ancient civilization (Egypt, Japan or Mayan peoples) and the planning, manufacturing, and marketing of a specific product. Fifth graders explore new and challenging concepts
Spiritual and Social-Emotional Growth in Lower School In our Lower School, we do our best to create a vibrant, caring school community where children are nurtured and encouraged to grow in all respects — spiritually, emotionally, intellectually and physically. When challenges arise, children are encouraged to respond in a conscientious and compassionate manner, and to learn from a variety of voices. Drawing upon our Quaker philosophy, children learn to resolve conflicts by using “I” messages to describe their feelings, as well as becoming acquainted with peace-building practices, such as mindful reflection, active listening and community dialogue. We also draw upon materials and techniques from the Responsive Classroom, a social curriculum established by the Northeast Foundation for Children in 1981 and designed to teach children to care about themselves and each other. Students begin their day with a moment of silence, a moment to look at the person next to them and shake hands, a moment to look them in the eye and say good morning. This allows children who make distinctions about who’s popular and who’s not to see each other as fellow human beings. Students also share in developing classroom rules and the logical consequences for breaking those rules. The Responsive Classroom seeks to teach cooperation, assertion, responsibility, empathy, and self-control.
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in American geography, history, and related literature. They learn about the ideas and conflicts that sparked the American Revolution — and rewrite the Declaration of Independence. Their study of the War Between the States draws from the social studies text United States History (Early Years) and other sources, including the novel Bull Run.
The use of computers, software, audio and visual equipment is integrated into the Lower School curriculum in meaningful ways, allowing students to gain not only essential technological skills but also an appreciation of technology as a powerful learning tool and a rich medium for expression. Over time, students gain an increasing level of technological competency in keyboarding, research, publishing, and design. In all grades, technology becomes a real tool in students’ work in multiple disciplines, including art, math, writing, and social studies. Students in fourth and fifth grades now receive schoolbased e-mail accounts that allow them greater access to online learning. (See page 16 for information on after-school activities and care.)
MIDDLE School Curriculum
he Middle School curriculum consists of required courses that develop important skills through a progression of content. While providing academic building blocks for future study, the Middle School curriculum is equally concerned with meeting the social, emotional, and physiological needs of preadolescents. These needs are addressed by the Middle School advising system as well. The academic year is divided into trimesters of approximately 12 weeks. The school operates on a rotating system of blue and yellow weeks so that a given subject occurs at different times each week. Middle School classes meet for 40 or 60 minutes, providing opportunities
for a range of teaching approaches. Students receive reports from teachers at various times during each trimester. Middle School students are helped to become:
• Effective communicators • Independent learners • Creative problem solvers • Critical thinkers • Engaged readers • Technologically skilled • Aesthetically confident • Spiritually aware
Visual and Performing Arts
By providing encouragement and the opportunity to succeed in a creative environment, the visual and performing arts curriculum draws each child forth musically, artistically, and theatrically. Sixth graders study studio art, music, band, and chorus in yearlong courses. In quarter courses, seventh and eighth graders rotate through studio art, music, drama, physical education, and Quakerism, art, design and service (QUADS). Concepts in art, art history, music, and theater gain meaning through focused projects and performances. Sixth graders use music theory to compose melodies on special music software. Seventh grade students produce and film short plays in drama. In eighth grade, students create 2D and 3D artwork while expanding visual vocabulary through artist studies. They also explore musical senses while learning about the music of the African diaspora. All may participate in Middle School-wide dramatic productions and in the Middle School drama club.
Elective Classes and Activities in the Arts
Grade 6: Chamber Singers, drama club
(40-hour activities) Grades 6–8: Middle School play,
drama club and stage crew (40-hour activities); Jazz Band and String Ensemble (40-hour activities) Grades 7–8: Penn Charter Singers (elective); Concert Band (elective); Sharped Flats (40-hour activity)
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The Middle School language program introduces students to the study of French, Latin, Spanish, and Mandarin Chinese with an interdisciplinary approach that weaves language instruction with history, literature, and geography. In sixth grade, students take one quarter of each language; the program develops students’ basic language skills and exposes them to the diversity of cultures that use or used these languages. For seventh grade, students make an informed choice between the languages, selecting one of the four to study in seventh and eighth grade. With increasing competence, seventh and eighth graders participate in short conversations and apply their knowledge to read, decipher, and discuss written works. The Middle School program prepares
students for second-level language study in Upper School Mandarin Chinese, French, Latin, or Spanish.
Language Arts and English
The goal of Middle School language arts and English is to produce competent lifelong readers, writers, and thinkers. Within a curriculum that encourages openness to new ideas and cultural perspectives, students begin to generate their own opinions based on their readings, discussions and written responses. Sixth graders learn to experiment with
voice and take risks throughout the writing process, which includes prewriting, drafting, editing, and revision. Language enrichment occurs through contextual
Interdisciplinary Experiences Unique to Middle School Sports Physics: Eighth grade science students research the physics of a favorite sport, then create a video demonstrating how gravity, friction, momentum and Newton’s three laws work in their chosen activity. Equipped with a video camera, each team finds a campus location (such as a gym, a field or even the pool) to film their scenes, then uses digital video software to edit, narrate and add a soundtrack. To date, swimming, football, wrestling, soccer, tchoukball, lacrosse, field hockey, basketball, dodge ball, skateboarding, skiing and softball have made it to the “big screen.” Philadelphia Neighborhoods Project: Incorporating English, social studies and visual arts, seventh grade students investigate the interconnected dynamics that create change and shape culture in Philadelphia communities. They explore city neighborhoods; research people, places, and resources; and report their findings in a “Guide to Philadelphia” that includes maps, op-ed and news stories, short stories and artwork.
QUADS (Quakerism, Art, Design and Service) is a seventh grade class connecting the study of Quakerism with the visual arts and service learning. During the course, students create a video production of an oral history with a faculty or staff member of the Quaker faith at Penn Charter. Students utilize media design and work with iMovie software to edit, add text and sound, and polish their interview for viewing. Civilizations Project: In this extensive, research-oriented yet hands-on study of an ancient civilization, sixth grade students create documentary films that feature expert interviews, handmade artifacts and “historical” reenactments showcasing knowledge of the ancient world. Williamsburg Project: After being immersed in Colonial America through a trip to Williamsburg, Va., eighth grade students deepen their research skills, write a research paper, and create a project using methods authentic to the time period. Examples include a Colonial apothecary, musical compositions and handmade clothing. The projects are displayed during the annual Williamsburg Night.
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vocabulary study and practice in various grammatical and mechanical skills. As they investigate diverse backgrounds and perspectives of literary characters, students gain greater understanding of themselves. They also gain an appreciation of different genres of writing, including historical fiction, fantasy, and science fiction. They end the year by performing Shakespeare’s A Midsummer Night’s Dream. Seventh graders practice creative, formal,
poetic, and personal prose — enriched through intensive vocabulary study — and expand their knowledge of literary terms and devices, skills in analytical reading, and ability to discuss and apply themes. Their study of immigration and change in Philadelphia’s neighborhoods leads them to a culturally diverse reading list and enriches their study of geography for the year. Eighth graders take their interactive reading
abilities and the scope, depth, and variety of their writing to a new level, dramatically increasing their skills in formal and informal writing by the time they transition into Upper School. They produce their first term paper in conjunction with the social studies department and end the year by writing and sharing their own personal memoirs.
Middle School math endeavors to accomplish two tasks: (1) to create a bridge between the concreteness of arithmetic and the abstractions that will follow in algebra and geometry, and (2) to provide opportunities to tap into the natural curiosity and enthusiasm for activities and learning that Middle School students bring to their classes. Embracing the idea that math involves reasoning and problem-solving skills to foster curiosity, persistence, and attention to detail, the sixth grade course strives to strengthen and extend work with integers, fractions, and decimals, then move into percentages while establishing a solid foundation for the abstract language and mechanics of Pre-Algebra. In either Pre-Algebra or
Language Arts Ancient Civilizations Mathematics Environmental Science Foreign Language (one language per quarter) Visual Arts General Music Band Chorus Physical Education/Health
English World Geography Pre-Algebra Science: The Living Environment Foreign Language: French, Latin, Chinese or Spanish QUADS* (Quakerism, art, design, and service learning) Physical Education* Drama* Health* Band and/or Chorus (elective)
English Civics Algebra 1 Science: The Physical Environment Foreign Language: French, Latin, Chinese or Spanish Choices* (Health) Physical Education* Visual Arts* Music* Band and/or Chorus (elective) * Indicates “special” classes that meet for one quarter.
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Advanced Pre-Algebra, seventh graders continue to develop an appreciation for the aesthetics of mathematics with special emphasis placed on the process used to solve problems rather than on the answer itself. Eighth graders take either Algebra I or Advanced Algebra I. Both cover the same material, but the advanced course does so at an accelerated pace with higher expectations. Each course presents material to both interest and challenge students while using real-life applications to make the learning more valuable.
Middle School students play at least one sport each year or may substitute a second sport for their major activity. Each season we have a variety of sports from which to choose, including: Fall Boys: Cross Country Football Soccer Winter Boys: Basketball Squash Swimming & Diving Wrestling Spring Boys: Baseball Lacrosse Tennis Track & Field
Girls: Cross Country Field Hockey Soccer Tennis Girls: Basketball Squash Swimming & Diving
Girls: Softball Lacrosse Track & Field
Every other Friday, the entire Middle School community of faculty and students participates in the intramural program. Homerooms in grades six, seven, and eight are clustered together into house teams and compete in activities and sports contests for points collected throughout the year.
Physical Education and Health
Middle School physical education and health courses help students learn healthpromoting behaviors and attitudes so they can make responsible decisions. Ultimately, we intend for our students to realize that physical and emotional health are cornerstones of a productive, balanced life. Physical education courses are part of the regular academic day and are taught by members of the physical education department. In a comfortable and supportive learning environment, the sixth, seventh, and eighth grade programs combine varied physical activity — sports, aerobics, aquatics, cooperative games, and fitness skills necessary for the National Physical Education Test — with health education that includes discussions and activities related to adolescent selfesteem, friendships, drug and alcohol education, healthful eating, puberty, and sexual education.
Quakerism and Service Learning
Seventh graders take QUADS, a quarter-long course integrating the study of Quakerism, art, design, and service learning. QUADS provides students with an understanding of and appreciation for the Quaker beliefs, values, and practices that form the religious and philosophical roots of Quaker education and William Penn Charter School. As a creative and service-learning project, students participate in “Arts Partners” with elderly residents of Stapeley Hall and work in Lower School classrooms. Other course activities include research and oral presentations on the lives of living and historical American and English Quakers and a written spiritual autobiography reflecting on questions posed during the quarter. All Middle School students participate in weekly Meeting for Worship during which students and teachers gather for thirty minutes in the school’s Meeting Room. Meeting holds a pivotal and central place in school life. In the midst of busy schedules, many members of the community find meeting a very special time of the week, an oasis of quiet and peace sometimes punctuated by reflective comments.
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Throughout the school year, Middle School students participate in Meeting for Business, a worship session during which they discuss community concerns and make plans for Middle School life.
Sixth graders learn the importance of
Middle School Reading Sampler
Farenheit 451 The Outsiders The Giver A Midsummer Night’s Dream Fever 1789 Coming of Age To Kill a Mockingbird Romeo and Juliet Of Mice and Men Animal Farm The Alchemist The Taming of the Shrew Lord of the Flies The House on Mango Street A Wrinkle in Time The Secret Life of Bees When You Reach Me Watership Down
becoming stewards of the environment. In Environmental Science, students learn about geology, populations and communities, ecosystems and biomes, and living resources. This transitional course engages students to make discoveries and draw conclusions using process skills such as record keeping, observing, measuring, hypothesizing, and experimenting. Seventh grade students take a lab-oriented course called Living Environment. They study cells, genetics, heredity, evolution, human body systems, and plant and animal interactions. From their lab experiences, students are encouraged to think critically in order to develop local answers to a problem. Highlights of the course are a three-dimensional cell project and presentation, the development of a travel brochure for the human body system, and a plant growth “control vs. variable” project. In Physical Environment, eighth grade students strive to see the world through the eyes of a physicist while exploring the topics of motion, energy, forces, electricity, matter, and waves. Students work collaboratively to develop hypotheses, design experiments to test those hypotheses, interpret data, and then refine their initial thinking. The year ends with a culminating Physics 500 project, in which students build and race cardboard cars in partnership with Upper School and Lower School students. Highlights of the course include Bungee Jumping Barbie, video analysis of the physics of sports, and motion detector graphing.
Middle School Community Service
• Studying water conservation with PC’s kindergarten
In Civilizations, sixth graders take a journey through ancient history, from hunting and gathering societies to the development of permanent civilizations. Archeology plays a significant role as students discover how ancient societies are researched and pieced together like puzzles. The
Community Service is an important aspect of Middle School life. The following is a sampling of service projects: • Cleaning Rittenhouse Towne • Participating in the AIDS walk and the MLK Jr. Day of Service • Holiday gift drive for Taylor School families and Toys for Tots drive • Collecting more than 3,000 cans of food for the Germantown Avenue Crisis Ministry • Partnering with Weaver’s Way Food Cooperative
• Creating community garden beds with Fairhill Cemetery • Performing service activities at Awbury Arboretum
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interdisciplinary Civilizations Project — an extensive research-oriented, yet hands-on study of an ancient civilization — spans the second trimester and provides students with an opportunity to create a documentary film depicting reenactments, artifacts, and “expert” interviews. Students end the year with a unit that examines modern world cultures. Seventh-grade World Geography equips students with tools necessary to connect to the world and its many cultures. Students explore topics such as population growth, water and energy use, urbanization, disease and hunger, environmental hazards, rainforest depletion, and wealth distribution. The seventh grade Philadelphia Neighborhoods Project incorporates social studies, English, and visual arts as students explore and research urban issues in Philadelphia. Eighth grade Civics students study aspects of the American government, beginning with an understanding of rights and responsibilities of social groups and United States citizenry. They complete a capstone project reflecting studies in Colonial Williamsburg and Colonial America. During election years, students’ focus shifts to our election process and includes exploration in Washington, D.C. Additional key areas of study include an in-depth overview of the three branches of government, the economy, and major social issues such as the death penalty, abortion, race relations, First Amendment rights, and the Constitution.
As much as possible, technology use and instruction are integrated into the Middle School curriculum. The curriculum provides students with the opportunity to demonstrate performance in the following categories: basic operations and concepts; social, ethical, and human issues; technology productivity; technology communication and problemsolving tools. Within the context of the curriculum, digital cameras, video cameras, scanners, and multimedia tools are available for student use. Middle School offers students the opportunity to participate in the creation of the Video Yearbook project as well as in an after-school computer club.
Upper School Curriculum
enn Charter is an exciting place to learn because we encourage students to move beyond merely collecting facts. We help students make connections between ideas and concepts across all the disciplines — in art, music, biology, math, design, history, language, and literature — and those connections lead to independent thinking and learning. Students work with advisors to select courses that fulfill requirements, maximize talents, and address weaknesses. In order to graduate, a student must satisfactorily complete 60 trimester units. Of these, 12 will be in English, 10 in mathematics, nine in foreign language, nine in social studies, nine in the sciences, four in the arts, fourand-a-half in health and physical education, and two in religious studies. The remaining credits will be electives. Ninth and tenth graders follow a core curriculum enhanced by courses in the visual and performing arts and religion. Juniors and seniors may supplement required core courses with electives from a wide range of offerings, including Advanced Placement (AP) courses and independent study options. The academic year is divided into trimesters of approximately 12 weeks. The school operates on a rotating system of blue and yellow weeks so that a given subject occurs at different times each week. Upper School classes meet for 40 or 80 minutes, providing opportunities for a range of teaching approaches. Students receive reports from teachers at various times during each trimester. The courses listed below are described in detail in the Upper School Course of Study, a publication distributed each spring to students then enrolled in grades 8, 9, 10, and 11; incoming ninth graders meet with the director of the Upper School to select
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Experiences Unique to Upper School An Imagined Hajj As part of the study of Islam in Ancient and Medieval Civilizations, ninth graders imagine taking a Hajj, a pilgrimage to sacred Mecca. They give themselves Muslim identities, selecting a name, a hometown, and a time frame. Students write journal entries describing their imagined hometowns, the terrain they are traveling, their thoughts on the Islamic religion and other religions, and their reactions as they reach Mecca. The project culminates with PowerPoint presentations in which students regale the “hometown” audience with tales of their pilgrimages. Art, Archaeology and Chemistry This interdisciplinary course explores the links among art, archaeology and chemistry. Students explore how artifacts and works of art, such as Stonehenge and Leonardo da Vinci’s Mona Lisa, are chemically analyzed. They discover what mourners at King Midas’s tomb ate, why samurai swords are so sharp and how art frauds are uncovered. TI-Nspire Technology Penn Charter became one of the first schools in the area to use TI-Nspire technology when it incorporated the CAS (computer algebra system) into math classes. The TI-Nspire device is a graphing calculator and more. It supports higher-level concepts without students’ getting bogged down in lower-level calculations. It has applications for algebra, geometry, trigonometry and calculus. The Upper School uses it throughout the math department. Music: Raising the Bar “We do some breathtakingly difficult music — Leonard Bernstein, Carl Orff, Aaron Copland,” says Penn Charter’s choral director. The Charter Singers choral group, a music elective open to students in grades nine through 12 has had as many as 150 members. “I raise the bar every year and my students always rise to meet it. They grab hold of and prefer to do this challenging work.” The Quaker’s Dozen, a group of 13
superb musicians, toured Spain during a spring-break trip, performing in cathedrals and singing impromptu in plazas. “I’m blown away by our students’ enthusiasm and commitment to the music — it drives me every single day.” The Art of Caring Courses such as Issues in Physical Disability or Issues in Urban Studies integrate academics (thinking, literature, policy) with service. Students work in classrooms at a local public elementary school, and examine issues of education, drug and alcohol abuse and crime to reach a deeper understanding of the complex issues facing major cities like Philadelphia and New York. Students work with physically disabled children at Widener Memorial School, serving as reading or math tutors and helping them with physical therapy. They explore the nature of urban public schooling and how the culture of poverty affects the nature of the education these children receive. Design Science Define wheelchair propulsion. Explore rehabilitative engineering. Evaluate functionality. These were the real-world challenges issued to design science students by their art teacher. Students sought the answers by collaborating with students from the Widener School, a Philadelphia public school for children with physical and medical challenges. The result? A beach wheelchair design that may have applications for everything from spacecraft landing gear to bicycle training wheels. The members of the class and their Penn Charter teacher are now listed with the United States Patent and Trademark Office as the beach wheelchair’s inventors. This is only one of the real-world problems assigned each spring in this innovative curriculum fusing art and science. The Critics’ Choice In this elective, students explore the world of literary excellence, studying winners of the Nobel Prize, the Pulitzer Prize and the National Book Award.
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Upper School Reading Sampler
Their Eyes Were Watching God The Odyssey Wuthering Heights Jane Eyre The Brothers Karamazov The Catcher in the Rye The Age of Innocence The Merchant of Venice Angels in America The Woman Warrior The Namesake Franny and Zooey The Royal Tenenbaums Long Day’s Journey into Night Howl Drown Hamlet Richard III Wyoming Stories Manchild in the Promised Land Frankenstein Oedipus Rex The English Patient
their courses. The Course of Study is available on the school Web site at www.penncharter.com/academics.
• Effective Learning Skills with Computer Applications • Independent Study in Computer Science • Computer Programming
• English IX, X, XI, XII • American Studies, English • Art of the Memoir • Contemporary Drama • Memory & Identity • The Russian Novel: Dostoevsky • Gender, Power & Domesticity • Crafting the Short Story • American Outsiders • Literature & Media: Unlikely Love Stories • Critic’s Choice
• The Agony & the Ecstasy: Reading & Writing Poetry • The Immigrant Experience Through Literature • Irish Imagination • Fantasy’s Search for Reality • Urban Studies
• Chinese I, II • French I, II, III, IV, and V (AP) • Latin I, II, III, IV, Advanced Topics and AP • Spanish I, II, III, IV, Advanced Topics and AP
Health and Physical Education
• Physical Education and Health Education, for 9th grade • Health & Fitness for Life, for 10th grade • Yoga/Tai Chi, for 11th and 12th grade • Dance • Recreational Activities • Outdoor Education • Aquatics • PE and Service Learning
The mathematics program progresses from first-year algebra, geometry, second-year algebra, and pre-calculus to a full year or more of calculus for those who qualify. Courses include: • Algebra I and II • Geometry • Pre-Calculus • Calculus • AP Calculus (AB, BC) • Introduction to Statistics • AP Statistics
• Foundation Arts: Music, Theatre, Dance, Visual Arts, for 9th grade • Music Industry • History of Rock and Roll • Electronic Music/Song Writing • Charter Singers (choral ensemble) • Symphonic Band
• Quaker Principles and Practice, for 10th grade
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• Issues in Physical Disability • Issues in Urban Studies • Issues in Mental Health • Seminar on Poverty • Everyday Ethics • Bioethics • New Testament Greek • South Asian Religions
• Biology • Advanced Biology • AP Biology • AP Environmental Science • Chemistry • Advanced Chemistry • AP Chemistry • The Chemistry of Food • Physics • Advanced Physics • AP Physics C • Human Parasitology • Comparative Anatomy • Field Research • Bioethics • History of the Universe • Fundamentals in Chemical Research • Art, Archaeology & Chemistry • The Physics of Science Fiction • Robotics I, II
• Ancient & Medieval Civilizations, for 9th grade • The Rise of the West, for 10th grade • United States History, for 11th grade • AP United States History • American Studies, Social Studies • AP World History • AP Government and Politics • Introductory Economics • American Foreign Policy in the 20th Century • American Foreign Policy in the 21st Century • Life in Castro’s Backyard • Modern China • The Modern Middle East • Art, Literature and War
• Foundation Arts: Music, Theater, Visual Arts, for 9th grade • Costume Design • Acting and Directing for the Stage • Technical Theater • Public Speaking • Dance • Racism, Sexism & Other “-isms” in Film • Writing for the Stage, Screen, & TV
• Foundation Arts: Music, Theatre, Visual Arts, for 9th grade • AP Art History • Figure Drawing • Observational Drawing
UPPER SCHOOL Interscholastic Teams Penn Charter is a member of the InterAcademic League, the nation’s oldest high-school athletic league. Fall Boys: Cross Country Football Soccer Water Polo Golf
Girls: Cross Country Field Hockey Soccer Tennis
Winter Boys: Basketball Squash Swimming & Diving Wrestling
Girls: Basketball Squash Swimming & Diving
Spring Boys: Baseball Crew Lacrosse Tennis Track & Field
Girls: Crew Lacrosse Softball Track & Field
Students may also participate as team managers, student trainers, and athletic department assistants.
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• Figurative Sculpture in Clay • Drawing with Color • Ceramics • Photography • Advanced Photography • Advanced Ceramics • Design Science • Painting • Architecture • Animation • Documentary Filmmaking • Advanced Portfolio • Filmmaking • Graphic Design
Support Services At Penn Charter we lead students to recognize and understand their individual learning styles. The process begins in Lower School and continues in Middle School. In Upper School, the ninth grade curriculum includes a one-trimester course on learning skills that culminates with each student writing a personal learning profile. Helping students learn how they learn allows them to capitalize on strengths while developing strategies and skills in areas that present more challenge. The Penn Charter resource team, a group that includes learning specialists and school counselors, connects and integrates support services for faculty, students, and parents. The Lower School learning support team is comprised of three full-time specialists, each with a unique role in supporting the learning needs of students. Our learning specialist works directly with the classroom teacher, focusing on a student’s learning styles and how the teacher can deliver instruction to maximize learning. The counselor nurtures, guides, and supports the social and emotional lives of students, providing guidance in social skills one-onone, in small groups, or with the larger classroom in conjunction with the teacher. Students can visit the Learning Center for
Quakerism and Service Learning
Formal experiences such as Meeting for Worship and service learning, as well as the daily informal conversations that happen among students and between students and teachers, help students understand the Quaker belief that there is “that of God” in every person. For forty minutes one day each week, Upper School students and faculty gather in the Meeting Room for Meeting. Sitting on long wooden benches that have been in the room since the early 1920s, the community shares stretches of silence punctuated by comments any member of the community is moved to share. more individualized instruction to address particular learning needs. The Learning Center coordinator provides extra support or further challenge in particular areas of the curriculum. In Middle School, an integrated wellness team, consisting of the Middle School learning specialist, school counselor, divisional leadership, and school nurse, meets regularly to review students and to plan for targeted support, as needed. The Middle School learning specialist conducts study skills workshops with all sixth graders and with new students, as well as targeted one-on-one and small-group support. Penn Charter has established both a Writing Center and a Math Center for students in grades 6 through 12. Faculty and peer tutors staff each center, offering students one-on-one help on a drop-in basis or by appointment. Middle and Upper School students also may seek directed study with individual teachers for help with assignments in any subject. The school learning specialists, counselors, and nurses work with teachers and parents to provide support for academic, social, and health needs. Middle and Upper School students can also rely on faculty advisors for help with academic or social issues. In Middle School, the homeroom teacher serves as the student’s advisor.
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Enrichment Activities and Sports At Penn Charter, a multitude of activities and leadership opportunities allow students to stretch beyond their natural talents and inclinations. As part of the curriculum, all students participate in two major activities. One must be a sport and the other can be a second sport or an activity selected from an evolving list that includes: • The Studio and Digital Arts Club • Class Record (yearbook) • ComedySportz (improvisational comedy) • Impressions (literary magazine) • Jazz Band • The Mirror (the nation’s oldest high-school newspaper) • History Club (including Model UN and mock trial) • Penn Charter Service Program • Plays and Musicals • Quakers Dozen (a cappella choral group selected by audition) • Girls & Boys a Capella Groups • String Ensemble • Stage Crew • Technology Group • Ultimate Frisbee • Student Diversity Discussion Group • Green Club
The Penn Charter Service Learning van is busy every day of the week bringing Upper School students to and from service projects where they tutor children, visit with the elderly, or work to fight hunger. Some of these opportunities occur during the school day as part of Upper School courses; others occur after school. Forty hours of community service can be used to satisfy one of the two activity requirements Upper School students must meet each year.
The School Day
or Lower School students in grades 1-5, the academic day begins at 8:10 a.m. and ends at 2:50 p.m. For pre-K students, the day begins at 8:30 a.m. and ends at 2:45 p.m. Middle School begins at 8:10 a.m. and ends at 2:55 p.m. In Upper School, students report to their first-period classes at 8:10 a.m.; Upper School ends at 3:15 p.m. on Monday, Wednesday, and Thursday and — to minimize conflicts with early dismissals for sports — at 2:30 p.m. on Tuesday and Friday.
Activities and Sports
Lower School: The After-School Enrichment Program for fourth and fifth graders is in session eight weeks each trimester on Tuesday, Wednesday, and Thursday from 3:00 to 4:00 p.m. The program is optional and free-of-charge, and it offers students a range of exciting choices: art, community service, hand bell choir, dance, math and science, and sports. M iddle and Upper School: Students in grades 6 through 12 are required to participate in one sport and one additional activity per year (which could be a second sport). As a rule, Middle School sports teams practice Monday through Thursday from 3:00 until 4:30 p.m. Upper School teams practice Monday through Friday from 3:45 to 6:00 p.m.
Special Dress: Several days in the school year are designated as Special Dress Days for all students, pre-kindergarten through 12th grade. On those days, girls should wear blouses or shirts with collars (tucked in), nice pants, skirt or dresses; jeans are not permitted. Boys should wear shirts with collars (tucked in), long pants; jeans are not permitted. Lower School: Students should wear clothing that is affordable, neat in appearance, and comfortable for participating in a variety of daily activities. Blouses, shirts, and
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tops should cover the top of skirt or pant waistbands; heels should be flat. Student dress should reflect the values of the school. Inappropriate slogans, violent images, camouflage or paramilitary clothing are not permitted. Spaghetti straps and torn clothing are not permitted. Middle School: During the academic year, all shirts must have full sleeves (short or long). Pullovers, sweaters, sweatshirts, inside vests, and inside fleeces may be worn over shirts in code. The following are prohibited: tops with symbols, lettering, or advertisements larger than a fist (except PC tops purchased from the school store); military or camouflage clothing, including fatigues; tops with obscene or vulgar descriptions; torn or ripped clothing; transparent tops, mesh tops, or tops with slits; lightweight white undershirts; excessively tight or low-cut clothing; capped sleeves; hoods worn on the head; sweat suits, sweat pants, athletic gear or gym wear; cutoffs; inappropriately short skirts, shorts, or skorts; flip-flops and slippers; hats; all kinds of nonreligious head scarves, bandanas, or athletic headbands; sunglasses. Upper School: During the academic year, all shirts must have full sleeves (short or long). Pullovers, sweaters, sweatshirts, inside vests, and inside fleeces are permitted, but shirts must be worn underneath and the shirts must be in code. The following are not permitted: tops with symbols, lettering, or advertisements larger than a closed hand, except Penn Charter tops purchased in the school store; torn or ripped clothing; transparent or mesh tops; white undershirts; excessively tight or lowcut clothing; capped sleeves; hoods worn on the head; shirts or sweatshirts worn insideout; outdoor jackets, vests, or windbreakers; sweatpants, athletic shorts and bike shorts; cut-offs; skirts or shorts four or more inches above the knee; flip-flops or thong sandals; hats and visors; sunglasses; nonreligious head scarves, bandanas, or athletic head bands.
AFTER-SCHOOL PROGRAM AND FULL-DAY CHILD CARE
“ … fun, action and interaction … for mind, body and spirit.” More than half of our Lower School families enroll in the After-School Program at some point in the academic year.
he After-School Program at Penn Charter is committed to providing a safe and nurturing environment that meets the needs of our Lower School students and families during after-school hours. We also provide Full-Day Child Care for noninstructional days, including in-service days, parent conference days and some vacation days. Each program takes place within a child-centered environment and a structure that is both relaxing and stimulating.
After-School Program (ASP)
After an academically demanding day at school, the After-School Program (ASP) offers plenty of time for friends, fun and relaxation in a stimulating environment designed to help children learn and grow. One of our goals is to help children learn to balance their leisure time — actually a
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After-School Program Fees 2011-2012 Hours per day
Note: Once enrolled, parents may extend their hours at a daily rate of $10 per hour. Students not picked up by 5:50 p.m. will be charged a late fee at the rate of $3 per minute.
lifetime skill which studies show children in the U.S. need more help developing. We do this by providing a structured environment and, within that structure, opportunities for children to choose activities that will enhance their social, emotional, physical and intellectual growth. Children are encouraged to choose activities that will ensure that they will have a daily mix of fun, action and interaction that is just right for their mind, body and spirit. Daily structured and unstructured activities include:
• Outdoor and indoor play • Mixed-aged groupings • Organized sports and games • Supervised homework time • Thematic and seasonal arts and crafts • Nutritious snacks provided two times a day ASP club offerings include:
• Chess Club • K’NEX Club • Scrapbook Club • Art Club Tutoring: Coordinates with Learning Support Team to offer ASP care before or after tutoring. Swimming: Coordinates with the Penn Charter Aquatic Club (PCAC) for swimming lessons in PC’s newly renovated aquatic complex. Students are escorted to and from the pool by pool staff.
Efficiencies and Advantages for ASP-enrolled families:
• Flexibility to contract for children to attend ASP while siblings attend Lower School Enrichment, Middle School sports or Upper School sports
ASP Traditions • Halloween “spider” hunt
• Holiday karaoke • Sledding • Bubble-blowing contest • “Hunts” (scavenger hunt, Jolly Rancher hunt, etc.) • Tournaments (Uno, chess, kickball, etc.)
• Extended care for students arriving after Lower School Enrichment or Penn Charter Aquatics Club • Discount on extended care for fourth and fifth grade students who enroll in Lower School Enrichment program • Coordination with Learning Support Team to offer ASP care before or after tutoring • For students with Penn Charter bus contracts, late bus pickup at 5:20 p.m. at Lower School
ASP Contracts, Schedules and Rates ASP is offered on regular school days from dismissal until 5:50 p.m. Parents may contract on a full-time or part-time basis for the academic year; bills are mailed on a trimester basis. The ASP contract and the Emergency Contact form must be completed online at
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Snow Day Policy
Full-Day Schedule and Rates The daily rate for Full-Day Child Care will be:
• When Penn Charter is closed because of inclement weather, ASP is cancelled.
8 a.m. – 3 p.m.
$60 per day
8 a.m. – 4 p.m.
$70 per day
8 a.m. – 5 p.m.
$80 per day
8 a.m. – 6 p.m.
$90 per day
• Parents will be notified by e-mail when ASP is canceled on a day that school is open.
www.penncharter.com. As shown in the table below, families may contract for 1.5 hours or 3 hours, and for one or more days of the week. ASP is available only to families that have committed to contracted hours: We are unable to accommodate children on a “drop-in” or emergency basis. Once
enrolled, families may extend their hours for an additional fee but are not reimbursed for unused contracted days/hours. To register, complete the online ASP contract and the online Emergency Contact form available at www.penncharter.com, then submit a $50 nonrefundable deposit per child. Contracts and deposits are due no later than Aug. 12, 2011.
Full-Day Child Care
(for non-instructional days)
The After-School Program offers ageappropriate, full-day child care for students in pre-K to grade 5 on non-instructional days (see dates below) from 8 a.m. to 6 p.m. The program is designed to accommodate the work schedules of parents and guardians by providing a safe, fun-filled experience for children on a day off from school. Full-Day Child Care contracts are available online at www.penncharter.com. To reserve space, complete the online Full-Day Child Care contract and the online Emergency Contact form, and submit a $10 deposit ($10 per day/per child). Please complete these steps two weeks prior to the date of care; we need an enrollment count to plan activities and staffing.
A late charge of $3 per minute will occur if your child is not picked up by 6 p.m. Kathleen MacMurray has been Director of the
After-School Program at Penn Charter for more than 20 years. Her boundless energy, commitment to excellence and sensitivity to the changing needs of children and families have been hallmarks of her tenure. She directs an experienced, caring and dedicated staff. Kathy specialized in child development at Pennsylvania State University and graduated with a B.S. in Individual and Family Studies. She is a member of the National AfterSchool Association (NAA), the National School-Age Child Care Alliance (NSACCA) and Pennsylvania School-Age Child Alliance (PennSACCA). Please contact Kathy at:
firstname.lastname@example.org or call 215.844.3460 ext. 169 for additional information or questions relating to your family’s needs.
2011-2012 Full-Day Child Care Dates Friday, Sept. 16
Goal Setting Conference Day (Grades 1-5)
Monday, Nov. 7
Faculty Work Day
Tuesday, Nov. 22
Lower School Parent Conferences
Monday, Nov. 28
Monday, March 5
Faculty Work Day
Wednesday, March 21
Lower School Parent Conferences
Thursday, March 22
Lower School Parent Conferences
Monday, April 9
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Governance The Board of Overseers
T he Board of Overseers, the school’s trustees, was established by William Penn and is still responsible for the operation of Penn Charter. Decisions among Overseers are reached in the manner of Friends — by consensus following discussion. William B. Carr Jr. Nelson J. Luria Richard A. Balderston Edward Zubrow Jane F. Evans, Asst. Clerk F. John White, Treasurer George Eastburn John A. Affleck Ilana Eisenstein Benjamin E. Robinson III Caesar D. Williams, Jr. Anne M. Caramanico, Clerk Grace S. Cooke Robert K. Kurz
David Evans Karen S. Hallowell Jeffrey A. Reinhold Teresa A. Nance Mark D. Hecker Barbara A. Campbell Robert L. Rosania Senior Overseers Roger S. Hillas Richard P. Brown Jr. George C. Corson Jr. Lewis S. Somers 3rd
Darryl J. Ford, Head of School Stephanie Judson, Associate Head of School Elizabeth A. Glascott, Assistant Head of School Stephen A. Bonnie Director of Admissions
John R. Mahoney Director of Middle School
Allan B. Brown Director of Financial Aid and Archives
Brian McCloskey Dean of Students
Paul S. Butler Director of Athletics and Athletic Planning Hal S. Davidow Chief Financial Officer Daniel F. Evans Director of College Counseling David Kern Director of Lower School Travis J. Larrabee Director of Upper School
Michael Moulton Director of Educational Technology John T. Rogers Chief Development Officer Sharon Sexton Director of Marketing Communications John Zurcher Director of Enrollment Management and Lower School Admissions
Faculty Ruth Aichenbaum BA, Duke University; MEd, Cabrini College. Grade 5 Cassandra Aldridge BA, The College of Wooster. Social Studies Jennifer Brown Baer BA, St. Olaf College; MA, University of Massachusetts at Amherst; MA, Bryn Mawr College. Latin James M. Ballengee AB, Washington and Lee University; MA, University of Delaware. Director of Service Learning, Religious Studies, Social Studies Andrea Barnett BA, College of Saint Benedict; MEd, Arcadia University. Social Studies Neno Bartocci BS, West Chester University. Athletic Trainer, Health and Physical Education David Bass Diversity Counselor Alice Bateman BS, Santa Clara University. Social Studies Naveena Bembry BA, University of Michigan; MA, Duke University; MS, Saint Joseph’s University. Grade 3 Jessica Bender BA, Boston College. Theater Manager Kevin Berkoff BS, University of California at Berkley; MEd, Arcadia University. Physical Education, Science Stephen A. Bonnie BA, MEd, EdD, Temple University. Director of Admissions, English
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Laura Boroughf BA University of Colorado; MA, Columbia University Teachers College. Language Arts
Mark Croxford BS, Eckerd College; MS, University of Hawaii. Science
David Brightbill BS, Muhlenberg College; MA, Middlebury College. Chair of Foreign Language Department, Spanish
Hal S. Davidow BS, Drexel University; MBA, University of Pennsylvania. Chief Financial Officer, Social Studies
Jill Brotman BA, University of Wisconsin; MA, New York University. Kindergarten
Amanda Dunlap BA, Bucknell University. Mathematics
Charles H. Brown BA, Dartmouth College. Latin, Mathematics
Sonia Duprez BA, Boston University; MEd, City College of New York. Grade 2
John W. Burkhart BA, Gettysburg College; MAR, Lutheran Theological Seminary. Class Record Advisor, Social Studies Christopher J. Burnett BA, LaSalle University. Grade 5 Paul S. Butler BS, MEd, Temple University. Director of Athletics Antonio Calvo BA, Universidad de Granada. Granada, Spain; MA, Universidad Antonio de Nebrija. Madrid, Spain. Spanish Jennifer Chernak BA, Mount Holyoke College. English Christine B. Christoph BS, East Stroudsburg State University; MEd, Arcadia University. Grade 3 Nora Comiskey BS, University of Reading; MSPH, Tulane School of Public Health; PhD, Tulane University. Science Elizabeth Coombs BA, MEd, St. Lawrence University. School Counselor, Health
Monique Durso BA, Pennsylvania State University; MS, University of Pennsylvania. Grade 2 Benjamin Dziedzic BA, Georgetown University; MA, University of Virginia. English Joel Eckel BA, MEd, Temple University. Grade 2 Jill Einbender BA, Smith College; MSEd, University of Pennsylvania. Pre-Kindergarten Valdis A. Erdmanis BS, West Chester University. Physical Education
Joseph P. Fitzmartin BA, Saint Charles Seminary. Music Elizabeth Flemming BA, MS, University of Pennsylvania; MA, Villanova University. Mathematics Debra A. Foley BS, MS, University of Pennsylvania. School Nurse, Health Edward A. Foley BS, University of Pennsylvania. Associate Director of Boys Athletics, Social Studies Darryl J. Ford BA, BS, Villanova University; MA, PhD, University of Chicago. Head of School Malcolm Ford BS, Temple University; MS, Saint Josephâ€™s University. Science Lyndsay Franklin BA, Dickinson College. Kindergarten Lorre Gifford BS, University of South Florida; MEd, National-Louis University. Science Brooke Giles BA, Tufts University; MA, University of the Arts. Pre-Kindergarten
Daniel F. Evans BA, University of Richmond. Director of College Counseling
Elizabeth A. Glascott BA, MS, University of Pennsylvania. Assistant Head of School, Science
Anthony J. Farrell BA, MS, JD, University of Pennsylvania; MS, Villanova University. Mathematics
Robert A. Gordon BA, MA, University of Pennsylvania. Director of Math Center, Mathematics
James B. Fiorile BA, University of Pennsylvania. Assistant Director of Middle School, Latin
Lizbeth Gould AA, Community College of Rhode Island; BS, Rhode Island College. Grade 1
admissions guide 2011-2012 | william penn charter school | 21 Hanne Gradinger BA, University of Colorado; MA, New York University. Visual Arts
Kellyn Z. Jaspan BS, Juniata College; MEd, Chestnut Hill College. Kindergarten
Randy W. Granger BFA, Philadelphia College of Art. The Randy W. Granger Chair in Visual Arts
Andrew W. Jennings BA, University of New Mexico. Grade 4
Daniel Hajjar BA, Connecticut College. Mathematics
Eric Jimenez BA, Haverford College; MA, Middlebury College. Spanish
Judith Hill BA, University of Delaware; MS, Drexel University. Director of Libraries Anne Hilton BA, MA, University of Pennsylvania. Social Studies Charles W. Hitschler BS, University of Pennsylvania. Mathematics Jonathan Howe BA, Princeton University; MA, University of Pennsylvania. Science
Stephanie D. Judson BA, Wellesley College; MS, University of Chicago. Associate Head of School, Religious Studies Charles S. Kaesshaefer BS, Pennsylvania State University. Assistant Director of Lower School, Director of Summer Programs Deborah A. Kaesshaefer BS, Temple University. Chair of Performing Arts Department, Music
Travis J. Larrabee BA, Colby College; MA, University of Virginia. Director of Upper School, Social Studies Margaret Lea BM, MM, Temple University. Music Daphne Lee BA, Fu-Jen Catholic University; MSEd, University of Pennsylvania. Mandarin Damon Leedale-Brown BS, Liverpool John Moores University. Director of Squash Program Marla Levin BS, University of Maryland. Grade 1 Timothy M. Lynch BA, Skidmore College; MS, PhD, University of Vermont. Chair of Science Department
Shahidah Kalam Id-din BA, Haverford College, MEd, Harvard University English
Bruce W. MacCullough BS, Brooklyn College; MDiv, Princeton Theological Seminary; MEd, Temple University. Mathematics
David Kern BA, University of Pennsylvania; EdD (ABD), Columbia University Teachers College. Director of Lower School
John R. Mahoney BA, Pennsylvania State University; MEd, Lesley University. Director of Middle School
Jeffrey Humble BS, State University of New York at Cortland; MEd, State University of New York at Cortland. Science
Jennifer S. Ketler BS, Bucknell University; MS, Johns Hopkins University. Mathematics
Rachel Malhotra BA, MA, University of Virginia; MEd, University of Pennsylvania. English, Visual Arts
Fred W. Huntington AB, Kenyon College; MA, Columbia University. English
Corey Kilbane BA, Washington University; MS, University of Chicago. Science
Jessica Mansor BA, University of Denver; MA, University of the Arts. Visual Arts
Cheryl Irving BA, Howard University; MEd, Temple University. Director of Writing Center, English
Thomas Kim BA, Johns Hopkins University; MEd, Temple University. English
Debra Marcee BA, Temple University. Admissions Counselor, Mathematics
Hannah K. Jacoby-Rupp BA, Cornell University; MLA, University of Pennsylvania. Language Arts
Heather Larrabee BA, Trinity College; MEd, Lesley University. Middle School Learning Specialist
Edwin H. Marks BA, University of Virginia; MALS, Wesleyan University. Social Studies
Erin P. Hughes BA, University of WisconsinMadison; MA, Middlebury College; MSEd, Saint Josephâ€™s University; PhD, University of Pennsylvania. Chair of English Department
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Marianne E. Master BA, MA, Villanova University. Latin
Robert Napp BS, MS, West Chester University. Mathematics
Matthew McAuliffe BA, Gonzaga University; MA, University of Notre Dame; MA, UCLA; PhD, Bryn Mawr College. Social Studies, Latin
Teodora Nedialkova BA, MEd, Smith College. Grade 3
Brian W. McCloskey BA, Ursinus College. Dean of Students, Mathematics Patrick J. McDonough BS, West Chester University. Science Caitlin McDugall BS, College of Charleston; MSEd, University of Pennsylvania. Grade 1 Ruth McGee AA, Montgomery County Community College; BA, New York State College of Ceramics; MA, University of the Arts. Visual Arts Candy McGuire BS, Northeastern University. Kindergarten Richard D. Mellor BA, University of Pennsylvania. Physical Education Vicki Miles BA, California State University; MS, Pepperdine University. Lower School Technology Coordinator Rebecca T. Miller BA, Rollins College. Grade 4 Annabelle Montero-Hricz BA, Pan-American University. Spanish Sara Moses BA, Earlham College; MA, Columbia University Teachers College. English Michael T. Moulton BS, Drexel University; MS, Philadelphia University. Director of Educational Technology, Religious Studies
Orit Netter BA, Tel Aviv University; MEd, Chestnut Hill College; MPH, Temple University. Grade 1
Lisa Anne Reedich BA, New College of Florida; MSS, Bryn Mawr College. Lower School Counselor Harvey D. Rentschler BS, University of Tennessee. Grade 5 Thomas Rickards BA, Saint Joseph’s University; MA, Villanova University. Chair of Religious Studies
Eva Kay Noone BA, Shenandoah University; MA, Villanova University. Theater
Karen S. Riedlmeier BA, Tyler College of Art; MEd, Arcadia University. Visual Arts
Joshua Oberfield BA, Muhlenberg College; MSEd, University of Pennsylvania. Social Studies
Parveen B. Roberts BA, MS, University of Pennsylvania. Science
Linda W. O’Malley BA, Princeton University; MA, Drexel University. Head Librarian, Trask Library
Michael T. Roche BM, Catholic University; MA, Villanova University. Theater
Sandrine K. Pal BA, Université de Nantes; MA, Université de Rouen. French
Maria-Odilia Romeu BS, MA, Saint Joseph’s University. Grade 4
Levan A. Payton BA, Temple University; MA, University of Pennsylvania. Chair of Social Studies Department
Joan Rosen BA, University of Pennsylvania; MEd, Chestnut Hill College. Director of Pre-Kindergarten
James D. Phillips BS, LaSalle University; MEd, Eastern University. Mathematics, Coordinator of Middle School Athletics Jim Pilkington BA, Swarthmore College. English Sandra B. Portnoy BA, University of Pennsylvania; MS, Temple University. Science, Registrar Natasha Pronga BA, MA, Saint Joseph’s University. Grade 2 Joshua Ratner BA, Carleton College; MA, PhD, University of Pennsylvania. English
Sheila Ruen BFA, California College of Arts and Crafts; MFA, University of Michigan. Chair of Visual Arts Department Mary Schilling BSEd, University of North Dakota; MSEd, Bank Street College of Education. Grade 1 Pamela R. Shannon BS, Ursinus College; MEd, EdD, Temple University. Physical Education, Director of Senior Comprehensive Project Sarah Sharp BA, MA, PhD, University of California, San Diego. Social Studies
admissions guide 2011-2012 | william penn charter school | 23 Aude Simon BA, Université d’Angers; MEd, Temple University; MS, California University of Pennsylvania. French, Spanish Renee L. Skelly BS, North Carolina State University. Physical Education Tori Small BS, Pennsylvania State University. Physical Education Marceline Sosa BA, Lehman College; MPS, Manhattanville College. Lower School Learning Center Coordinator Philip Stevens BA, Bates College; MA, University of North Carolina; PhD, Temple University. English Caroline A. Studdy BA, New York University; MS, Hunter College. Pre-Kindergarten Carol Sukoneck BS, Temple University; MEd, Rosemont College Masters in Education and CIT. Middle School Technology Coordinator Jody Sweeney BS, Cornell University; MEd, College of William and Mary. Associate Director of College Counseling Kristin Swoszowski-Tran BFA, Massachusetts College of Art; MEd, Harvard University; PhD, Temple University. Lower School Learning Specialist Jean Taraborelli BA, MEd, Temple University. Spanish
Dana W. Toedtman BA, Allegheny College. Learning Specialist Douglas D. Uhlmann BS, Syracuse University; MS, Drexel University. Head Librarian, Gummere Library Hayley Varhol BM, Temple University. Performing Arts Steven Wade BS, University of California at Berkley; MS, California State University, Hayward. Science Josie Wallmuth BS, Mount Saint Mary’s University; MS, Illinois State University. Science Channing Weymouth BA, Middlebury College; MA, Connecticut College. Acting Associate Director of Girls Athletics
Deborah C. White BS, West Chester University. Chair of Physical Education Department Antonio C. Williams BS, University of Maryland; MBA, Columbia University. Chair of Mathematics Department Robert W. Wilson BS, West Chester University. Performing Arts Marta I. Zamora BS, University of Costa Rica; MA, MS, University of Kansas. Spanish John Andrew Zuccotti BA, Colby College; JD, Columbia University Law School; MEd, University of Vermont. Social Studies
The P.C. Parent Community The parent organization of the school is called the Penn Charter Parent Community. Its purpose is to promote a closer cooperation, understanding, and unity of spirit among parents, administrators, faculty, students, and staff and to enable parents to be of service to the school. As part of its effort to welcome new families and students, the Community sponsors parent orientation programs and receptions. Each family is asked to pay nominal dues to help support the Community and its many projects. We welcome new parents and encourage their active participation in the Parent Community.
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ills for tuition are sent out in July and November. One half of the tuition is due in August and the other half is due the fifteenth of December. Penn Charter offers several financial plans to help families meet the financial obligations of tuition, including a discount for payment by August 1, short-term financing, and monthly payments with a service fee. Bills for books, supplies, and lunches are sent after the beginning of each trimester. A onetime $330 fee for Lower School supplies is billed after the first trimester. Transportation charges will be billed after the first trimester. Bills for the Lower School After-School Program are issued toward the end of each trimester. In addition to tuition, a Middle or Upper School student c ould spend as much as $350 annually for books.
(Academic Year 2010-2011) Upper School Grades 9 through 12 Middle School Grades 6 through 8 Lower School Grades 4 and 5 Grades 1 through 3 Kindergarten Pre-kindergarten
$27,450 $24,800 $21,450 $19,300 $18,550 $18,000
Students in pre-K, kindergarten and first grade eat in their classrooms. They have the option of bringing a lunch or buying a pre-packaged lunch and beverage. Lower School parents, grades 1-5, may send a complete lunch, or purchase a beverageonly contract — or a full-lunch contract that includes hot and cold lunch options. Pre-K parents may purchase a beverageonly contract. Middle and Upper School
students may use their Penn Charter ID cards to charge lunch and snacks; charges are billed bi-monthly and the school caps each student’s account at $1,000, an amount that usually suffices for one year but can be increased with parental permission. Parents of students in the Middle and Upper School may also have their children purchase lunch tickets in $20 denominations. These tickets may be used during all lunch periods as well as short recesses. Annual Charges Pre-K (beverage only)..........................................$175 Lower School Full-Lunch Contract: K-1............................................................. ..$1,230 ($410 per trimester) 2-5................................................................ $1,230 ($410 per trimester) Lower School Beverage-Only Contract............... $175 Middle and Upper School Lunch Ticket................ $20
Penn Charter offers morning and afternoon bus service to students in grades K-12 living in Lower Gwynedd, the Gwynedd and Blue Bell areas, Center City, Upper Dublin-Chestnut Hill-Mt. Airy, and some New Jersey suburbs. All routes have two afternoon buses, one leaving at 3:30 p.m. and, for students who participate in afterschool activities, another at 5:30 p.m. Parents may contract for one-way or roundtrip service for the year or by the trimester. Transportation Fees Round Trip.......................................................... $4,515 One Way.............................................................. $2,835 Round Trip / New Jersey................................... $5,355 One Way / New Jersey...................................... $3,300
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Penn Charter operates on the founding Quaker principles of equality and diversity. The governing body of the school, the Board of Overseers, has attempted to carry out William Penn’s vision of education for all by maintaining a significant financial aid program. Financial aid for the 2011-2012 school year totaled $6.4 million. Currently, 33 percent of our students receive need-based financial aid. At Penn Charter, “need” is defined as the difference between the family’s resources and the child’s tuition expenses. To evaluate need, Penn Charter uses formulas created by School and Student Services (SSS) of the National Association of Independent Schools (NAIS). Parents applying for financial aid must complete the Parents’ Financial Statement (PFS), available at sss.nais.org, and submit it with a processing fee to SSS. Families applying for financial aid must complete the following:
1. Apply for admission to Penn Charter and indicate an interest in financial aid on the application form. The school will respond with a packet of financial aid materials, mailed beginning in December. 2. Complete the Parents’ Financial Statement (PFS) online at sss.nais.org or by mail and submit it with a processing fee to SSS. 3. By Jan. 15, 2012, or as soon as possible after that, send Penn Charter a photocopy of your most recent federal tax return and W-2s. If 2011 tax returns and W-2s are not available, send 2011 final pay stub (December) to show cumulated income earned for the past year. Optional: A letter explaining any financial circumstances not addressed in the PFS. 4. Send Penn Charter a copy of the 1040 tax form and all supporting schedules for 2011 by April 15, 2012.
All of these documents are used by Penn Charter in determining whether to offer a grant and, if so, how much. Admissions decisions are made separately from and prior to financial aid decisions. Any student who applies to Penn Charter may apply for financial assistance. Penn Charter imposes no income ceiling or minimum for families applying for financial aid. Current families may apply. Because Penn Charter maintains a balanced allocation of financial aid, funds are most likely to be available at natural entry points: pre-kindergarten, kindergarten, and grades 6, 7, and 9. At other grade levels, financial aid is either unavailable or very limited. Families that indicate an interest in financial aid receive materials from the school beginning in December. Because funds are limited, it is crucial that families process the application forms as soon as possible and meet all financial aid deadlines. Applications completed by Jan. 15, 2012, will be processed in the first round of financial aid decisions. Applications completed after this
date will be reviewed on a rolling basis as long as funds are available. Financial aid applications are available in the Admissions Office. Please contact Director of Financial Aid Allan Brown (215.844.3460 ext. 147 or email@example.com) with questions or requests for additional information. The business staff is available to speak with families about payment plan options mentioned in the section entitled “Money Matters.”
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Admissions Lower School Admissions
5. Upon receipt of an application, Penn Charter will provide parents with forms for teacher recommendations and release of transcripts. Parents may also download the forms from our Web site at www.penncharter.com/admissions. Please wait until November to give these forms to your child’s school, and make certain that the forms are completed and returned to the Admissions Office by Dec. 15.
Complete the application process by Dec. 15 for first-round consideration. Parents are responsible for making sure that the application and related forms are received by the admissions office in a timely manner. Parents are encouraged to apply online at www.penncharter.com/ admissions. Applicants should be 4, 5, or 6 years of age by Sept. 1 for pre-K, kindergarten, and first grade, respectively.
Once a candidate’s file is complete, the Lower School Admissions Committee reviews the file.
September, October, November
1. Please telephone the Admissions Office at 215.844.3460 ext. 199 to schedule a parent meeting and/or sign up to attend an Open House. 2. Meet with the Director of Lower School Admissions to discuss your child’s educational needs and the school’s program. You may submit an application before the meeting or after you have had an opportunity to learn more about the school. 3. All children applying to kindergarten through grade 5 are asked to provide results of the Wechsler Intelligence Test. Penn Charter pre-K students are also required to have this testing done prior to their matriculation into kindergarten. The Admissions Office will provide information on testing locations; limited financial aid is available to defray the cost of testing. Families are encouraged to schedule testing in the fall and to have the results promptly sent to the Admissions Office. 4. Upon receipt of an application, we will schedule a student visit. Applicants for pre-K and kindergarten will be scheduled for a Saturday morning Play Day at Penn Charter. Applicants for grades 1 through 5 visit Penn Charter in their current grade and take reading and math assessments during their visits. First grade candidates visit for one day; candidates for grades 2-5 visit for two days. Other visits begin in October.
Applicants in the first round of decisions will be notified on Feb. 1. Parents have until March 1 to accept Penn Charter’s offer of admission. Rolling admissions continue through the spring. Please note that these are the usual steps in their logical order. The procedure for individual candidates may vary depending on circumstances.
Middle and Upper School Admissions September, October, November 1. Please telephone the Admissions Office at 215.844.3460 ext. 103 to schedule a parent meeting (optional) and/or make a reservation to attend an Open House. 2. Submit an application for admission and previous year’s transcript. You will be contacted by the Admissions Office regarding scheduling an applicant visit. We cannot guarantee a visit for students who apply after Feb. 1, 2012. 3. After your child’s school’s first marking period, send the Release for School Records form to the applicant’s current school. We also require recommendations from the applicant’s current English and mathematics teachers and a family friend who is not related. It is important that the teacher recommendations not be
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completed by your child’s teacher until late October. We believe that teachers should be given the time to work with your child during the current school year in order to provide us with appropriate feedback about your child’s abilities. 4. Reserve a test date for the SSAT, administered by the Secondary School Admission Testing Board, or the ISEE, administered by the Educational Records Bureau. You may register on-line (www.ssat.org or www.iseetest.org) or request registration materials from the Admissions Office. 5. Meet with the director of Admissions to discuss your application, your child’s educational needs and the school program. 6. The student takes the SSAT or the ISEE. November
Candidates should continue to complete the admissions file by supplying the remaining documents, including the transcript for the current year, recommendations, and ISEE or SSAT test results. We strongly recommend that all candidates complete their files by Dec. 15, 2011. December/January
7. The Middle and Upper School Admissions Committee will continue to review completed admissions files, and candidates will visit through February. February
8. The Director of Admissions mails the earliest acceptance letters on Feb. 1. Candidates will continue to be considered based on availability of space. March
9. Families have until March 1 to accept Penn Charter’s offer of admission. Please note that these are the usual steps in their logical order. The procedure for individual candidates may vary depending on circumstances.
Open Houses You are cordially invited to visit Penn Charter for an Open House. This is an opportunity to tour the campus at your leisure, to talk to teachers and students, and to meet other families who are visiting Penn Charter on that day. Each session includes a formal presentation and tours of classrooms, labs, art and music rooms, athletic facilities, and performance spaces. To make a reservation or to request additional information, please call the Admissions Office at 215.844.3460 ext. 103. • Saturday, Oct. 15, 2011 2:00 p.m. • Tuesday, Nov. 15, 2011 8:30 a.m. • Tuesday, May 1, 2012 (pre-K to 8), 8:30 a.m. Each year Penn Charter forms new sections in pre-kindergarten, kindergarten, sixth, seventh, and ninth grades, making these the best times to apply; new students are admitted to other grades if spaces are available. As a school committed to diversity, Penn Charter welcomes students of every race, religion, ethnic background, and sexual orientation and encourages applications from current families as well as children of alumni and members of the Religious Society of Friends.
For detailed directions, visit www.penncharter.com.
Penn Charter is located in the East Falls neighborhood of Philadelphia, just minutes from Center City, the Main Line, and the suburbs. The campus is easily accessed by Route 1, by Interstate 76, or by Kelly Drive.
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Five-Year Matriculation List: 2007-2011 Albright College American University (3) Amherst College Arcadia University Arizona State University Auburn University Bard College (3) Barnard College (3) Barry University Belmont University Beloit College Boston College (5) Boston University (7) Bowdoin College (3) Brown University (7) Bryant University (2) Bryn Mawr College Bucknell University (5) Cabrini College California Lutheran University Carnegie Mellon University (3) Case Western Reserve University Catholic University of America (3) Champlain College Chapman University Chestnut Hill College Clark Atlanta University Coastal Carolina University (2) Colby College Colgate University College of William & Mary College of Wooster Colorado College Columbia University (4) Connecticut College (2) Cornell University (7) Dartmouth College (4) Denison University (2) Dickinson College (5) Drew University (2) Drexel University (14) Duke University (5) Duquesne University Earlham College East Stroudsburg University Eastern University (2) Emory University (4) Florida Atlantic University Fordham University (3) Franklin & Marshall College (6) George Mason University George Washington University (10) Georgetown University (3) Gettysburg College (4) Grinnell College
Gwynedd-Mercy College Hamilton College Hampden-Sydney College Harvard University (5) Haverford College Hobart & William Smith Colleges Hofstra University (2) Howard University (3) Indiana University (2) Indiana University of Pennsylvania Iona College Ithaca College James Madison University (3) Johns Hopkins University (10) Kenyon College (3) King’s College (2) Lafayette College (5) Lawrence University LaSalle University (5) Lehigh University (12) Loyola University Maryland (2) Marquette University McGill University, Canada Middlebury College (2) Monmouth University Moravian College Muhlenberg College (4) New College of Florida New York University (6) North Carolina State University Northeastern University (4) Northwestern University (7) Oberlin College (3) Oberlin Conservatory of Music Oglethorpe University Ohio State University (2) Pace University Parsons School of Design Pennsylvania Academy of the Fine Arts Pennsylvania State University (15) Philadelphia University Princeton University (8) Randolph Macon College Reed College Rider University Roanoke College (3) Rollins College Rosemont College Rutgers University Saint Francis University Saint Joseph’s University (5) Saint Louis University Sarah Lawrence College Skidmore College (4)
St. John’s College Stanford University (4) Stetson University Swarthmore College Syracuse University (7) Temple University (16) Trinity College (8) Tufts University (7) Tulane University (2) United States Coast Guard Academy United States Naval Academy University of Chicago (4) University of Cincinnati University of Colorado (3) University of Delaware (3) University of Denver (2) University of Georgia University of Louisville University of Maryland (4) University of Miami (4) University of Michigan University of New England University of New Hampshire University of North Carolina (3) University of Pennsylvania (56) University of Pittsburgh (11) University of Richmond (7) University of Rochester (2) University of Scranton University of South Carolina University of Southern California (2) University of Tampa (2) University of the Arts (2) University of Utah University of Vermont (11) University of Virginia (5) Ursinus College (3) Vanderbilt University (3) Vassar College Villanova University (5) Wake Forest University (3) Washington & Lee University (2) Washington College Washington University in St. Louis (3) Wesleyan University (3) West Chester University (3) West Virginia University (2) Wheaton College, MA Widener University Williams College Worcester Polytechnic Institute Yale University (5) Post Graduate Year (2) Other (5)
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Student Zip Codes
Penn Charter students live in neighborhoods represented by more than 100 zip codes in Bucks, Chester, Delaware, Montgomery, and Philadelphia counties in Pennsylvania, and Burlington, Camden and Gloucester counties in New Jersey. PA NJ Bucks County 18043 18914 18927 18940 18954 18974 18976 19047 19067
Chester County 19087 19312 19342 19460 Delaware County 19018 19083 19050 19085 19063 19087 19064 19342 19070 19380 19082
Montgomery County 19066 19001 19067 19002 19072 19003 19073 19004 19075 19006 19090 19010 19096 19012 19401 19020 19403 19025 19406 19026 19422 19027 19428 19031 19437 19034 19444 19035 19446 19038 19454 19040 19462 19041 19468 19044 19477 19046 19047
Philadelphia 19102 19134 19103 19135 19106 19136 19107 19138 19111 19139 19114 19140 19115 19141 19116 19142 19118 19143 19119 19144 19120 19145 19121 19146 19122 19147 19123 19148 19124 19149 19126 19150 19127 19151 19128 19152 19129 19153 19130 19154 19131
Burlington County 08075 Camden County 08003 08010 08043 08053 08054 08094 08109 Essex County 07040 Gloucester County 08028 08080 08312
Penn Charter Facts • Established in 1689 by instructions from William Penn
• 143 faculty members, approximately 74 percent holding advanced degrees
• Independent, pre-kindergarten through 12th grade Quaker day school for boys and girls
• 15 to 18 students per class, on average
• A 44-acre campus in the East Falls section of Philadelphia • 950 students in pre-kindergarten through 12th grade • 26 percent of enrollment students of color
• 100 percent of graduates go to college within one year • Accredited by the Middle States Association of Schools and Colleges (MSASC) and the Pennsylvania Association of Independent Schools (PAIS)
William Penn Charter School 3000 West School House Lane Philadelphia, PA 19144 Telephone: 215.844.3460 Fax: 215.843.3939 www.penncharter.com Stephen A. Bonnie, Director of Admissions Telephone: 215.844.3460 ext. 103 Penn Charter admits students of any race, color, national or ethnic origin to all the rights privileges, programs and activities generally accorded or made available to students at the school. Penn Charter does not discriminate on the basis of race, color, national or ethnic origin, or sexual orientation in administration of educational policies, admissions policies, scholarship or loan programs, and athletic and other school-administered programs.
John Zurcher, Director of Enrollment Management and Lower School Admissions Telephone: 215.844.3460 ext. 119