Item Coversheet

Action Items - Intermediate Unit - 3.

Title: Contracts with The Camelot Schools of Pennsylvania, LLC and Community Council Education Services, Inc. for Alternative Special Education Settings ($2,505,928)

Board of Education Meeting Date:

Action under consideration


The Administration recommends that the Board of Education, acting in its capacity as Board of Directors for Philadelphia Intermediate Unit No. 26 (IU 26), authorize IU 26, through the Executive Director or his designee, to execute and perform contracts, subject to funding, as follows:  


Community Council Education Services, Inc.

The Camelot Schools of Pennsylvania, L.L.C.


To provide ASES (Alternative Special Education Setting) programs

Start date:  7/1/2023

End date: 6/30/2024

Compensation not to exceed: $2,505,928

Separate Compensation by Vendor:

All entities will be paid out of the aggregate amount not to exceed $2,505,928.


Community Council Learning Academy, 4223 North Front St., Philadelphia, PA 19124; High Roads Germantown, Camelot Therapeutic Day School, 5612 Green St., Philadelphia, PA 19144

Renewal Options:

Number of Options: 3

Maximum compensation authorized per option period: Each option at fixed amount of $2,505,928 or 110% of first or preceding year amount. 


Why is the contract needed?   

The School District of Philadelphia's (District) Office of Special Education and Diverse Learners proposes to contract with The Camelot Schools of Pennsylvania, L.L.C., and Community Council Education Services, Inc. for the provision of ASES programs for students with serious emotional disturbance and other complex disabilities. ASES programs are designed for students whose IEP teams have determined that District schools do not have the appropriate level of services and supports to meet their instructional and behavioral needs. Many students in ASES programs have been refused enrollment at Approved Private Schools (APS), private schools, and other Out-of-District placements.  However, students are recommended for ASES because of the unique opportunity these programs provide by allowing students to remain engaged with the Philadelphia community, participate in regular District school activities, and transition back to District schools as full-time students when ready. The purpose of the ASES programs is to provide students with the intense behavioral interventions and the academic supports they need in order to reach Individualized Education Program (IEP) goals, and transition back to regular District neighborhood schools and less restrictive environments.

Each ASES program has a specific specialty and focus, and accepts students whose multiplicity of needs can be appropriately met by its program and staff. The Camelot Schools of Pennsylvania, L.L.C., has seats for up to 60 students in grades 1  through 12, and Community Council Education Services, Inc. has seats for up to 68 students in grades 7 through12. The Office of Special Education and Diverse Learners projects approximately 100-125 students will remain in and be placed in ASES programs in the 2023-2024 school year.

The District developed ASES programs as a less restrictive alternative to APS and other private school placements. Unlike APS and private schools, the curriculum, materials and educational programs of ASES programs are designed and approved by the Office of Special Education and Diverse Learners. ASES educational programs are developed, administered and supervised by the Office of Special Education and Diverse Learners, and fully implemented by the Contractors. The ASES programs are operated at sites in Philadelphia owned or leased by the Contractors and approved by the District. These factors enable and support student participation and engagement within their home community, and the transitioning of students to regular District neighborhood schools and less restrictive environments when ready.

How is this work connected to the District’s plan to achieve Goals & Guardrails? 

The ASES curriculum, environment and support structure is designed to enable students with severe disabilities to perform optimally on mandatory state assessments, reach and exceed IEP goals, and to perform at or above IEP grade levels in reading and math. Program objectives relating to transitioning students to their neighborhood schools when ready promotes LRE and the elimination of racist and discriminatory practices. In addition, the venue of ASES programs within Philadelphia, and the Contractors’ mission to reach out to and engage with parents and guardians creates a welcoming school environment which encourages families to become active and fully involved partners in their student's education and school community. 

How will the success of this contract be measured?

 The Office of Special Education and Diverse Learners designates a special education case manager to oversee student placements and instruction at the ASES programs. The contractors submit quarterly reports on the educational progress and IEP outcomes of each student.  Twice a year, at the beginning and at the end of the program the contractors deliver formal presentations at the Education Center to District special education administrators, reporting on student academic and behavioral progress and outcomes. 

When applicable, is this an evidence-based strategy?  If so, what evidence exists to support this approach?

 Program outcomes are measured by progress made by students in reaching IEP goals and objectives. 

When applicable, was a larger community of District community members and/or stakeholders involved in this selection process? If so, what groups and how?  

Consistent with the District’s competitive procurement process, the selection of these contractors included a committee of District staff with relevant special education, instructional, programmatic, and fiscal expertise who reviewed and evaluated contractors’ RFQ responses.

Funding Source(s):

FY23-24 IDEA Grant


Office Originating Request: Academic Support

 Office Originating Request: Academic Support