We will ensure that all interventions we implement address the academic impact of lost instructional time by using our research based programs; Archway Arete 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.
The academy will provide every student opportunities along with Identifying gaps in their academics and provide intervention opportunities with research based programs and strategies, and 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; We will employ a part time .5 FTE reading interventionist to work with students addressing learning loss through implementation of evidence-based interventions throughout the school day and ensure that such interventions respond to students' academic disproportionate impact of the coronavirus on the student subgroups. Reading Interventionist grades k-5 effectively analyze and utilize all benchmark assessments to identify targeted students, inform intervention, and instruction. Identify specific learning gaps and then organize targeted students' intervention groups for each grade level based on findings, develop a student-centered data informed system of intervention to support at-risk students in meeting the State's Academic Standards. The average student to teacher ratio is 1:3 in Tier III and 1:8 in Tier II. Archway Arete will focus on students who receive and require specialized services including students that are not meeting state standards and falling below grade level. This includes students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. We are also focusing on the bottom 25% of students who struggle to demonstrate grade level proficiency in reading and require strategic interventional student performance and progress regardless of grade level. Individual capabilities are measured and monitored formatively using DIEBLS quarterly benchmark assessments. The LEA will be purchasing 95% Group curriculum to implemented in the intervention and funding the salary for a part time reading interventionist for two years. Student progress reports are uploaded regularly, so parents can monitor learning development, growth, and progress. All teachers administer in-class assessments once a week/once a month and conduct daily quick checks that serves as formal and informal checks for understanding.
Our Academy will create a strong foundation for students' academic success by prioritizing their social, emotional, and mental health through the implementation of extracurricular activities. Each day students are given the option and opportunity to engage in extracurricular activities that will allow them to satisfy their social and emotional needs that was suppressed by isolation due to COVID-19. Extracurricular opportunities allow our children to decompress from the vigorous school day and socially interact with their peers. ESSER III will fund the stipends that are given to the staff to run these essential programs. Programs that are offered but not limited to, are 1st and 2nd grade Book-nics, (offered every Thursdays during the fall) French club, (offered during the winter), gardening club, (Offered every Monday during the fall) history club,(offered every Tuesday during the fall) 5th grade year book club, (offered every Tuesday during the entire school year) chess club, (offered the entire school year) and running club (offered the entire school year) The extracurricular activities are offered to but not limited to disadvantaged students such as students who are identified as needing special education services and English language learners who have not yet developed English language proficiency along with each major racial ethic groups, children from low income, gender, migrant students, students experiencing homelessness and children in foster care. Most clubs run on a first come first serve basis. Off contract stipends given to teachers to implement and run the activities