Teaching & Learning

Teaching & Learning

ALH will continue to provide all mandatory Teaching and Learning Curriculum Content and Standards. ALH has a solid commitment to ensuring that every single student has the opportunity to succeed . To ensure that all students have equitable access to rigorous instructions: 

  •  ALH has developed and will provide each student with a 1:1 Chromebook 
  •  All students will have access to instructional streaming technology, and students will have equal opportunity to engage with high quality instruction through In-person, Virtual, or Hybrid Learning modalities.  
  • ALH will provide synchronous and asynchronous learning and all students are expected to participate and be fully engaged.  
  • ALH has invested in 18 new 65” SMART Interactive Whiteboards mounted in all full-size classrooms. In addition to the Interactive Boards a streaming program called View Path will be installed in the classroom, to ensure that all students have equitable access to for a more interactive hybrid learning modality. 
  •  All students participating in-person or virtual/remote instruction can learn collaboratively and interact with one another via the streaming solutions. 
  • With the new technology, all students will have the ability to view the board as if they were in the classroom, removing the barriers and wide angle limitations of a traditional camera recording platform. 

Units of Credit


Units of Credit are granted once a student successfully completes that course with a “70” or higher.   

  • Students who choose to take an Honors or Advanced Placement (AP) level course (s) will be weighted in recognition of the extra effort needed to meet their requirements.  Consequently, Honors courses will receive an additional 0.2 GPA points, and AP and college courses will receive an additional 0.5 GPA points. 
  • Students will be awarded partial credit units are not granted to a student who leaves ALH midyear or who transfers to another class midyear; however, a student who transfers to another class or who leaves the charter school has already  
  • Students who complete a course, or complete enough coursework and meets the minimum seat time, may obtain a passing grade via the standards-based grading system, and may be awarded full credit. 

Science Laboratory Requirements

In-person instructional model:  

The 1200 Lab minutes will be modified and adapted for Online Learning according to the guidelines: Teacher will develop and provide in-person instructions for all students to complete all required Lab minutes. 

  • Teachers will maintain all social distance guidelines, masks wearing, hand washing and equipment handling safety guidelines in the science room and Lab designated classroom.  
  • To effectively conduct the simulated and virtual laboratory experiences, Lab reports will be completed to satisfy the 1,200 minute laboratory requirement for students who will take Science Regents Examination during a future test administration. 

Remote and Hybrid Lab instruction 

  • ALH will make it a priority to complete only the mandatory Labs whenever students attend in-person.  
  • Selective simulated or virtual laboratory experiences be conducted and used toward the 1,200 minute requirement for all students.  
  • ALH will continue to explore appropriate technology to access and conduct lessons in virtual labs for remote only instructions. 
  • In science classes, for example, students can complete prep-work and investigations either independently or with their peers online before their in-person lab assignments. 
  • All students will receive clear guidance and directions in how to use scientific methods and core concepts to develop scientific skills that can be applied to completing Lab projects independently.  



All Art classes in Studio Art I&II and Photography I&II offer students a project-based approach to learning about art and artists and making art in the classroom. The resources have been adapted to allow all students the opportunities to be creative in selecting and utilizing found objects, materials and other resources that are readily available in their specific environment. The focus will be on understanding the visual vocabulary, artists and art, and varieties of skills, techniques, and aesthetic decisions involved in making outcomes that can be realized in-person and digitally. 

All Students will have the opportunity to  produce works at the mastery level of the standards that demonstrate ability to effectively and properly use the Elements of Art and Principles of Design in a variety of artwork at the end of the courses in Studio Art I & II and Photography I & II.  

In-Person Instruction: 

  • Students will be presented with a visual problem and a set of media skills and concepts which they need to effectively plan, perform, and produce artefacts to demonstrate mastery. 
  • All students will have access to materials for a hands-on approach to learning that gives students the opportunity for sharing a completed and presentable product 
  • All students participate in making art works that culminate in an exhibition in the school,  for the public in an annual Art fair.  

Remote and Hybrid:  

  • Art programs and instruction have been adapted to support both in-person and remote learning.  
  • All students have access to DOWNLOAD lessons & open lessons in Google Docs.  
  • Teacher will provide clear instructions for students to read the assignment and complete the lesson task, and to UPLOAD and Submit the completed assignment task in Google Classroom. 
  • All students participate in making art works that culminate in an exhibition in the school,  for the public in a virtual annual Art fair. 

For all Core Courses: ELA, Humanities, Math, and Science

In-Person Instruction  :

To maximize student engagement and achievement instruction, the goal is to provide all students with in-person instruction. However, In-person instruction and other services will be provided to all students in special education, students who are English-learners, or those who are vulnerable. Full-time remote learning will continue for all students who select this option.  

ALH is also prepared for a combination of in-person instruction and remote learning to facilitate a phased-in approach or hybrid model, which may be necessary at various times throughout the 2020-2021 school year. Students most in need of academic and special supports will be given priority to receive in-person interactions. 

  • ALH will has developed a new schedule to limit capacity of student in the building to meet the social distancing guidelines in all classes, as described and illustrated in the Daily Synchronous Learning Model in the School Schedule section above. 
  • To decrease density and congregation in each classroom for all learning programs, the following adjustments will be developed and implemented: 
    • All classes will develop new sitting charts and designs to accommodate social distancing guidelines, (e.g., alternative classroom schedules, including cohorts full-time in-person learning for younger students, and part-time distance learning for older students). 
    • ALH will monitor and limit in-person presence to only those staff who are necessary to be at the school during normal school hours; 
    • Maintain or increase remote workforce (e.g., administrative staff) to accommodate social distancing guidelines;  
    • Modify and adapt the schedules as needed and allow more time between classes for student transition, to reduce congestion in hallways, walkways, and buildings. 

Remote Instructional Model:  

Full-time remote learning will be provided for all students who select a remote instructional model. ALH recognizes that Online Learning will present new challenges and not every student will learn concepts taught remotely the same way or even on the same day! To ensure all students receive high quality and equitable remote instructions, ALH has developed a range of guidelines to support rigorous remote instructional practice.  

At ALH, teachers will continue to develop engaging Instructions through video and audio recordings of instructions, Smartboard technology to enhance, text, and visuals and include screenshots and screen-casting tutorials. Teachers will modify content and differentiate standards that align with virtual instructional model, synchronous, and asynchronous online learning. 

  • Students have been allocated a one-to-one Chromebook and all will be provided with equitable access to use online learning tools and curriculum content and instructions.  
  • Students will participate in an Online-remote learning orientation sessions to ensure all students have equitable access to remote learning materials, resources, expectations and protocols.  
  • All students who opt for remote learning are expected to complete all digitally designed tasks and assignments with their highest level of effort.  
  • All teachers are expected to provide ‘office hours’ to let students know when they are available online to answer questions or clarify instructions. 
  • All teachers will continue to utilize a wide variety of digital resources, such as Padlet or Flipgrid, for students to ask questions.  
  • Teachers will design digital tasks with specified length and success criteria so that students can accurately anticipate how long it will take them to complete the task. 
  • Teachers will utilize a range of instructional strategies – Including but not limited to the following: 
    • NearPod 
    • Socrative 
    • Quizziz 
    • Quizlet Live 
    • Kahoot! 
    • Padlet 
  • Teachers will communicate learning targets and success criteria with students and provide students with a five weekly Period of Progress (PoP) Report progress via report cards. 
  • Teachers will conduct in-person or and remote conferences with students, parents, or guardians to review student progress, assignments, as well as provide tips for building structured learning time at home. 
  • Teachers will continue to use a range of Tools/Apps listed for recording and posting instruction 
  • Teachers will continue to maintain all communications with parents via (e-mail, phone, online conferencing, and social media. 


ALH will provide a hybrid instructional model for all students who will attend some classes in-person and other classes remotely due to scheduling and social distancing regulations. All courses taught in-person and online will be aligned to state standards, and all students will have equal access including all English-language learners and special education students. 


At ALH Internships are designed to help students develop as well as cultivate essential life skills through learning at school and collaboration and partnership with individual organizations based on student interests, organizational needs and capacity to accept students, especially post COVID 19. Due to the hands-on and interactive learning process of this particular learning opportunity, this option may not be available to students in-person. The teacher will be following some of the applicable NYS guidelines for business education below.  


Students will take a career assessment which will allow them to be placed in their internship locations accordingly.  

  • The student will be assigned to an internship program based on their career choice.  
  • The student will attend regularly scheduled and agreed upon hours as well as the date of start and completion. 
  • The student will keep track of time and have a regular evaluation by placements supervisor.
  • The coordinator will check in from time to time with internship supervisors. 
  • Students will need to maintain academic excellence and still manage to perform what is required by the internship program. 
  • Complete all assignment for all course loads.
  • Maintain school standards on behaviors and academic excellence.  


  • Maintain the recommendation of organizations who are willing to accept a student and provide mentors.  
  • The internship coordinator will follow the plan to provide student with access to Labor department’s current data on employment statistics and use https://www.onetonline.org as an aid for the basis of the program where students’ career interest can be searched and analyzed.  
  • Follow the NYS business education guidelines to ensure students learn specialist vocabulary of various industries. 
  • Partner with local chamber and other organizational leaders to host online events.
  • Provide students with the opportunity to assist with planning and hosting virtual events based on assigned topics.
  • Modify students’ final project to be an online interview of a person in the field of their career choice.  
  • Student and also the company will have to keep accurate records of internship work hours. Students will use online log to record the total hours earned. 


  • Follow steps 1 – 7 above and contact a prospective organization or business interested in taking a student in a short term basis.  
  • Student placement hours will be modified to accommodate for only thirty hours, instead of the full placement. 
  • Participating organizations will be allowed to determine how it can accommodate student availability to match organizational needs.  
  • If a student cannot meet the abbreviated requirements, the students will not be placed in an internship program. 
  • An alternate program will be recommended by the guidance counselor if a student cannot be placed in an internship program.  

Physical Education

ALH will continue to provide flexibility in the delivery of Physical Education Curriculum.  

All Learning standards will be taught and modified to encourage all students the opportunity to participate in in-person or perform similar skills remotely. Performance tasks will be observed and recorded using a variety of assessment modalities: to satisfy the Ninth & Tenth Grade (Level I) and Eleventh & Twelfth Grade (Level II) physical education Learning Standards.  

*Note: All students must take & earn 2 credits (4 years) of Physical Education to graduate and earn a diploma . 


  • Teachers will maintain social distancing protocols when designing and developing appropriate grade level outcomes to include components of personal wellness and the social-emotional factors that contribute to leading an enjoyable life, extending beyond graduation. 
  • Teachers will establish protocols for wearing face coverings whenever social distancing cannot be maintained; including but not limited to game play, in the locker room, and in the gymnasium. 
  • Instructions will include physical practice skills and techniques to minimize physical/bodily contact and interaction and to ensure students acquire the skills needed to transition to post-secondary life.   
  • To learn skills that cannot be performed safely with social distancing, students will be required to design and implement personal wellness plans that promote lifelong physical activity and fitness.   
  • Students will participate in planning health-enhancing behaviors, such as nutrition, fitness training and social-emotional factors.  
  • Students will have the opportunity to demonstrate proficiency of various motor skills and movement patterns during in-person instructions. (Fitness, Sports, & Dance) 
  • ALL Equipment will be sanitized before and after every use by Teacher / ALH Staff. Develop and Monitor a daily Equipment sanitation log.   


  • Students will have the opportunity to demonstrate proficiency of various motor skills and movement patterns via video and record evidence by completing a digitally designed worksheet, portfolio with video / picture evidence and digital PE Activity Log Form.  
  • The number of days and times students will be required to be active will be modified and adapted for virtual learning: however, the required proficiency and demonstration and understanding for each activity will be maintained.  
  • Assessment will be ongoing and may include – Formal Online Quiz, PE activity log and video recording submissions of performance skills.   
  • All students are required to attend virtual PE class to earn required seat time. You MUST have enough seat time to earn credit.  
  • Each class you miss, You must make up during office hours to earn seat time.  


  • Assign students to create a 1-2 minute short video of themselves doing, or explaining, an activity of their choice, then post the video so peers can access and discuss.  
  • Students will be engaged in trying physical activity apps that can be used indoors, and post for peers to access. For example, integrate in-person activity to allow students to participate by virtually watching a video streaming, viewing a set of slides, and discussing a question prompt using video conferencing.   
  • All students are required to attend virtual PE class to earn required seat time. You MUST have enough seat time to earn credit.  
  • Each class you miss, You must make up during office hours to earn seat time. If you miss an in-person class you must make up seat time in person. 

Academic Intervention Services

RtI is a school-wide intervention model addressing the academic and behavioral concerns of a student.  There are three tiers within the model. 

(Academic)Tier One includes school-wide intervention using research-based curriculum and instruction in core classes. Student progress is monitored regularly. Students who struggle academically at Tier One are moved into Tier Two based on RtI protocol. This tier includes evidence-based instruction provided to targeted students during their 2nd block of ELA in addition to the regular classroom instruction. Tier Two instruction lasts for the entire school year for any student identified as Tier 2. Should a student require more support than what is offered in Tier Two, she will be moved to Tier Three. Instruction at this level is still evidence-based, but is provided on a more individualized level (3-6 students per group) for at least 27 minutes four days per week in addition to regular classroom instruction and Tier 2. Progress is monitored regularly. 


ALH has a Standards-Based Grading system that provides students with a score by standard for each assessment. Students will receive their overall course grades via eight Periods of Progress, or POPs, every five weeks. A final year long (Y1) grade will be calculated at the 8th POP.  The grading policies will be updated to reflect the online components, and any changes will be communicated to students and parents.

Throughout the year, teachers will provide support to students based on targeted course standards through intervention periods, spiral review, and flex time by remote only. Advanced students will be provided opportunities to enhance course grades by tutoring peers in structured in-person, remote, and or hybrid learning environments, and/or by completing extension activities.  

Grading Guidelines

Period of Progress (POP)

POP’s reflect cumulative standards covered throughout the year to date.

The grade at the end of the POP indicates the proficiency level that a student has demonstrated on the standards assessed.

Score vs. Grade

Score: Number score (1-5) assigned to each standard on a given assessment based on demonstrated level of proficiency.

Grade: Converted scores on all cumulative standards assessed throughout the year to date. 

Levels of Performance

In the standards-based grading system, a standard score, and subsequent POP grade, represents the proficiency level based on student demonstration of understanding of the knowledge, skills, and concepts in the subject area, as well as the student’s ability to apply that understanding to a variety of performance tasks.

5 – Mastery  4 – Proficient  3 – Partially Proficient  2 – Below  1 – Far below

Amelioration Students will track their own progress on each standard assessed for their courses; thus, students will know which standards they have mastered and which standards they need to improve knowledge and understanding of. Teachers will provide amelioration opportunities during class and flex time; scores will be updated accordingly.
Body of Evidence

POP grades are based on a preponderance of evidence, typically 3-5 pieces of standards-aligned assessments, during the POP or cumulatively throughout the year.

If there is not sufficient evidence for making a decision about a standard score, the student will receive an “INC” as a placeholder. For example, a student has not submitted any assessments, or a student enrolled late in the POP.

Current Learning Trend Averaging by standard is the default grade in the system; however, teachers will use the student’s more recent, most consistent level of performance to determine a student’s POP grade. Teacher comments will support grades.
Interval Assessments

Interval Assessments are cumulative and occur three times a year. These assessments are also scored by standard.  

Students will track interval standard proficiency and receive a “Regents Comparison Score” so students can track minimum standard obtainment


At ALH, assessment means focusing on feedback instead of a score or grade.  As a result, frequent assessment is a central component of our program. In every subject assessment will be aligned to learning targets and the success criteria. Teachers will continue to provide feedback, to tell students how well they have mastered the learning targets. Assessment are generally used to improve instruction in order to meet the needs of every student, and to promote student learning. 


  • Teachers will use a wide range of assessment tools and strategies: including but not limited to, daily quizzes, Exit  Tickets, and homework, weekly tasks and projects, portfolios and presentations, unit assessments, interval assessment, Mock Regents exams and New York State and national norm referenced exams.  
  • Use the data gathered from assessments to inform instruction on a daily, weekly, quarterly throughout the school year. 
  • ALH will provide multiple opportunities and communication tools for parents/guardians to have their daughter’s most current assessment outcomes.   


  • Assessments tools will be selected and utilized to see students’ process, and to check their content knowledge. 
  • Animoto or Flipgrid
  • Online Quizlet. 
  • Teacher online assessment 
  • Peer online assessment 
  • Kahoot quizzes and Tests 
  • Online Surveys Polls 
  • Online Game-Type activities 
  • Group assignments via a forum post: is an online discussion board organized around a topic. 


  •  Some in-person class periods will be modified as in the schedule to alternate students for in-person and virtual learning.  
  • Teachers will provide guidance on how students will adapt their learning to best use the face time they have for independent learning. 
  • Teachers will adapt different instructional strategies to meet the needs of each learning  model; for example, where students spend some time watching instructional videos before class, teacher will spend the class time reviewing the content and practice more hands on learning. That helps reserve face time for social distance collaboration, student support, and hands-on work. 
  • In science classes, for example, students can complete prep-work and investigations either independently or with their peers online before their in-person lab assignments. 
  • Teachers will continue to provide continuous assessment to all students and select appropriate assessment type and tools to support the learning modality for both in-person and virtual assessment outlined above.  
  • All students will have equal access to participate in the variety of assessment forms selected for each assignment. 


  • ALH will continue to provide clear communication to students and their families/caregivers on how to contact the teacher with questions about their instruction and/or technology via email, online platform, and/or by phone and by virtual or in-person conferences. In-person conferences will be accommodated when possible and appropriate. 
  • ALH will direct all inquiries regarding teaching and learning to the Director of curriculum and Instruction.

School Schedule

Daily Synchronous Learning Model: 


Three in-person groups, one remote: 

  • Group A – General Education population, last name A-K 
  • Group B – General Education population, last name L-Z 
  • Group C – Special Populations (ENL, SWD) and students from families requesting daily in-school instruction (pending availability) 
  • Group D – Seniors with permission, and students from families requesting daily out-of-school instruction

Groups A and B will rotate attendance on Wednesdays. 

Group A Group B: In-person learning on two consistent days per week; synchronous remote learning for out-of-school days

Group C: In-person learning daily, working with assigned co-teachers

Group D: Synchronous remote learning, or asynchronous remote learning for certain admin-designated classes (e.g. dual enrollment classes)


Attendance for Instructional Purposes

  • Teachers will be required to take attendance in PowerSchool every period /class regardless of the student is learning remotely or in person.
  • Attendance will be taken for students of compulsory and non compulsory age.

Attendance for Reporting Purposes

  • ALH will ensure attendance of any school-age student of compulsory age is reported in SIRS. To date, the reporting of daily attendance.
  • ALH will ensure all reporting entities (staff and teachers) report attendance daily.
  • Students of compulsory age who were not in attendance in school in the current school year will be reported until they exceed compulsory school age, they are no longer enrolled in the school.
  • Students who drop out while still of compulsory school age will be kept in ALH’s school attendance until they exceed compulsory school age or enroll in another educational program.

Chronic Absenteeism

  • ALH’s Student Support Team will apply various interventions to address chronic absenteeism. Such interventions include but are not limited to:
    • Daily absentee phone calls
    • Student and parent/guardian meetings
      • Parent meetings will be virtual
    • Individualized improvement plans
    • Informational letters
    • Home visits
    • Collaboration with Social Services

Educational Neglect

  • Filing an educational neglect / PINS referral will be the last resort to address chronic absenteeism. See Chronic Absenteeism section to review the ALH’s attendance interventions.

Persons in Need of Supervision (PINS)

  • Filing an educational neglect / PINS referral will be the last resort to address chronic absenteeism. See Chronic Absenteeism section to review the ALH’s attendance interventions.

Special Education

Albany Leadership consists of Students with Disabilities who participate in less restrictive programming such as consultant teacher services. These students will follow the same hybrid model as their general education peers, supported by their special education teachers.

Least Restrictive Environment (LRE)

  • Students with Special Education needs will continue to receive instruction in the least restrictive environment. This includes instruction for Special Education Students in classrooms with General Education Students whenever possible.

LRE Documentation

LRE documentation is contained within a student’s IEP recommendations. Albany Leadership offers co-taught general education classes. Parent voice is documented through the yearly CSE meetings.

IEP Implementation

  • All recommended services are supported through Special Education teachers as well as our School Social Workers. Teleconferencing for counseling sessions has been made available when necessary, however in-person counseling will be the priority. Resource Room will be provided as outlined in the student’s recommendations. Co-teachers will continue to be a part of any classrooms where they are required to be present due to the placement of Students with Disabilities in those general education classrooms.


Provision of Services

  • As stated above, Resource Room will continue to be provided daily to students whose recommendations require it if working in a hybrid setting or in-person. Resource Room will be conducted virtually for students in a hybrid setting or in a completely online setting. In addition, co-teachers will continue to be a part of any classrooms where they are required to be present due to the placement of Students with Disabilities in those general education classrooms. This may occur digitally for students in a hybrid or completely online setting.

Progress Monitoring

  • Special Education teachers will continue to progress monitor students’ IEP goals through the use of probes as well as data from in classroom instruction.
  • This information is documented in IEP direct.

Best Practice for Contingency Plans

  • The Director of Student Support Services will work with the district CSE chairperson to ensure that all students’ remote learning needs are met in the IEP if necessary.

Compensatory Services

  • The Director of Student Support Services will work with the district CSE chairperson to ensure that any additional services are added to the student’s IEP if necessary based on data collection.

IEP Implementation Documentation

  • Documentation of a student’s changing needs will be collected within a specified student’s document. This document will also include the instruction presented to students and any additional services that need to be provided beyond the student’s initial recommendations.
  • Ongoing process notes will be housed in IEP direct in the students IEP.

Child Find


  • Students will be placed in the Response to Intervention program prior to being referred for Special Education Services.


Initial Evaluation/Reevaluation

  • Initial Evaluation/Reevaluations are organized and conducted by the districts.

Eligibility Determination/Annual Review Meetings

  • While organized and conducted by the districts, the Director of Student Support Services is in consistent communication with the CSE to ensure necessary materials are provided.


  • Communication with families will be documented on a weekly basis.
  • Progress reports will continue to be sent to students on every other POP basis.

Meaningful Outreach and Engagement with Parents of Students with Disabilities

  • Communication with families will be documented on a weekly basis.
  • Progress reports will continue to be sent to students on every other POP basis.
  • Assurances will be made so that all communication to parents of Students with Disabilities is sent in their home language.
  • Parents are encouraged to reach out to their student’s Special Education teacher/caseworker.

Procedural Safeguards and Prior Written Notice Requirements

  • This process is overseen by the students’ district of residence.

Accommodations and Modifications

  • Special Education teachers work with General Education co-teachers to ensure that modifications and accommodations are targeted to students’ specific needs.
  • These items will be documented in the student-specific document so as to be shared with parents as well as the CSE chairperson.

Supplementary Aids and Services

  • If a supplementary aid or service was needed for a student, the Director of Student Support Services would work with the district CSE chairperson to ensure they were provided.


  • Any students that are in need of assistive technology will be provided with such in concert with the district.

Bilingual Education and World Languages

  • The Director of Student Support Services as well as the Director of Advancement will work together to ensure that communications are sent to parents in their preferred language and mode of communication.

Instructional Units of Study must be provided to all English Language Learners (ELLs) based on their most recently measured English Language Proficiency, including Former ELLs.

  • An outline has been created to ensure that ELL students are receiving all needed Units of Study.
  • An additional support period (27 minutes) added during lunches to ensure support for students that tested Commanding.

Initial Identification of Potential ELLs

  • A process has been developed that outlines the steps in the process of identifying and testing potential ELL students. This includes the administration of the NYSITELL when necessary.

Units of Study for English as a New Language Programs

  • All ELL students will be provided with the required number of units of study based on their 2018-2019 NYSESLAT score.
  • Commanding students will continue to receive services if they are within two years of reaching that level.
  • All schedules are being audited to ensure compliance.

Communications and Language Access

  • Along with the Director of Advancement, the Director of Student Support Services will ensure that all communications sent home to parents of ELL students are in that parents preferred language. This will also include the use of translators for parent/teacher conferences and other meetings discussing their student’s needs.
  • A list of current ELL students has been created. This document will outline contact information and preferred method of contact. The document already indicates the student’s home language and current NYSESLAT level.

Professional Learning for Educators

  • Professional development opportunities have been added to the Summer and throughout the school year.
    • These include: Accommodations and Modifications, Co-Teaching, Content-Specific PDs, Think like a Reading Teacher (Support in teaching reading to students), and Family Engagement

Guiding Principles for Ensuring the Success of ELLs/MLLs

  • Through guidance from RBERN, teachers will be provided with the opportunity to receive instruction in best practices for teaching ELLs in the content areas.
  • Data from the NYSELSAT, NYSITELL, as well as diagnostic assessments such as STAR, will be utilized to inform all teachers of ELL student’s progress.
  • ALH will work with REBERN to implement a Family Engagement PD to ensure that teachers are aware of the importance of engaging ELL families.
  • ALH will work closely with REBERN to develop their Seal of Biliteracy program
  • ALH will continue to provide ELL students with rigorous instruction aligned with the Common Core State Standards and providing scaffolding as needed
  • Continued co-planning time for ELL teachers and co-teachers

Progress Monitoring

  • Lead ENL teacher working with REBER to develop SIFE Screener tool.
  • Local assessment such as STAR as well as teacher-developed assignments will provide the opportunity to progress monitor students over the course of the school year.
  • Specific student sheets will be developed to track language goals and progress

Educational Technology

  • Students will continue to be provided the opportunity to utilize technology throughout their learning. This includes working with Reading A to Z, typing, working with Google Apps for Education as well as teacher collaboration with REBERN to ensure students are utilizing new technologies available to them.

Students with Interrupted/Inconsistent Formal Education (SIFE)

  • Lead ENL teacher working with REBER to develop SIFE Screener tool.
  • Based on the screener tools, targeted interventions will be put into place to ensure SIFE student success.

Family Partnerships and Communication

  • Along with the Director of Advancement, the Director of Student Support Services will ensure that all communications sent home to parents of ELL students are in that parents preferred language. This will also include the use of translators for parent/teacher conferences and other meetings discussing their student’s needs.
  • Materials will also be provided on the school website in translated languages.

Culturally Responsive-Sustaining Education Framework

  • Professional development designed for staff to work through how to include culturally responsive teaching in the classroom.
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