t'hree-year academic plan - hawaii doe · *high nst ud ones that are in o (or categories: (d...

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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]

http://iroquois.kl2.bi

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]


• 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]


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. □ •

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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]


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]


- - - ·- -- -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]


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]


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]


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


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) □


-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]


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 •



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)


-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]


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]


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


-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



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



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 Vers ion [Insert#] [2.27.2019] J


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]


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]


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]


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]


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:



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]


Outcome: By the end of three years , Rationale:



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]

t'hree-year academic plan - hawaii doe · *high nst ud ones that are in o (or categories: (d...

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