4710 W. Irlo Bronson Mem Hwy, Kissimmee FL 34746.
407-734-2261

Reborn Christian Academy

The mission of Reborn Christian Academy is to offer students the opportunity to engage in interactive, multiage, learning environments allowing the student to be taught through positive and innovative, research based strategies, integrated throughout the curriculum that empowers the students with the tools that lead to academic success and achieve greater satisfaction in the learning process. The classroom is extended into the community creating a web of exchange and support among community members, family, and teachers assisting students build the necessary academic and social skills to become productive members of society and life-long learners.

 

Reborn Christian Academy, hereafter called the Academy, is designed as a child-centered, community-oriented private school with a focus on individualized education. The academic program offers uniquely prepared programs that take into consideration the individual student’s learning style while providing an educational environment that emphasizes the optimum educational growth of each student in order to develop critical thinkers who are better to care, imagine, become self-disciplined, and autonomous learners.

The Academy recognizes that every child is unique and brings to classroom very distinctive skills, abilities, and learning styles, and that this diversity enhances the richness of the learning experience. The Academy believes that intelligence is not rare, that every child can learn to learn, and that self-realization is the foundation for all fulfillments. The Academy is dedicated to preparing every child to develop his/her potential, implanting a solid foundation in intellectual growth and instilling the desire to become life-long learners, absorbing the core values of peace, integrity, tolerance, and respect for cultural differences.

Not only are the academic and cognitive aspects of the child nurtured, but the “whole child” (intellectual, cognitive, social, and emotional). The social and emotional aspects of the child’s education have to do with practicing the values of compassion and empathy, service, integrity, self-reliance, and tolerance.  At the Academy, the adults will model these core values. In such an atmosphere, children learn to become peaceful and tolerant members of society who wish to succeed.

The goals of the Academy are:

  • To implement an individualized child-centered curriculum that includes movement, manipulation and discovery, and accentuates learning in different manners in order to expose the student to different learning styles.
  • To facilitate just in time learning so that the student gains good foundation of basic skills as well as study skills that will be needed to be successful in future learning.
  • To provide a spiraling curriculum in all major subject areas where the child can learn similar topics in greater depth each year so that learning becomes a building process.
  • To create a safe environment that is psychologically and emotionally nurturing and is conductive to learning about academics and one’s self.
  • To extend the classroom out into the community, creating a web to exchange and support among community members, family, and teachers.
  • To assist parents towards becoming partners in their children’s education.

Upon graduating from the Academy, each student will have

A clearly demonstrated set of academic skills.

Experience in community service.

A keen awareness of their responsibilities as citizens.

A personal development plan for the years beyond their participation at the Academy.

The Guiding Principles above will be woven into the school’s program in the following ways. We will:

  • Maintain the inclusive nature of the public school system by serving all students in our targeted zone.
  • Provide an innovative and rigorous standards-based curriculum to fully develop each student’s learning potential.
  • Provide a curriculum that allows for success into postsecondary education and career paths.
  • Cultivate the benefits of a compatible, cohesive, diverse community.
  • Meet with the parents on a regular basis to provide information on the growth attained as well as provide avenues for parents to communicate with the Academy to discuss their child’s progress.

A primary focus will be on the necessity of teaching our students to become life-long learners and attain an affinity and enjoyment of reading that is consistent with the Sunshine State Standards and which leads to successful career paths.
The Academy is committed to meet the following purposes:

  • Improve student learning and academic achievement.
  • Increase learning opportunities for all students, with special emphasis on low-performing students and reading.
  • Encourage the use of innovative learning methods.

To do this, the school will utilize a rigorous academic program characterized by individualization and high standards for all students. Diverse teaching methods will be respected and encouraged. Creativity in designing unique approaches to instruction is valued.  Such approaches will include developing personalized learning contracts and means of assessments, utilization of portfolios, and uses of technology.  Learning may occur in isolated study, cooperative learning groups, through the arts in song allowing for the creativity of each child to facilitate learning in others.

Academically, children are encouraged to move ahead in a challenging curriculum supported by time-tested educational materials designed to maximize the learning of each student.

To increase the learning opportunities of all students, a PIP (Personal Improvement Plan) will be formulated for each child by diagnosing the individual child’s needs, formulating a plan of action and providing each child with an individualized plan that will be used daily in the areas of reading and math. Through this plan the children receive assistance in critical areas fulfilling their specific needs by filling in the gaps in their education, promoting more learning opportunities with social emphasis on low-performing students and providing the student with additional instruction in reading and math.

With the child’s reading and math individual needs being focused, teachers are encouraged to create new methods of teaching including becoming more facilitators rather than lecturers and explore the ownership of the programs they create.
The Academy’s curriculum will be performance-based in keeping with Florida’s Sunshine State Standards and both results and processes will be emphasized.  The Academy expects to meet or exceed the state standards by enriching the curriculum.

According to FLDOE, they are in the process of evaluating and revising the SSS. As part of the revision Access Point have been developed for students with significant cognitive disabilities to access the general education curriculum with reduced levels of complexity; participatory, supported and independent. Students who have IEP will be eligible to utilize and be tested against these new standards.

The Academy offers a balanced flexible curriculum, with emphasis placed on reading, language arts, mathematics and science. The programs that will be used are those specially prepared for achieving the New Generation Sunshine State Standards. Each segment taught will identify the specific skill or benchmark to be achieved with mastery as its goal. Students having difficulty with specific topics or segments, will be afforded additional help through teacher and/or peer referrals making the transition into the continuing segments smoother and avoiding gaps in their education. Whenever appropriate, Access Point will be used for special population as permitted by IEPs or PIPs.

The following is a detailed explanation of the academic areas that all Academy students will receive instruction during their years at the school.

Core Curricular Offerings for Elementary

Reading and Language Arts (Grammar, Writing)

Mathematics

Science

Social Studies

Physical Education

Art, Health, Bible

Core Curricular Offerings for Middle School:

Reading and Language Arts (Grammar, Writing)

Mathematics & Pre-Algebra

Science (Earth Science)

Social Studies (US History, Civics, World History)

Physical Education

Art, Health, Bible

Spanish

Core Curricular Offerings for High School

Reading (Literature) and Language Arts (Grammar, Writing)

Mathematics (Algebra I, Algebra II, Geometry, Pre-Calculus)

Bible

Science (Earth Science, Biology, Chemistry, Physics, Forensics)

History (Geography, US History, World History, Government & Economics)

Electives (Art, Health, Photography, Information Tech)

Physical Education

Spanish

Service Hours

The Academy is using the following foundation and research based materials for reading:

Phonics (McGraw Hill)

Houghton Mifflin Readers

Specific Skills Series

Success for All

Elementary

Core Curricular Offerings for Elementary

Reading and Language Arts (Grammar, Writing)

Mathematics

Science

Social Studies

Physical Education

Art, Health, Bible

Middle School

Core Curricular Offerings for Middle School:

Reading and Language Arts (Grammar, Writing)

Mathematics & Pre-Algebra

Science (Earth Science)

Social Studies (US History, Civics, World History)

Physical Education

Art, Health, Bible

Spanish

High School

Core Curricular Offerings for High School

Reading (Literature) and Language Arts (Grammar, Writing)

Mathematics (Algebra I, Algebra II, Geometry, Pre-Calculus)

Bible

Science (Earth Science, Biology, Chemistry, Physics, Forensics)

History (Geography, US History, World History, Government & Economics)

Electives (Art, Health, Photography, Information Tech)

Physical Education

Spanish

Service Hours

Based

The Academy is using the following foundation and research based materials for reading:

Phonics (McGraw Hill)

Houghton Mifflin Readers

Specific Skills Series

Success for All

For content area subjects such as Mathematics, Science, and Social Studies we will use McGraw Hill series from Kinder through 12th .  The Academy will be vigilant to the newest and best predictors of success while we search for materials and learning aids to utilize in teaching the subjects prescribed by the district. Such materials/systems that have been used to for reading and been successful with our target population for individualized instruction are Success for All, Specific Skills Series, SRA, Voyager, Plato. These materials utilized within an individualized program assist in the acceleration of reading skills since they target the needs of each child in an efficient manner, building up self-esteem and self-assurance with each lesson.

The instructional day at the Academy will begin at 8:00 a.m. each day and will end at 2:30 p.m. on Monday, Tuesday, Thursday, and Friday. On Wednesday it will be from 8:00 a. m. to 1:30 p.m.. Number of instructional days per year and school calendar will consistent with the district for each year. It will be 180 day calendar year. The school day include the requirements for language arts, mathematics, science, social studies and physical education as stipulated by the district for each grade level. In addition , the high school grades will have to choose from electives.

The primary objective of the reading program is to help the students comprehend what they read, effectively express what they mean, and apply these skills to all areas of the curriculum. The use of multi-level tests, computer programs and a wide variety of novels help each child master the skills needed to achieve early independence in reading.

Reading is the central focus of the school’s program.  A firm foundation of reading skills is developed through a strong researched-based phonics program to provide word attack and word analysis skills and the acquisition of decoding skills.  During daily reading periods, teachers will use numerous approaches to develop and strengthen comprehension skills. Informal discussions of stories will promote inferential skill development, and frequent oral reading will encourage expressiveness.

Children will learn to appreciate literature and their own creative stories. Furthermore, students will develop the reading habit at an early age as they participate in a home centered reading program.

Because students come to school with different levels of readiness, the reading program will be structured in a manner that will serve all students well. The Academy’s individualized reading program will accommodate those students who are on-grade-level and above, as well as readers at risk.  The latter requires more instruction, intervention, and curriculum differentiation than the other.

The processes for students who, for any reason, are considered at-risk of completing school goals are:

  • Instruction with a structured delivery based on a 90-minute class session for grades K – 3rd. This model assures daily direct instruction and intervention in a small group (60 min.). Plus an additional 30 minutes of immediate intensive intervention will be included based on ongoing assessment results at least three times per week.  Instruction with a structured delivery based on a 60-minute class session for grades 4th – 5th, and 45-minute class session for grades 6th – 12th.
  • Use of reading material of various levels of difficulty and interest.
  • Maintenance of a print-rich classroom learning environment which includes trade books, high interest fiction and non-fiction titles, and books that connect to other subject areas.
  • Strong vocabulary emphasis across the curriculum through practice with definitions in context, dictionary definitions, understanding of word parts, analogies, and etymologies.
  • Use of predictable language materials for students who are lagging behind three grade levels in reading. These materials are based on rhyme, rhythm, and repetition of patterns. Materials will be high interest to motivate the reluctant reader.  Reading will be further enriched via visual formats in building conceptual models. This approach results in dynamic, visual, and spatial images that promote the formation of vivid mental models that are especially beneficial for students with little knowledge brought about by a lack of interest in reading due to poor reading skills.

The goal for instruction of on-grade-level and above-grade-level students is to keep them motivated and excited about reading and to improve their reading level. Strategies for this group include:

  • Instruction with a structured delivery based on a 90-minute class session for grades K – 3rd. This model assures daily direct instruction in whole group (20 min.), direct instruction and intervention in a small group setting (20 min.), experience with modeled and independent reading (20 min.), use of research-proven software (20 min.), whole group direct instruction, and closure (10 min.). Instruction with a structured delivery based on a 60-minute class session for grades 4th – 5th, and 45-minute class session for grades 6th – 12th.
  • Sustained silent reading requiring a written assignment.
  • Independent reading assignments requiring book reports, literary analysis, oral reports, debates, etc.
  • Timed readings to increase speed, accuracy, and comprehension across the content areas.
  • Emphasis on reading strategies such as skimming, scanning, predicting and generalizing to assist students in comprehending materials of increasing difficulty and to vary reading strategies inherent in diverse content areas.
  • Use of computer assisted instruction to augment classroom programs and provide skilled practice for acceleration.
  • Teacher directed lessons focusing on skills to be learned and applied by students.
  • Promotion of reading at home and with parents reading to and with their child.

The Academy is keenly aware of the special needs population that it has selected to target. As such the mission of the school is to provide all the necessary services within its capacity to use. Teachers will be expected to provide information about any student not yet identified as needing special attention.  Efforts to provide immediate intervention will be followed in order to utilize all the services available to these students from a PIP (Personal Improvement Plan) to an IEP should the needs of an ESE Specialist be required. Available to these students will be the support of Team Teachers, peer tutors, expanded tutoring plan after school and assistance in other subjects by utilizing reading in the content area techniques and aides.

The following is a list of services that will be provided as procedural safeguards to serve the needs of the exceptional student population:

  • Academic pullout – since students will be mainstreamed into regular education classes, those ESE students who require extra attention will be pulled out for specialized instruction by a certified ESE teacher. The amount of pullout will be determined by their IEP and/or PIP, as will the specific skill and content area to be remedied. The Academy will comply with regulations as to accommodations required by law be made available to ESE students as identified in their IEP in order for the student to receive an Appropriate Education pursuant to the Individuals with Disabilities Education Act (IDEA).
  • The student population will be served in the least restrictive environment.
  • Consultation and collaboration will be provided for those students who can succeed without the assistance of pullout, but needs extensive monitoring.
  • Speech Therapy, Language Therapy, Behavior Therapy, Occupational Therapy will be offered at the Academy, as per their IEP’s or specialists recommendations.
  • Instructional materials and learning seminars will be made available for parents, family members and other volunteer tutors so they will know the best methodology to use with learning disabled or exceptional disabilities children.

The following describes the responsibilities held by the ESE Specialist to assist in providing the necessary assistance to these students:

  • Orientation for ESE parents and students before school begins. This would deal with the nature of different disabilities, connections between being ESE and having discipline problems (explaining to the parents that ESE students have a different set of rules that must be followed when suspending them), frustration of students with disabilities, and orientation of school’s ESE program. A similar orientation for staff and community faculty will be provided during in-service before school starts.
  • Weekly consultations with teachers. This would ensure that appropriate modifications are occurring during instructional activities, as well as ensuring that the teachers are providing the appropriate test modifications.
  • Administer screenings of those students who have consistent difficulties and are referred by teachers, and who have proper consent from their parents.
  • Provide a tutoring schedule.
  • Conduct special tutoring sessions, as well as groups for students to deal with issues such as “study skills designed for the disabled by using their learning style strengths” and “frustration in the classroom”.
  • Teachers will be trained in RTL (Response to Intervention) procedures in order to identify students who are struggling with their work and ensure the highest possible student achievement.

The tutoring model is a system that is instituted as serving the needs of the individual student. It is a highly effective program since it targets the needs of each child individually, addresses those needs specifically, and focuses on the plan prepared for that particular student. The tutoring model encompasses:

  • Assessment for the purpose of preparing an individualized program.
  • Prescription for the purpose of integrating those concepts that will serve to assist the individual meet specific curriculum goals.
  • Implementation of the program puts into action the prescription prepared for the student at a reduced ratio of teacher to students, independent reading, or the use of technology assisted lessons.
  • Reassessment for the purpose of identifying reached targeted goals, advancing to higher levels of the program and instituting new curriculum goals.
  • Modification of the prescription to meet the newly assessed needs…

The Academy will use a “Report Card” to evaluate the curriculum that is being used identifying key concepts on curriculum evaluation such as that used by major colleges and universities.  Promotion to the next grade level will be based upon completion of required State Standards. The Academy will also consider academic progress and to other factors such as general progress, attendance, sense of responsibility, maturity, work habits, and attitudes.  Most importantly, consideration must be given to the student’s potential to overcome, with special assistance during the remainder of the year and in the next higher grade, those deficits which have tended to inhibit the desired progress.

Student progress will be based, in part on proficiency in reading, writing, mathematics, science, and social studies. The evaluation of each student’s achievement in terms of appropriate instructional goals is set forth in the Competency-Based Curriculum.

  • The basis for making the determination will reflect teacher judgment based on the following:
    • Progress tests
    • Classroom assignments
    • Daily observation
    • Portfolio

    The Academy will adopt the standards and graduation requirements set by District as it refers to the middle school and high school students. Already in place are the academic expectations as follows:

    • Best practices to improve reading and language arts courses based on research-based programs for middle school and high school students in alignment with the Sunshine State Standards (SSS).
    • Strategies that focus on improving academic success for low-performing students.
    • Rigor of curricula and courses.
    • Instructional materials.
    • Student support services.
    • Measurement and reporting of student achievement.

The Academy teachers will use a variety of assessments tools to inform instruction and strengthen the ability of the students to develop the habits necessary for lifelong learning. In keeping with the school’s philosophy that children learn best when they are actively involved in the learning process, teachers will use alternative/formative assessment to inform instruction and more fully engage students in understanding their own learning.  Instructional staff will work to develop classroom culture questioning and deep thinking, in which students learn from shared discussions with teachers and peers. The formative assessment strategies below will be viewed as an integral part of instruction.

  • Portfolio assessment – will be established and maintained for all students. They will contain samples of students’ work that illustrate their effort, progress and degree of proficiency. Portfolios will be used to help students assess their performance, assist teachers in making instructional decisions, determine the need of 1 on 1 work based on scores, and provide parents and guardians with an opportunity to view students’ work.
  • Performance assessment – student performance will be evaluated based on pre-established criteria. These may include an oral presentation, conducting an experiment, teaching a skill or concept to other members of the class or acting out a story in sequence.
  • Journals – will be part of the instructional strategies used to assist students in self-observation, goal setting, and articulation of strategies.
    • Conferences – in addition to teacher/parent conferences, teachers will engage students in thoughtful, reflective, focused dialogue to explore student understanding and encourage them to express their ideas.
    • Peer assessment – students will be encourage to evaluate themselves based on teacher or student created rubrics, and will take part in group discussions to evaluate each other.
    • Running records – informal evaluations of students progress in reading will be done by all classroom teachers as an integral part of reading and math instruction.

    In addition to the above, a school-wide assessment tool will be used by the staff to evaluate student reading levels, reading comprehension, sight word mastery, phonetic awareness, and reading strategies. These will be maintained as part of a student’s permanent portfolio information.

    The school views assessment as the process of measuring a student’s progress toward a goal. Each student’s Personal Improvement Plan (PIP) will serve as the foundation from which to measure student outcomes.  Outcomes will be congruent with the Sunshine State Standards. Students are expected to achieve learner expectations at the end of each grade level as outlined in the benchmarks of the Sunshine State Standards as specified in each learner’s PIP.

    This school’s students rates of progress will be compared to rates of progress of a comparable control group in the district, Measures of Academic Progress (MAP).

Children who have disabilities, but whose disabilities do not interfere with their ability to progress in general education are not eligible for special education services, may be entitled to a 504 Accommodation Plan.  Section 504 requires to provide to students with disabilities appropriate educational services designed to meet the individual needs such as students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classroom, education in regular classes with supplementary services, and/or special education and related services. Students who may be protected by Section 504 can be as follows:

  • Students with Attention Deficit Hyperactivity Disorder (ADHD)
  • Students with communicable diseases.
  • Students with temporary disabilities arising from accidents who may need short term hospitalization or homebound recovery.
  • Students who had surgery and short term hospitalization or homebound recovery.
  • Students with migraine headaches, with a lengthy history of missing school.
  • Students of allergies or asthma.
  • Students with diabetes, cancer, heart disease.
  • Students who are drug addicted or alcoholic (as long as they are not currently using illegal drugs).
  • Students with environmental illnesses.
  • Students with orthopedic, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis.
  • Students with visual, speech, and hearing impairments.

The best indicator for the need to provide services for this special population of children can begin with parental input, teacher observation, a response to an onset of a condition, or scrutinizing student records to identify a candidate for special services. Once identified, PIPs will be updated to reflect the types of services these students will receive in order to provide a full range of services to assist the learning process.

The Academy will support the education of the students with special needs within the regular classroom setting as the first choice of placement and with a commitment to provide services necessary for full implementation of the accommodations and modifications.  The Academy will conduct a meeting with the ESE student’s family enrolled in the school.  The IEP/PIP will be implemented and will be made accessible to each of the student’s teachers who are responsible for the implementation. Each teacher will be notified of specific responsibilities related to implementing the IEP/PIP.

Students with disabilities will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Parents of students with disabilities will receive procedural guidelines and guidance in their native language. These will include the areas of notice and consent, independent educational evaluations, confidentiality of student records. Services will be regularly and routinely monitored through the ESE Specialist to ensure that individual learning plans are being met.  Similarly, all personnel who provide related services to students will meet all required licensure and/or certification requirements pertaining to their area of related services.

English Language Learners will receive instruction which is comprehensible, equal and comparable in amount, scope, sequence, and quality to the instruction provided to English proficient students. Program instruction will be designed to develop the student’s mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible.  The Academy will provide instruction in English in the basic subject areas of reading, mathematics, science, social studies, and others.  Administrators will be responsible for monitoring the implementation of strategies    by the classroom teacher using classroom walk-through model.

  • Evidence can be observed during classroom visits, through lesson plans, through the use of materials and audiovisuals, and through grade book notations.Some of the strategies to assist ELLs include:
    • Identifying similarities and differences
    • Cooperative learning
    • Nonlinguistic representations
    • Questions-cues-advanced organizers
    • Homework and practice

The “team” approach will allow interdisciplinary curriculum to function as a kind of mini-department.  This will allow teachers to collaborate with each other to the extent that one will pick up where the other teacher left off providing a seamless continuum to the instruction of a child in need of assistance. In addition, instructors who teach a specific subject or specialty will share  their lessons plans with the other teachers who handle the other subjects or specialties so that they may make connections between the disciplines. In addition, teachers will be teamed according to their teaching styles to develop departments where the educators will enhance and build skills such as: encouraging uniqueness in students, encouraging investigative techniques and creating social and working partnerships with the community.

The professional staff will work as a team in the process of planning and delivering instruction, in the preparation of personalized instructional plans, in the scheduling of community faculty and visiting scholars, and in the development of appropriate learning assessments.  The faculty will work on integrating technology and instruction so that students can take advantage of the many ways technology may be used to help them learn, to help them prepare for future learning, and eventual entrance into the workplace

  • Technology will be integrated across the curriculum as a student resource and a teaching tool, allowing students to know and understand the powerful role technology plays in or society; and to help them reach out to experiences and change the larger world of which they are citizens.A fully accessible computer lab will be available for the students’ use, and there will be computers in each classroom/segment. Monitored Internet usage will be another resource for the students and, through the use of e-mail, teachers will be available beyond the boundaries of the school day.Instructional strategies will be based on a student-centered constructivist paradigm, which will help students construct their own meaning based on prior knowledge and current experiences.The Academy plans on building an entire educational program unencumbered by departments that are defined narrowly by disciplines but by collective cooperation. There will be a focus on inquiry-based learning that will encourage students to interpret and apply knowledge across the disciplines, using visual and language arts as a means to reinforce and convey learning.  The mission, or goal, will be protected, and valued by all who will continue to help shape the Academy.
Tutoring Model

The tutoring model is a system that is instituted as serving the needs of the individual student. It is a highly effective program since it targets the needs of each child individually, addresses those needs specifically, and focuses on the plan prepared for that particular student. The tutoring model encompasses:

  • Assessment for the purpose of preparing an individualized program.
  • Prescription for the purpose of integrating those concepts that will serve to assist the individual meet specific curriculum goals.
  • Implementation of the program puts into action the prescription prepared for the student at a reduced ratio of teacher to students, independent reading, or the use of technology assisted lessons.
  • Reassessment for the purpose of identifying reached targeted goals, advancing to higher levels of the program and instituting new curriculum goals.
  • Modification of the prescription to meet the newly assessed needs…
Report Card

The Academy will use a “Report Card” to evaluate the curriculum that is being used identifying key concepts on curriculum evaluation such as that used by major colleges and universities.  Promotion to the next grade level will be based upon completion of required State Standards. The Academy will also consider academic progress and to other factors such as general progress, attendance, sense of responsibility, maturity, work habits, and attitudes.  Most importantly, consideration must be given to the student’s potential to overcome, with special assistance during the remainder of the year and in the next higher grade, those deficits which have tended to inhibit the desired progress.

Student progress will be based, in part on proficiency in reading, writing, mathematics, science, and social studies. The evaluation of each student’s achievement in terms of appropriate instructional goals is set forth in the Competency-Based Curriculum.

  • The basis for making the determination will reflect teacher judgment based on the following:
    • Progress tests
    • Classroom assignments
    • Daily observation
    • Portfolio

    The Academy will adopt the standards and graduation requirements set by District as it refers to the middle school and high school students. Already in place are the academic expectations as follows:

    • Best practices to improve reading and language arts courses based on research-based programs for middle school and high school students in alignment with the Sunshine State Standards (SSS).
    • Strategies that focus on improving academic success for low-performing students.
    • Rigor of curricula and courses.
    • Instructional materials.
    • Student support services.
    • Measurement and reporting of student achievement.
Assessments Tools

The Academy teachers will use a variety of assessments tools to inform instruction and strengthen the ability of the students to develop the habits necessary for lifelong learning. In keeping with the school’s philosophy that children learn best when they are actively involved in the learning process, teachers will use alternative/formative assessment to inform instruction and more fully engage students in understanding their own learning.  Instructional staff will work to develop classroom culture questioning and deep thinking, in which students learn from shared discussions with teachers and peers. The formative assessment strategies below will be viewed as an integral part of instruction.

  • Portfolio assessment – will be established and maintained for all students. They will contain samples of students’ work that illustrate their effort, progress and degree of proficiency. Portfolios will be used to help students assess their performance, assist teachers in making instructional decisions, determine the need of 1 on 1 work based on scores, and provide parents and guardians with an opportunity to view students’ work.
  • Performance assessment – student performance will be evaluated based on pre-established criteria. These may include an oral presentation, conducting an experiment, teaching a skill or concept to other members of the class or acting out a story in sequence.
  • Journals – will be part of the instructional strategies used to assist students in self-observation, goal setting, and articulation of strategies.
    • Conferences – in addition to teacher/parent conferences, teachers will engage students in thoughtful, reflective, focused dialogue to explore student understanding and encourage them to express their ideas.
    • Peer assessment – students will be encourage to evaluate themselves based on teacher or student created rubrics, and will take part in group discussions to evaluate each other.
    • Running records – informal evaluations of students progress in reading will be done by all classroom teachers as an integral part of reading and math instruction.

    In addition to the above, a school-wide assessment tool will be used by the staff to evaluate student reading levels, reading comprehension, sight word mastery, phonetic awareness, and reading strategies. These will be maintained as part of a student’s permanent portfolio information.

    The school views assessment as the process of measuring a student’s progress toward a goal. Each student’s Personal Improvement Plan (PIP) will serve as the foundation from which to measure student outcomes.  Outcomes will be congruent with the Sunshine State Standards. Students are expected to achieve learner expectations at the end of each grade level as outlined in the benchmarks of the Sunshine State Standards as specified in each learner’s PIP.

    This school’s students rates of progress will be compared to rates of progress of a comparable control group in the district, Measures of Academic Progress (MAP).

Accommodation Plan

Children who have disabilities, but whose disabilities do not interfere with their ability to progress in general education are not eligible for special education services, may be entitled to a 504 Accommodation Plan.  Section 504 requires to provide to students with disabilities appropriate educational services designed to meet the individual needs such as students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classroom, education in regular classes with supplementary services, and/or special education and related services. Students who may be protected by Section 504 can be as follows:

  • Students with Attention Deficit Hyperactivity Disorder (ADHD)
  • Students with communicable diseases.
  • Students with temporary disabilities arising from accidents who may need short term hospitalization or homebound recovery.
  • Students who had surgery and short term hospitalization or homebound recovery.
  • Students with migraine headaches, with a lengthy history of missing school.
  • Students of allergies or asthma.
  • Students with diabetes, cancer, heart disease.
  • Students who are drug addicted or alcoholic (as long as they are not currently using illegal drugs).
  • Students with environmental illnesses.
  • Students with orthopedic, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis.
  • Students with visual, speech, and hearing impairments.

The best indicator for the need to provide services for this special population of children can begin with parental input, teacher observation, a response to an onset of a condition, or scrutinizing student records to identify a candidate for special services. Once identified, PIPs will be updated to reflect the types of services these students will receive in order to provide a full range of services to assist the learning process.

The Academy will support the education of the students with special needs within the regular classroom setting as the first choice of placement and with a commitment to provide services necessary for full implementation of the accommodations and modifications.  The Academy will conduct a meeting with the ESE student’s family enrolled in the school.  The IEP/PIP will be implemented and will be made accessible to each of the student’s teachers who are responsible for the implementation. Each teacher will be notified of specific responsibilities related to implementing the IEP/PIP.

Students with disabilities will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Parents of students with disabilities will receive procedural guidelines and guidance in their native language. These will include the areas of notice and consent, independent educational evaluations, confidentiality of student records. Services will be regularly and routinely monitored through the ESE Specialist to ensure that individual learning plans are being met.  Similarly, all personnel who provide related services to students will meet all required licensure and/or certification requirements pertaining to their area of related services.

English Language Learners

English Language Learners will receive instruction which is comprehensible, equal and comparable in amount, scope, sequence, and quality to the instruction provided to English proficient students. Program instruction will be designed to develop the student’s mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible.  The Academy will provide instruction in English in the basic subject areas of reading, mathematics, science, social studies, and others.  Administrators will be responsible for monitoring the implementation of strategies    by the classroom teacher using classroom walk-through model.

  • Evidence can be observed during classroom visits, through lesson plans, through the use of materials and audiovisuals, and through grade book notations.Some of the strategies to assist ELLs include:
    • Identifying similarities and differences
    • Cooperative learning
    • Nonlinguistic representations
    • Questions-cues-advanced organizers
    • Homework and practice
Team Approach

The “team” approach will allow interdisciplinary curriculum to function as a kind of mini-department.  This will allow teachers to collaborate with each other to the extent that one will pick up where the other teacher left off providing a seamless continuum to the instruction of a child in need of assistance. In addition, instructors who teach a specific subject or specialty will share  their lessons plans with the other teachers who handle the other subjects or specialties so that they may make connections between the disciplines. In addition, teachers will be teamed according to their teaching styles to develop departments where the educators will enhance and build skills such as: encouraging uniqueness in students, encouraging investigative techniques and creating social and working partnerships with the community.

The professional staff will work as a team in the process of planning and delivering instruction, in the preparation of personalized instructional plans, in the scheduling of community faculty and visiting scholars, and in the development of appropriate learning assessments.  The faculty will work on integrating technology and instruction so that students can take advantage of the many ways technology may be used to help them learn, to help them prepare for future learning, and eventual entrance into the workplace

  • Technology will be integrated across the curriculum as a student resource and a teaching tool, allowing students to know and understand the powerful role technology plays in or society; and to help them reach out to experiences and change the larger world of which they are citizens.A fully accessible computer lab will be available for the students’ use, and there will be computers in each classroom/segment. Monitored Internet usage will be another resource for the students and, through the use of e-mail, teachers will be available beyond the boundaries of the school day.Instructional strategies will be based on a student-centered constructivist paradigm, which will help students construct their own meaning based on prior knowledge and current experiences.The Academy plans on building an entire educational program unencumbered by departments that are defined narrowly by disciplines but by collective cooperation. There will be a focus on inquiry-based learning that will encourage students to interpret and apply knowledge across the disciplines, using visual and language arts as a means to reinforce and convey learning.  The mission, or goal, will be protected, and valued by all who will continue to help shape the Academy.

Making the difference in Education

God bless Reborn christian Academy

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