Frequently Asked Questions
Have questions? Look no further.
Our Frequently Asked Questions (FAQ) make it easy for you to find answers to your questions regarding Allegiant Prep. If you can’t find your answer here, please feel free to contact us or use our site search to find the information you need.
When is the first day of school?
- New scholar’s first day – Monday, August 2nd
- Returning scholar’s first day – Monday , July 31st
What time is arrival and dismissal?
- Week of Monday, August 2nd – Arrival: 7:30 am – 8:00 am, Dismissal: 2:00 pm
- After 8/6 – Arrival: 7:30 am – 8:00 am, Dismissal: Monday – Thursday, 4:00 pm – Friday, 2:00 pm
Does my scholar need to wear a face mask during the 21-22 school year?
Yes, all students and staff are required to wear a facemask during the school day. Allegiant Prep will
provide disposable facemask to students each morning.
Where do I get a Supply List?
You can pick up a copy of a Supply List between the hours of 8:00 am – 3:00 pm, Monday – Friday
*All scholars must have school supplies by first day of school
Where do I go to get a new Allegiant Prep uniform for my scholar?
5425 N. Keystone Ave.
Indianapolis, IN 46220
Hours of Operations
Mon-Fri 10:00 am – 7:00 pm
Sat 12:00 pm – 5:00 pm
Sun – Closed
*All scholars must be in uniform by the first day of school
How does a charter public school differ from a traditional public school?
Charter schools were created to provide innovative and creative educational choices for students and their parents. As such, they are exempt from some state and school district regulations and have more autonomy than a traditional public school, in exchange for more accountability. In Indiana, an individual charter school is considered to be its own local educational agency (LEA), meaning it is treated as an autonomous entity that is independent from a school district. For some purposes, including funding and other purposes specified in law, charter schools can be treated as their own school corporations. Although public charter schools are exempt from some state and district regulations, they are held to high levels of accountability. In addition to meeting state and federal accountability requirements in Indiana (Public Law 221, Indiana’s A-F Model and No Child Left Behind), charter schools must also meet the requirements set out in their charter. An authorizer may revoke a school’s charter at any time if the school is not fulfilling the terms of its charter. In addition, a charter school is subject to a rigorous review at the end of each charter term, in order to determine whether or not the school’s charter should be renewed.
Are charter schools for-profit entities?
No, charters schools are public schools. In Indiana, a charter may only be awarded by an authorizer to a nonprofit corporation with a 501(c)(3) tax-exempt designation from the Internal Revenue Service. Like traditional public schools, public charter schools may elect to enter into contracts with for-profit education service providers and other for-profit entities to provide instructional, tutoring, professional development, financial and accounting services, etc.
Do charter schools drain resources from traditional school corporations?
Charter schools, like traditional district schools, were established by the Indiana legislature to deliver a public education to Indiana students in grades K-12. Charter schools receive basic tuition support from the state but do not have the authority to levy local taxes. In Indiana, funding follows the student. This means that, if a student chooses to enroll in a charter school, the charter school will receive state funding on a per-pupil basis in order to provide an education for that student. Similarly, if a student chooses instead to enroll in a traditional district school, the district school will receive state funding associated with that student. In this manner, the school that is providing an education to a student is the school that receives the state funding associated with that student.
Allegiant Prep 19-20 Dyslexia Student Screening Results
The Indiana Department of Education defines dyslexia as a specific learning disability that:
(1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities;
(2) typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction;
(3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and
(4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.
Universal Screening Procedures (K-2):
All students in Kindergarten through Grade 2 will participate in a state mandated Universal Screening Process.
Trained professionals in reading will screen and assess these students’’ phonological and phonemic awareness
skills, sound to symbol recognition, alphabet knowledge, decoding skills, rapid naming skills, and encoding skills.
● Grade 2 students will be screened in August-September
● Grade 1 students will be screened in November-December
● Kindergarten students will be screened in March-April
2019-2020 School Year Universal Dyslexia Screener Results:
Number of Students deemed at Risk for Dyslexia : 7% at risk
Number of Students at Some Risk for Dyslexia : 10% at some risk
● Students are deemed at risk for dyslexia if 4/6 content areas fall in the lowest 7%.
● Students are deemed at some risk for dyslexia if 4/6 content areas fall in the lowest 10%
Dyslexia Concerns for Students Grade 3+:
Students in Grade 3 or higher may be referred by the classroom teacher, or parent, if difficulty is observed in the
following areas: phonological/phonemic awareness, sound symbol recognition, alphabet knowledge, decoding,
rapid naming, and encoding. Written consent is required by the parent in order for additional screeners to be administered, as the universal screener is not normed for students beyond Grade 2.
Response to Intervention
If a universal screener, Level I or Level II screener indicates a need for intervention, the student will be placed into
the school’s MTSS, or RTI, program. The student will receive Tier 2 or Tier 3 intervention based on the results of
the screener, and additional academic performance. Intervention will be explicit, direct, systematic, sequential and
cumulative. Instruction will be individualized to meet the needs of the specific student. Meaning based instruction with a focus on reading, writing, comprehension and composition will be administered. All instruction will be multisensory in nature.
Parents with questions about their child’s reading skills are strongly encouraged to discuss these concerns with the classroom teachers.