Three-Year Academic Plan SY , ,

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Abner Howard
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Where are we now? Prioritize school s needs as identified in one or more of the following needs assessments: Comprehensive Needs Assessment (Title I Schools) 1.

Students performed significantly better on the Hawaii State Assessment than the Smarter Balance Assessment in both ELA and Math.

2 Where are we now? Prioritize school s needs as identified in one or more of the following needs assessments: Comprehensive Needs Assessment (Title I Schools) 1. Need: IPES must work toward closing the achievement gap for all students. Students performed significantly better on the Hawaii State Assessment than the Smarter Balance Assessment in both ELA and Math. Decreased achievement scores may be a result of a more rigorous assessment requiring critical thinking, problem solving, and reasoning through writing. Based on the data, a concerted effort must be made to support the growth of all students through a school wide differentiated approach. WASC Self Study WASC Category B: Standards Based Student Learning: Curriculum, instruction WASC Category C: Standards Based Student Learning: Instruction WASC Category D: Standards Based Student Learning: Assessment and Accountability International Baccalaureate (IB) Authorization Other 2. Need: Student Proficiency - Historically, math has been a priority area of need. However, when comparing math and ELA data, it shows our students are struggling in both core areas. There is an indication that pedagogy needs to be further examined so that students are able to read, think critically, and persevere when challenged. Iroquois Point Elementary School Academic Plan Page 2 Version 1 [May 11, 2017]

IPES will implement research-based teaching and learning strategies into the classroom instruction. (Hattie- Assessment Capable Learners: Effect size 1.

A students physical, social, mental, emotional, and cognitive development is critical in the elementary years.

3 IPES will implement research-based teaching and learning strategies into the classroom instruction. (Hattie- Assessment Capable Learners: Effect size 1.44 and Ainsworth Learning Intentions and Success Criteria) 3. Need: Based on the SQS and Tripod Survey, it is necessary to meet the needs of the students well being and health. A students physical, social, mental, emotional, and cognitive development is critical in the elementary years. A focus on the whole-child as defined by ASCD is integral in the success of a student, which includes: Each student learns in an environment that is physically and emotionally safe for students and adults. Each student is actively engaged in learning and is connected to the school and broader community. Each student has access to personalized learning and is supported by qualified, caring adults. Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment. Iroquois Point Elementary School Academic Plan Page 3 Version 1 [May 11, 2017]

4 The SQS and Tripod Survey is perceptual data collected from students regarding their educational experience. The data from the surveys reflect the perception of students in grades 3-6. SQS Safety Dimension: Student: 75.5% Parents: 86.5% Teachers: 73.4% Tripod Survey (Grades 3-6 student perception) Control: 52% Control relates to classrooms being orderly, where students are on task and respectful, with learning being first priority. Addressing Equity: Sub Group Identification In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs. SpEd Disadvantaged Asian Pacific Islander Iroquois Point Elementary School Academic Plan Page 4 Version 1 [May 11, 2017]

5 ORGANIZE: Identify your Academic Review Team Accountable Leads. Name and Title of ART Team Accountable Lead Responsible for implementation of the school s strategies and initiatives 1. Dominic Tafao, Vice Principal 1. Continuous School Improvement: ART 2. Dominic Tafao, Vice Principal 2. Whole Child: Comprehensive Student Support System (Response To Intervention Behavior and Academic) 3. Tammie Sawada 3. Induction & Mentoring Instruction: Common Core State Standards (CCSS) and Visible Learning 4. Thomasina Simmons 4. Curriculum: ELA and Math, International Baccalaureate Primary Years Program (IB PYP) and AVID 5. Fern Agunat 5. STEM: Next Generation Science Standards (NGSS), Project Lead the Way (PLTW) Iroquois Point Elementary School Academic Plan Page 5 Version 1 [May 11, 2017]

6 Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship. Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future. Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities. Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be successful in their post-high school goals. Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences. Outcome: By the end of three years, 1. Student Proficiency Outcome: 80% of students interviewed during learning walks will be able to clearly and specifically articulate: -What they are learning -Why they are learning it -What success looks like -What their next steps are Rationale: 1. WASC Report Area of Need: IPES needs to continue to work towards building an effective DDIC/Data Team system. Based on research, when students are able to understand the learning progression, it yields growth of up to three times the normal yearly learning rate. (Hattie Assessment Capable Learners = effect size of 1.44; Ainsworth Learning Intentions and Success Criteria) 2. Safe Environment Outcome: School climate survey will show 80% of students reporting a positive response in the safety dimension (School Climate) of the SQS. CSSS -PBIS *Anti-Bullying Plan -SEL -RTI-B (Diana Browning Wright) 2. Based on research, students need to feel safe and supported in order to learn. Without these conditions, the mind reverts to a focus on survival. (Diana Browning Wright, ASCD, ASCA; Hattie Teacher student relationships effect size of 0.72) Iroquois Point Elementary School Academic Plan Page 6 Version 1 [May 11, 2017]

7 Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress CCSS ( ) (Clear learning targets, success criteria, learning progression, aligned assessments) Outcomes: (SY ) 65% ELA proficiency SBA 55% Math proficiency SBA SY Well Rounded: Quality Standards- Based Education Provide professional development and support to implement research and evidence based instructional practices. Provide professional development to ensure all classrooms have teacher clarity within their standards based instruction: Clear learning targets (learning intentions) Success Criteria Learning progression Aligned assessments (formative and summative) All (100%) teachers will use Learning Intentions and Success Criteria (LISC) in their instructional practice. All (100%) teachers will understand and Common Core State Standards Dominic Tafao WSF Title I Title II Title III IDEA Homeless CTE Other N/A 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) 2 times a year (grades 3-6) SBA Data (Grades 3-6) Structure of PD to include: -Training -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program Iroquois Point Elementary School Academic Plan Page 7 Version 1 [May 11, 2017]

8 RTI - Academic IPES develops and implements an effective system of tracking student progress towards achievement of the Common Core Standards so that timely interventions and adjustments to instruction can be made. CCSS (SY ) 75% ELA proficiency SBA 60% Math proficiency SBA SY Continue to provide professional development to ensure all classrooms have teacher clarity within their standards based instruction: Clear learning targets (learning intentions) Success Criteria Learning progression Aligned assessments (formative and summative) WSF Title I Title II Title III IDEA Homeless CTE Other N/A 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) 2 times a year (grades 3-6) RTI - Academic IPES reviews, refines and implements effective systems of tracking student progress toward achievement of the CCSS so timely interventions and adjustments to instruction can be made. SBA Data (Grades 3-6) Structure of PD to include: -Training -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program Iroquois Point Elementary School Academic Plan Page 8 Version 1 [May 11, 2017]

9 CCSS (SY ) 85% ELA proficiency SBA 70% Math proficiency SBA SY Continue to provide professional development to ensure all classrooms have teacher clarity within their standards based instruction: Clear learning targets (learning intentions) Success Criteria Learning progression Aligned assessments (formative and summative) RTI - Academic IPES reviews, refines and implements effective systems of tracking student progress toward achievement of the CCSS so timely interventions and adjustments to instruction can be made. 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) 2 times a year (grades 3-6) SBA Data (Grades 3-6) Structure of PD to include: -Training -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program SY IPES will increase positive student responses from the SQS and Tripod Survey in the following areas: SY Whole Child: Social Emotional Learning Provide ongoing (quarterly) CSSS/RTI Professional development and resources. (CSSS RTI Committee) Dominic Tafao 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document Iroquois Point Elementary School Academic Plan Page 9 Version 1 [May 11, 2017]

10 SQS: School Safety 80% Tripod: Classroom management 62% IPES continue to review and refine DDIC/Data Team system and implement Visible Learning Strategies. classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) 2 times a year (grades 3-6) Academic RTI Develop and implement an effective Tier 1, 2 and 3 system of academic support Provide professional development for all teachers for Tier 1 strategies SBA Data (Grades 3-6) Structure of PD to include: -Training -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program SY IPES will increase positive student responses from the SQS and Tripod Survey in the following: SQS: School Safety 90% Tripod: SY Review and tighten DDIC/Data Team system. Academic RTI Review, refine and implement an effective Tier 1 and 2 systems of academic support Provide professional development for all teachers for Tier 1 and 2 strategies Dominic Tafao 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) Iroquois Point Elementary School Academic Plan Page 10 Version 1 [May 11, 2017]

11 Classroom management 72% Behavior RTI Review, refine/enhance and implement an effective Tier 1 and 2 systems of behavior support Continue to provide professional development for all teachers for Tier 1 and 2 strategies. 2 times a year (grades 3-6) SBA Data (Grades 3-6) Structure of PD to include: -Training -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program SY IPES will increase positive student responses from the SQS and Tripod Survey in the following areas: SQS: School Safety 95% Tripod: Classroom Management 82% SY Evaluate, review and refine DDIC/Data Team system. Academic RTI Review, refine and implement an effective Tier 1, 2 and 3 systems of academic support Provide professional development for all teachers for Tier 1 and 2 strategies Dominic Tafao 100% of classrooms visited have LISC strategy evident. Weekly check-ins/learning walks Use tracking records to date and document classrooms that are visited iready universal screener data: 3 times a year (Grades K- 2) 2 times a year (grades 3-6) SBA Data (Grades 3-6) Structure of PD to include: -Training Iroquois Point Elementary School Academic Plan Page 11 Version 1 [May 11, 2017]

12 -Time to practice -Observation (peer) -Reflection/Feedback -Discussion -Use of 21 PD Hours -Wed. meetings -PC Days -EES: IPDP -DDIC/Visible Learning -Induction/Mentoring Program Iroquois Point Elementary School Academic Plan Page 12 Version 1 [May 11, 2017]

13 Goal 2: Staff Success. [Insert school name] has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success. Outcome: By the end of three years, Rationale: Iroquois Point Elementary School Academic Plan Page 13 Version 1 [May 11, 2017]

14 Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress WSF Title I Title II Title III IDEA Homeless CTE Other N/A WSF Title I Title II Title III IDEA Homeless CTE Other N/A Iroquois Point Elementary School Academic Plan Page 14 Version 1 [May 11, 2017]

15 Goal 3: Successful Systems of Support. The system and culture of [Insert school name] works to effectively organize financial, human, and community resources in support of student success. Outcome: By the end of three years, Rationale: Iroquois Point Elementary School Academic Plan Page 15 Version 1 [May 11, 2017]

16 Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress WSF Title I Title II Title III IDEA Homeless CTE Other N/A WSF Title I Title II Title III IDEA Homeless CTE Other N/A Iroquois Point Elementary School Academic Plan Page 16 Version 1 [May 11, 2017]

Geographic Area - Englewood

FULTON Geographic Area - Englewood Official School Name Robert Fulton Elementary School Address 5300 S Hermitage Ave Chicago, Illinois 60609 Number Of Students Served Capacity Utilization Adjusted Capacity