_____ _
T'hree-Year Academic Plan 2,0,17-2020
Iroquois Point Elementary School
5553 Cormorant Avenue Ewa Beach, m 96706 Phone (808) 499-6500
Website: http://iroquois.kl2.bi. us Twitter: IroquoisPtElem nstagram: lroquoisPtElem
__ APPROVED _ _ _ DISAPPROVED -.
.12-~-- ~ COMPLEX AREA SUPERINTENDENT
~~EWARD DISTRICT OFFICE
Iroquois Point Elementary Three-Year Academic Plan Page I 1 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Where are we now?
Prioritize school ' s needs as identified in one or more of the following needs assessments:
.e Compre hensive Needs Assessment
• W ASC Self Study W ASC Category B : Standards Based Student Learning: Curriculum W ASC Category C: Standards Based Student Learning: Instruction W ASC Category D: Standards Based Stude nt Learning: Assessme nt
• Visib le Learning
Iroquois Point Elementary
Student Profile
Scflool}l'8ar 2015- 16 2016-17 2017-18 2015-16 2016-17 2017-18
Fall enrollmenl 711 632 674 Numbe r and percen t of stude-nts 69 59 57 in Specia l Education, programs 9_7% 9.3% 8.4%
Number and percent of stude nts 494 516 549 Number and percent of stuoonts 15 31 3,8.
enrolle<I for the e-n r@ school with. limited English proficiency 69.4% 81.6% 81-4% 2.1% 4.9% 5.6% year
Number and percent of students 221 167 217 receiving free or rnduoed-cos t 31.0% 26.4% 32_1% lunch
Need: IPES must work toward closing the ach ievement gap for all stude nts.
1.
Smarte ,r Ba lanc ed Assessment Science Proficiency
AIII Studen ts Disadvan taged High Need Non High Need
2017-18 46 ,9% 26.6% 30 .0% 63.4%
.2016--17 49 .4% 45 .2% 42.0% 57 .7%
In the second year of Science SBA data (4th grade) there was a slight decrease in SBA performance. However , in particular
there was notable decrease within our disadvantaged student populations .
2.
Academic Plan Page 12 Version [[Insert#] 2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
• Other Smarter Balanced Assessment English Language Arts Proficiency
A11 Students Disadvantaged High Need Non High Need Disabled
2017-18 53.7% 42.9% 40.2% 65.0% 17.6%
2016-17 51.7% 38.1% 38.2% 63.2% 22.8%
2015--16 60.1% 44.9% 41.6% 73.1% 15.3%
2014-15 56.9% 41.3% 40.9% 73.2% 18.9%
*High needs students are ones that are in one (or more) of these categories: (disadvantaged, disab led, ELL)
**Disabled refers to IDEA/SpEd student s el igib le to take SBA .
The 2% increase in the ELA score for all students transfers to all subgroups except the Disabled gro up. A closer look into
our Disabl ed is needed to better target student needs. Data suggests we need to continue look at curriculum and instructional
practices occurring in the classroom. Cont inue to build on our RTI processes.
3.
Smarter Balanced Assess ment Mathema tics Proficiency
AU Studen ts Disadvan taged High Need Non High Need Disabled
2017-18 41.8% 33.9% 29.7% 52.1% 8.8%
2016-17 45.0% 34.7% 31.9% 56.3% 5.7%
2015-16 53.9% 39.0% 37.7% 65.3% 11.5%
.2014-15 49.5% 28.4% 30.0% 69.4% 13.5%
The 3.2% decrease in the Math score for Al l Students transfers to all subgroups except the Disabled subgroup which
showed an increase of3. 1%. Data suggests we need to look at curriculum and Tier 1 instructional practices occurring in the
classroom.
Iroq uois Point E lementary Academic Plan Page I 3 Version [Insert#] [f2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
ELA Meets/ Exceeds Proficiency
2017- 18 2016--17 2015-16 2014 - 15
Grade SBA iReady SBA iReady SBA iReady SBA iReady
Grade K 53.0% 47.0% 48 .0%
Grade 1 39.0% 43 .0% 54.0%
Grade 2 52.0% 52.0% 44 .0%
Grade 3 65.3% 49 .0% 43.4% 30.0% 51.6% 42.0% 47.0%
Grade 4 43.7% 35.0% 51.5% 26.0% 51.3% 18.0% 53.9%
Grade 5 54.8% 26.0% 45.9% 69.3% 31.0% 67.9%
Grade 6 55.4% 22.0% 69.3% 70.8% 42.0% 59.2%
Math Meets/ Exceeds Proficiency
2017- 18 2016--17 2015-16 2014-15
Grade SBA iReady SBA iReady SBA iReady SBA iReady
Grade K 51.0% 52.0% 49.0%
Grade 1 33.0% 33.0% 38.0%
Grade 2 40 .0% 50.0% 49 .0%
Grade 3 52.0% 45.0% 42.1% 32.0% 54.4% 33.0% 49.0%
Grade 4 38.2% 41.0% 43.1% 32.0% 47.9% 30.0% 47.0%
Grade 5 39.2% 23.0% 37.8% 53.9% 48.0% 48.0%
Grade 6 41.6% 23.0% 60.6% 60.2% 37.0% 46.0%
In SY 2016-17 , blank cells on the table above reflect incomplete data for grade levels due to third diagnostic optional for testing
grade levels.
All i-Read y scores reflect End of Year View .
IPES wi ll implement research-based teaching and learnin g 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 integra l in the success of a student, which includes:
Eac h student learns in an environment that is physically and emotionally safe for students and adults. □ •
Iroquois Point Elementary Academic Plan Page 14 Version nsert #] (2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Each student is act ively engaged in learning and is connected to the school and broader community . D • Each student has access to personalized learning and is supported by qualified , caring adults. D •
• Each student is challenged academica lly and prepared for success in college or further study and for employment and □ pa1ticipation in a global environment. D
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 :
2017-2018 sos All SQS response options changed from a 7-point to a 5--point Likert scale (Strongly
Agree, Agree, Neutral, Disagree , and Strongly Disagree) .
# Distributed # Returned Return Rate% Safety n
Students 348 299 85.92% 70.7
Parents 692 145 20.95% 83 ~ 3
Teachers 41 0 0.00%
20 16 - 2017 SQS
Involveme nt/ # Distributed # Returned Return Rate% Safety Well-Being Satisfaction
Engagement
Students (4th and 5th Graders} 207 159 76.81% 75.9 79,7 85.5 77.4
Parents 207 43 20.77% 85.9 94.9 73 84
Teachers 39 39 100.00% 76.2 63.8 56.1 60
20 15 - 2016 SQS
Involvement/ # Distributed # Returned Return Rate % Safety Well-Being Satisfaction
Engagement
Students (4th and 5th Graders ) 166 145 87.35% n 77.4 86.3 80.6
Parents 166 28 16.87% 74,4 89.2 64,5 74.8
Teachers 44 16 36.36% 56.2 49.2 35.4 32.5
In the 2017 -2018 SQS Survey several changes were made that may have affected the outcome of the data . First, the survey changed
Iroquois Point Elementary Academic Plan Page I 5 Version [Insert#] [12.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
from a 7 point like1t survey to a 5 point like1t survey. Additionally this past year all students/parents 3rd -6th grade are distributed
the survey, when formerly only participants were only from the 4th and 5th grade level band.
Tripod Survey (Grades 3-6 student perception) D
Class room
Care Confer Captivate Clar ify Consolidate Challenge Management 7 C's
2018 84 60 67 79 69 74 47 69
2017 88 64 68 84 75 79 48 72
Differences in staff make difficult to compare year by year. This year the Tripod Survey was administered by coaches for a
fair standardized process. This year there was a larger range with outliers,
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 D
English Language Learners
Iroquois Point Eleme nt ary Academic Plan Page I 6 Version Insert#] [7.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
- - - ·- -- -ORGANIZE: Identif y y our Academic Review Team Accountable Leads .
Name and Title of ART Team Accountable Lead Responsible for implementation of the school's strategies and initiatives
I. Ofelia Reed , Principal I. Continuous School Improvement: ART
2. Phillip Hon/ Randall George , 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 , Math , A YID , Project Lead the Way (PLTW) , Next Generation Science Standards (NGSS) ,
5. Daniel Kamiya 5. RTI- Academic , English Learner Program (EL)
6. 6.
7. 7.
8. 8.
9. 9.
Iroquois Point E lementar y Academic Plan Page I 7 Version ffi:nsert #] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
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, Rationale:
1. Student Proficiency 1. WASC Report Area of Need:
Outcome: □ 80% of students interviewed during learning walks will be able to IPES needs to continue to work towards build ing an effective DDIC/Data Team clearly and specifica lly articulate : system. □ Based on research , when students are able to understand the learning
progression, it yields growth of up to three times the normal yearly learn ing -What they are learning -Why they are learning it -What success looks like rate . (Hattie - Assessment Capable Learners = effect size of 1.44; Ainsworth --What their next steps are Learn ing Intentions and Success Criteria)
2. Safe Environment 2. Based on research , students need to feel safe and supported in order to learn. Without these conditions , the mind reve1is to a focus on survival. (Diana
Outcome: □ School climate survey will show 80% of students reporting a Browning Wright , ASCD , ASCA; Hattie - Teacher - student relationships -positive response in the safety dimension (School Climate) of the SQS. effect size of0.72)
csss
-PBIS
* Anti-Bullying Plan
-SEL
-RTI-B (Diana Browning Wright)
Iroquois Point Elementary Academic Plan Page I 8 Version Uinsert #] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Planning
Desired Outcome
ccss (2017-2018) (Clear learning targets , success criteria , learning progression , aligned assessments) Outcomes: □
(SY 2017-18)
65% ELA • proficiency □ SBA
□
• 55% Math
□ proficiency SBA
□
Funding
Enabling Activities School ART Source of Funds (Indicate ye ar(s) of implementation Year(s) of Accountable (Check applicable boxes to
in next column) Activity Lead(s) indicate source of funds)
Well Rounded: Qua lity Standards - 2017-2018 Dominic □ WSF Based Education Tafao □ Title I
□ Title II Provide professional development □ Title III and support to implement research □ IDEA and evidence based instructiona l □ Homeless practices . □ CTE
□ Other Provide professional development □ NIA to ensure all classrooms have teacher clarity within their standards based instruction:
Clear learning targets (learning • intention s) □
Success Criteria □ • Learning progression □ •
• Aligned assessments □ (formative and summative) DAIi (I 00%) teachers will use Learning Intentions and Success Criteria (LISC) in their instructional practice . DAIi (100%) teachers will understand and Common Core State Standards. □
Interim Measures of Progress
Define the relevant data used to regularly assess and monitor
progress
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) D
Structure of PD to include: -Training □
-Time to practice -Observation (peer) -Reflection/Feedback -Discussion □ -Use of21 PD Hours □
-Wed. meetings □
-PC Days □
-EES: !PDP □
-DDIC/Visible Learning -Induction/Mentoring Program □
Iroquois Point Elementary Academic Plan Page I 9 Version Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
ccss
(SY 2018-20 19)
75% ELA □ proficiency
• SBA , Grad e 3-6
• iReady , K-2
60% Math □ proficiency
SBA, Grade 3-6 • iReady , K-2 •
RTI - Academic
lPES 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 .
SY 2018-2019
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 Qrogression • 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
Iroquois Point Elementary Academic Plan Page I 10 Version [Insert#]
Phillip Hon □ WSF 100% of classrooms visited have
□ Title I LISC strategy evident. □ Title II Weekly check-ins /learning • □ Title III walks □
□ IDEA Use tracking records to date • D Homeless and document classrooms that
□ CTE are visited □ Other iReady universal screener data: □
□ NIA • 3 times a year (Grades K-
6) □ . Use diagnostic data to create intervention groupings and learning targets
Develop Success Criteria and Implementation Plan for RTI-Academic
Assemb le a committee to • craft a school wide system with desired outcomes for SY 18-19
Provide PD specific to RTI-A
Focus on communicating • the implementation plan
[2.27.2019
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
made. □□ and success criteria
• Share implementation strategies and celebrations
Utilize grade level planning time to analyze student data and create /agree upon intervention plans for the grade level
• Plans to be documented on Goog le Team Drives
SBA Data (Grades 3-6) □
Structure of PD to include: -Training □
-Time to practice -Observation (peer) -Reflection/Feedback -Discussion □ -Use of21 PD Hours □
-Wed. meetings □
-PC Days □
-EES: IPDP □
-DDIC/Visible Learning -Induction /Mentoring Program □
Iroquois Point Elementary Academic Plan Page I 11 Version Ulnsert #] [µ 7.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
CCSS (SY 2019-2020)
78% ELA □ proficiency
• SBA, Grade 3-6
• iReady, K-6
63% Math □ proficiency
SBA , Grade 3-6 • iReady , K-6 •
SY 2019-2020 Continue to provide professional development to ensure all classrooms have teacher clarity within their standards based instruction :
VL Training
• Clear learn ing targets / intentions
• Success Criteria □
• Learning progression Aligned assessments □ (formative and summative) □
iReady Training
• Use and understand Reports
0 Grouping 0 Time on task 0 Diagnostic
A YID Training
• WICOR strategies
Develop interdisciplinary units to include CCSS , HCPS III, NGSS
• Inquiry
• Project Based Learning
• Problem Based Learning <
Data Teams Analyzing data to • determine next steps
0 Instruction
Randa ll George
I 00% of classrooms have learning intentions and success criteria posted/evident in reading and math.
Weekly check-ins by • leadership team , admin. Quarterly Linking Walk Data • -conducted Qua1terly by colleagues , team members
• Tracking records to date and document classrooms that are visited
iReady Reports Diagnostic Reports (3X/ • year , Grades K- 6)
AVID 100% of trained teachers • using A YID strategies including usage of planners to help keep students organized.
Planned Interdisciplinary Units Assessment of learning •
0 Public exhibition (action piece)
Data Team Minutes Analysis of • data(diagnostic and online instruction) in OT minutes Intervention Planning (OT •
Iroquois Point Elementary Academic Plan Page I 12 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
SY 2017-2018
IPES will increase positive student responses from the SQS and Tripod Survey in the following areas :
SQS:
• School Safety 0 80%
□
Tripod: □
o Intervention o Reflection on
teaching /learning
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. □
SY 2017-2018 □ Whole Child: Social Emotional Learning
Provide ongoing (quarterly) CSSS /RTI Professional development and resources. (CSSS - RT! Committee)
IPES continue to review and refine DDIC /Data Team system and implement Visible Learning Strategies .
Academic RTI
• Develop and implement an
Phillip Hon
minutes) • Posted clear learning
targets in classroom and in intervention settings.
SBA Data (Grades 3-6) □ iReady Data (Grade K-6)
Structure of PD to include: -Training □
-Time to practice -Observation (peer) -Reflection/Feed back -Discussion □ -Use of21 PD Hours □
-Wed. meetings □
-PC Days □
-EES : IPDP □
-DDIC/Visible Learning -Induction/Mentoring Program
• Weekly check-ins /learning walks □
• Use tracking records to date and document classrooms 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:
Iroquois Point Elementary Academic Plan Page I 13 Version 0Insert #] [12.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
effective Tier 1, 2 and 3 -Training □ • Classroom system of academic support □ -Time to practice
□ management 62% -Observation (peer)
□ • Provide professional -Reflection/Feedback
development for all teachers -Discussion
for Tier 1 strategies ::::J □ -Use of21 PD Hours □
-Wed. meetings □
-PC Days □
-EES: IPDP D -DDIC/Visible Learning -Induction/Mentoring Program
SY 2018-2019 SY 2018-2019 Phillip Hon 100% of classrooms visited have LISC strategy evident.
IPES will increase Review and tighten CSSS positive student 100% of classrooms are providing responses from the SQS Academic RTI engaging activ ities/lessons in the and Tripod Survey in classroom .
• Review , refine and implement the following: an effective Tier 1 and 2 systems of academic support □ SQS: D • Weekly check-ins /learning
walks □ • Schoo l Safety 90% • Provide professional • Use tracking records to date and
development for all teachers for document classrooms that are Tripod:
Tier 1 and 2 strategies visited □ □ • Classroom iReady universal screener data: □
• 3 times a year (Grades K-management 72% Behavior RTI 6) □
• Review , refine/enhance and . Use diagnostic data to
implement an effective Tier 1 create intervention
and 2 systems of behavior groupings and learning
support □ targets
• Continue to provide professional development for SBA Data (Grades 3-6) □
all teachers for Tier 1 and 2
Iroquois Point Elementary Academic Plan Page I 14 Version [!Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
strategies.
Quarterly Professional Development Run by School Culture Committee
Modeled Strategies (Circ les,
TUMS , Mood Meter , etc .)
Relationship Building (Establish,
Maintain, Restore) and
Collaboration
Focus on the 80% strateg ies under
Tier I
Knowledge , Skills , and
Dispositions applicab le to
all staff (inc luding PPTS,
Adult Supervisors , etc)
ABC Carts Supports schoo l wide • behavior expectations
Incentive system to • promote positive behavior
Posted boards to track • Out of class twice a week •
Mindfulness Center: Located in PI every day • during first recess
Safe and calm place for • students to reflect and
practice mindfulness and
breathing
Structure of PD to include: -Training □
-Time to practice -Observat ion (peer) -Reflection/Feedback -Discussion □ - Use of21 PD Hours □
-Wed. meetings □
-PC Days □
-EES : IPDP □
-DDIC/Visible Learning -Induction/Mentoring Program
Iroquois Point Elementary Academic Plan Page I 15 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Completion of a body • scan , with yoga mats
Aloha Center Provide a safe and • inclusive place for
students to foster
connect ions with other
students , get oriented at
our school , and have
school resources that help
to advocate for their
needs.
• Open during recess for
indoor recess alternative
Open for Social Skills • Classes and Transition
Sessions
Student Council Officers
Student Driven Leadership model
with 4 Officers (President , VP,
Secretary , and Treasurer) from 5th
or 6th Grade.
Morning Announcements and
Monthly officers meeting for
planning
Aloha Ambassador
1 student per classroom. Supports
new student transition , as partner
Iroquois Point Elementary Academic Plan Page I 16 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
in classroo m and check -in lunch
bunches
Alaka' i Alii Students chosen to suppo 1t lower
grade confl ict management and
pro blem solving. Suppo1t provided
during 2nd recess.
Counseling
Small Group Sess ions
Ind ividua l Check -Ins
BE ISY screeners
Core Tea m Meetings
SEL Reinforce ment of Second Step as
SEL Support Foundation
Dai ly and mome nt to moment
reinforce ment of Socia l Emotio nal
Learn ing
Attendance Delineation of responsibi lities and
t iered suppmt and systems for
fo llow-up
Tier 1- Teac her, Tier 2- Counse lor,
Tier 3- Adm in and Distr ict
Iroquois Point Elementary Academic Plan Page 17 Vers ion [Insert#] [2.27.2019] J
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
SY 2019-2020
IPES wi ll increase positive student responses from the SQS and Tripod Survey in the following areas:
SQS:
School Safety • □ 95% (SY 17-18-70.7%)
Tripod : □
• Classroom □ Management 82% (SY 18- 19: 47%)
SY 2019-2020
Prov ide professiona l development and support to imp lement research and evidence based instructiona l and relational practices .
differe ntiated PD • 0 engagement 0 transitions 0 checks for
understanding 0 USC
• professiona l discourse opportunit ies
0 data team meetings
0 faculty meetings 0 FOL group
meetings 0 Lead Mentor 0 Coaches
individual suppo1t for • classroom teacher(s) to improve classroom management
Developing /Maintaining partnerships with parents and communit y
School wide • communication planning /procedures
Randall George
RFOA Ana lysis
SEL Walkthroughs
Counseling Data Tracking
weekly check -ins by • leadership .
• linking wa lks by colleagues /team members tracking records • documenting dates and classrooms visited
• student surveys
• data team minutes referral data • intervent ion data • ( counse lors/teacher)
Building Partnerships Parent Surveys • Parent Sign In (School • related activities) Parent Volunteer list • Regular "posts " on socia l • media. Teacher/staff attendance of • community activities
Iroquois Point Elementary Academic Plan Page [ 18 Version Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Behavior RTI
• Rev iew , refine/enhance and
imp lement an effective Tier 1
and 2 systems of behavior
support □
• Conti nue to provide profession al development for
all teac hers for T ier I and 2
strategies.
Quarterly Professiona l
Deve lopment
Run by Schoo l Culture Comm ittee
Mode led Strategies (Circles ,
TUMS , Mood Meter , etc .)
Re lat ionship Bui lding (Estab lish,
Mai nta in, Restore) and
Collaborat ion
Focus on the 80% strategies under
Tier 1
Know ledge , Skills, and
Disposit ions appl icable to
all staff (inc luding PPTS ,
Adult Supervisor s, etc)
ABC Carts
Supports schoo l wide • behavior expectat ions
Incentive system to • promote positive behavior
Posted board s to track • Out of class twice a week •
Iroquo is Point Elementary Academic Plan Page I 19 Version [!!!.,sert #] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Mindfulness Center: Located in P 1 every day • during first recess
• Safe and calm place for
students to reflect and
practice mindfulness and
breathing
• Completion of a body
scan, with yoga mats
Aloha Center Provide a safe and • inclusive place for
students to foster
connections with other
students , get oriented at
our schoo l, and have
schoo l resources that he lp
to advocate for their
needs.
Open during recess for • indoor recess alternative
Open for Social Skil ls • Classes and Transition
Sessions
Student Council Officers
Student Driven Leadership model
with 4 Officers (President , VP,
Secretary , and Treasurer) from 5th
or 6th Grade.
Iroquois Point Elementary Academic Plan Page 120 Version [Insert#] [2.27 .2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Morning Announcements and
Month ly officers meeting for
planni ng
Aloha Ambassador
1 student per classroom . Supports
new student transition , as partner
in classroom and check-in lunch
bunches
Alaka'i Alii
Students chosen to supp01t lower
grade conflict management and
problem solv ing. Support provided
during 2nd recess.
Counseling
Small Gro up Sessions
Individual Check -Ins
BEISY scree ners
Core Team Meetings
SEL Reinforcement of Second Step as
SEL Support Foundat ion
Daily and moment to moment
reinforcement of Social Emot ional
Learning
Attendance
Delineation of responsibilities and
tiered support and systems for
fo llow-up
Iroquois Point Eleme nt ary Academic Plan Page I 21 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Tier 1- Teacher , Tier 2- Counselor ,
Tier 3- Admin and District
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 Academic Plan Page I 22 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Planning Funding Interim Measures of Progress
Iroquois Point Elementary Academic Plan Page I 23 Version Insert#] [Q.27.2019]
Three -Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Enabling Activities School ART Source of Funds Define the relevant data used to Desired Outcome (Indicate year(s) of implementation Year(s) of Accountable (Check applicable boxes to regularly assess and monitor
in next column) Activity Lead(s) indicate source of f unds) progress
□ WSF □ Title I □ Title II □ Title III □ IDEA □ Home less □ CTE D Other
□ NIA
□ WSF □ Title I □ Tit le II □ Title III □ IDEA D Home less
□ CTE □ Other □ NIA
Goal 3: Successful Systems of Support. The system and culture of [Insert school name] works to effective ly organize fina ncial, human, and
commu nity resources in support of student success.
Iroquois Point Elementary Academic Plan Page I 24 Version [Insert#] [g 7.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Outcome: By the end of three years , Rationale:
Iroquois Point Elementary Academic Plan Page I 25 Version [Insert#] [2.27.2019]
Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Planning Funding Interim Measures of Progress
Enabling Activities School ART Source of Funds Define the relevant data used to Desired Outcome (Indicate year(s) of implementation Year(s) of Accountable (Check applicable boxes lo regularly assess and monitor ·
in next column) Activity Lead(s) indicate source of fi mds) progress
□ WSF □ Title I □ Title II □ Title III □ IDEA □ Homeless □ CTE □ Other □ NIA
□ WSF □ Title I □ Title II □ Title III □ IDEA □ Homeless □ CTE D Other
□ NIA
Iroquois Point Elementary Academic Plan Page I 26 Version nsert #] [12.27.2019]