All Aboard Charter School

We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Reading Street, SIPPS and SuccessMaker. We will respond to the academic, social, emotional, and mental health needs of all students, and particularly those students disproportionately impacted by the COVID-19 pandemic, including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
We will provide every student summer enrichment opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs(Reading Street, SIPPS and SuccessMaker) and strategies. We will invest in evidence-based strategies to address lost instructional time, especially for students most impacted by the pandemic including students from low-income families, students of color, English learners, children with disabilities, students experiencing homelessness, children in foster care, and migratory students.
The evidence-based practices that we will utilize are: Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Provide models such as step-by-step demonstrations or think aloud to work out the problem. Guide student practice by asking good questions and providing feedback. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.
The strategies that will be practiced are, Sound and Picture Match-Up, Sing-Alongs that teach specific sounds, Movement and Sound Play, Hand-On Letters, Phoneme isolation/ identity/ blending/ segmentation; rhyming, sentence segmenting, syllable blending, name letters and, sounds, formation of all letters along with questioning, word meaning; speed and accuracy of reading: inferring, summarizing, visualizing and decoding. All student performance and progress regardless of grade level or individual capability are measured and monitored formatively using Galileo quarterly benchmark assessments. Progress on social and emotional growth will be documented to ensure that the students are moving towards a healthier progression with their mental health, we will utilize the research based program Second Step.

Student progress reports are sent home monthly to parents so they and their child can monitor learning development, growth, and progress. Report cards are sent home quarterly. All teachers administer weekly in-class assessments and conduct daily quick checks that serves as formal and informal checks for understanding. Progress on social and emotional growth will be documented to ensure that the students are moving towards a healthier progression with their mental health.

Provide necessary professional development to teachers. We will create a strong foundation for students' academic success by prioritizing their social, emotional and mental health through the research based program Second Step. Each day students will engage in SEL lessons. We will take steps to build school communities and support students' social, emotional, and mental health and provide extracurricular opportunities to build school community and advance academic and emotional development of students.

2 FTE para professionals to work with students addressing learning loss through implementation of evidence-based interventions (Reading Street, SIPPS and SuccessMaker) throughout the school day, along with summer learning or summer enrichment, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups. (Revision 2 3/21/22 reduce 2 FTE to .92 FTE) (Revision 3 05/16/22 increase .92 FTE to 1.11 FTE)

Revision 2 03/21/22:

Add: .08 FTE para professionals to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day, along with summer learning or summer enrichment, and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups from 7/16/20-11/30/20

Add: 2 Interventionists working 1 hour per day x 4 days/week x 35 weeks = 140 Hours x 2 = 280 Hours (Revision 3 051622 reduce from 140 to 127 x 2 = 254 hours)
Interventionist to work with students addressing learning loss through implementation of evidence-based interventions afterschool and ensure that such interventions respond to students' academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups from 7/01/2021 - 06/30/2022