Read all the way through this document before beginning your
work.
--- BASIC REQUIREMENTS ---
Principals are required to coordinate the development of an initial three (3) year strategic and continuous school improvement and achievement plan and to annually review these plans. Whether developing a new plan or updating an existing plan, schools must assess their progress and make necessary changes to ensure continuous improvement. When completed, this document satisfies requirements in Indiana’s Every Student Succeeds Act (ESSA) Plan,
federal and state laws, and requirements for Title I Schoolwide Programs. This template contains components
that may or may not apply to all schools at all times. Indication as to who is required to complete a section is
noted at the beginning of each Core Element area.
Common abbreviations used in the plan are:
ESSA Every Student Succeeds Act – replaced No Child Left Behind in the reauthorization of federal education law TSI Targeted Support and Improvement – federal government school designation under ESSA ATSI Additional Targeted Support and Improvement – federal government school designation under ESSA CSI Comprehensive Support and Improvement – federal government designation under ESSA
Who is required to submit a school improvement plan (SIP)? All public and private schools
Who is required to submit a comprehensive needs assessment (CNA)? Schools that receive Title I funds AND
schools classified as TSI, ATSI, and/or CSI
Who is required to use the Indiana Department of Education’s SIP template? Schools classified as TSI, ATSI
and/or CSI
Who is required to use the Indiana Department of Education’s CNA template? Schools classified as CSI
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If you are unsure of your school’s identification as TSI, ATSI, and/or CSI, you can find out HERE. (Highlight answer choices below.)
This is an initial three (3) year plan. Yes No This is a review/update of a plan currently in use. Yes No
This school is identified as the following by the federal government: (Highlight all that apply) TSI, ATSI, CSI
(TSI only) Underperforming student groups identified by the federal government: (highlight all that apply) ELA, Math, Attend., Grad., Spec. Ed., ELL, Free/Red., Hisp., Black, White, Multi-Racial, Asian, Am. Indian/AK Nat., Native HI/Other Pac. Is.
This school receives Title IA funding. Yes No Is the school’s Title I program Schoolwide or Targeted Assistance? SW TA *If you are unsure about Title IA funding and/or the type of program, contact your federal programs specialist.
--- PLANNING COMMITTEE [Required for all] ---
Schools that are required to conduct a comprehensive needs assessments (CNA) and/or school improvement
plan (SIP) must assess the school’s needs using a committee comprised of stakeholders, including, but not
limited to teachers, administrators, parents, and community and business leaders. Some schools may opt to
have separate committees for conducting the needs assessment and developing the school improvement plan,
while others may not. Simply indicate if a member serves on either or both in the “Committee(s)” column.
Many schools may have sub-committees to focus on prioritized areas such as language arts, math, attendance,
etc. Indicate this in the “CNA/SIP Sub-committee(s) column below. To be sure the needs of each
underperforming student group are addressed, schools classified as TSI or ATSI must have a sub-committee
for each underperforming group.
List members of the committee below and highlight the committee(s) on which they serve. If a member serves
on more than one subcommittee, list all those on which the member serves.
Member Name Title Committee(s) CNA/SIP Sub-committee(s)
Sample: Alma Smith Teacher CNA,SIP, BOTH ELA, Black, Spec. Ed.
Chandre Sanchez Reyes Executive Director CNA, SIP, Both Black, Multiracial, and Special Education
Tony Brose K-8 Principal CNA, SIP, Both Black, Multiracial, and Special Education
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Kelly Simone HS Principal CNA, SIP, Both Black, Multiracial, and Special Education
Beth Pychinka HS AP CNA, SIP, Both Black, Multiracial, and Special Education
Brooke Beavers HS AP CNA, SIP, Both Black, Multiracial, and Special Education
Austin Andrick ES AP CNA, SIP, Both Black, Multiracial, and Special Education
Katie Weirich MS AP CNA, SIP, Both Black, Multiracial, and Special Education
Kyle Foster Dean CNA,SIP, Both Black, Multiracial, and Special Education
Sarah Nelson Teacher on Special
Assignment CNA,SIP, Both Black, Multiracial, and Special Education
Leanne DeFelice AP for Engagement CNA, SIP, Both Black, Multiracial, and Special Education
Julie Williams Master of Instruction CNA, SIP, Both Black, Multiracial, and Special Education
Tanya Lawalin Master of Culture CNA, SIP, Both Black, Multiracial, and Special Education
Jen Goble Master for MS/Teacher CNA, SIP, Both Black, Multiracial, and Special Education
Carly Zoibi Asst Manager of SPED CNA, SIP, Both Black, Multiracial, and Special Education
Christie Kessler Director of Special Education CNA, SIP, Both Black, Multiracial, and Special Education
Maureen Elliott Asst Manager of SPED CNA, SIP, Both Black, Multiracial, and Special Education
Ashlee Edinger Asst Manager of SPED CNA, SIP, Both Black, Multiracial, and Special Education
Steph Austin Director of Guidance CNA, SIP, Both Black, Multiracial, and Special Education
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Andrew Hassinger Asst Mgr of Counseling CNA, SIP, Both Black, Multiracial, and Special Education
Jamie Fowler Master for Data and State
Testing CNA, SIP, Both Black, Multiracial, and Special Education
Travis Ponto Parent CNA, SIP, Both Black, Multiracial, and Special Education
Stacy Taylor Community Member/Business
Leader CNA, SIP, Both Black, Multiracial, and Special Education
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-- ALIGNMENT [optional] ---
A systems-based approach to continuous school improvement involves alignment across the district. While still being attentive to their unique needs, schools should align curricular, instructional, and assessment programs with the district’s vision, mission, and goals.
Assess the school’s alignment with the district using this page. If necessary, work with district personnel to make necessary changes before moving forward with the needs assessment. If there is not enough room to type or cut-and-paste the information below, attach appropriate documents.
District Vision: Indiana Connections Academy is a public charter school therefore, they are their own LEA.
School Vision: We build connections, empower students, and shape the future.
District Mission:
Indiana Connections Academy maximizes academic achievement for Indiana students by engaging them in a rigorous, college and career readiness curriculum that is tailored to their learning needs.
School Mission:
Indiana Connections Academy maximizes academic achievement for Indiana students by engaging them in a rigorous, college and career readiness curriculum that is tailored to their learning needs.
District Goals:
INCA's student retention rate will increase to 85% by June 2020. By June 2020 state math proficiency rates for grades 3-8 and 10 will meet or exceed the state average. By June 2020 math pass rates for students in grades K-5 will be 90%. By June 2020 math completion rates for students in grades 6-12 will be 85%. On the 2019-2020 IDOE Report Card, the Graduation Indicator will increase from 57.6% to 61%.
Does the school’s vision support the district’s vision? Yes No
Does the school’s mission support the district’s mission? Yes No
Do the school’s mission and vision support district goals? Yes No
If the school’s mission, vision, and/or goals are not aligned with those of the district, what steps will the school take to do so?
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SECTION A: Review Essential Information
All schools are required to provide basic information about the following core elements: curriculum; assessment; safe and disciplined learning environment; technology; cultural competency; parental involvement; secondary offerings; and, career awareness and development. Information requested in the following sections is intended to promote discussion about how the core element might be aiding or inhibiting continuous school improvement efforts. Responses are NOT to monitor compliance. After discussion, place an ‘x’ in the last column if the items should be considered by the school’s planning team when reviewing data and/or developing school goals. Do this for all tables where the ‘x’ column exists.
Core Element 1: Curriculum [Required for all]
List primary curriculum resources (i.e. adopted materials) and supplementary materials such as online subscriptions or other such materials used by the majority of teachers. Subject/Courses should include: English/language arts, math, social studies, science, visual arts, music, health, and physical education. Assess the degree to which these resources are aligned with the Indiana Academic Standards. Consider the need to keep, replace, or discontinue use of materials that are not essential for instruction. If room does not allow for all resources to be listed below, continue the list on a separate page and attach it to this document. Secondary schools may attach or link course descriptions.
Subject/Course Grades Resource Name Aligned to IAS
Tier (highlight all that apply)
Rationale for Resource Use Continue
Use? X
Sample: Reading 1-6 ABC Reading is Fun Yes Tier 1, 2, 3 Textbook and readers are core
components of reading program.
Yes No
Language Arts K-12Pearson-Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the reading and language arts program.
Yes No
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Math 6-12 MathXL Yes No Tier 1, 2, 3 MathXL is a supplemental program providing daily math practice and additional assessments.
Math K-12 Pearson-Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the math program. Yes No
Science K-8 Pearson Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the science program. Yes No
Science 9-12 Edgenuity Yes No Tier 1, 2, 3 Yes No
Science 9-12 Learnosity Yes No Tier 1, 2, 3 Yes No
Social Studies K-12 Pearson Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the social studies program.
Yes No
Visual Arts K-12 Pearson Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the visual arts program. Yes No
Health K-12 Pearson Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the health program. Yes No
PE K-12 Pearson Online Blended Learning
Yes No Tier 1, 2, 3 Course content is a core component of the PE program.
Yes No
Math K-8 Freckle Yes No Tier 1, 2, 3 Freckle is a supplemental program providing daily math practice and remedial instruction.
Yes No
Math K-8 Imagine Math Yes No Tier 1, 2, 3 Imagine Math is a supplemental program providing daily math practice and remedial instruction.
Yes No
Math K-8 Math-Whizz Yes No Tier 1, 2, 3 Math-Whizz is a supplemental program providing daily math practice and remedial instruction.
Reading 3-12 Reading Plus Yes No Tier 1, 2, 3 Reading Plus is a supplemental program providing daily reading practice and remedial instruction.
Early Literacy K-2 Reading Eggs Yes No Tier 1, 2, 3 Reading Eggs is a supplemental reading program designed to provide early
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reading instructional support in phonics, phonemic awareness, spelling, writing, comprehension, fluency, and vocabulary
Reading 2-6 Reading Eggspress Yes No Tier 1, 2, 3
Reading Eggspress is a supplemental reading program designed to build reading, spelling, and reading comprehension skills
Reading K-4 Reading A-Z Yes No Tier 1, 2, 3
Reading A-Z supports core instruction and provides leveled-readers to build fluency, phonological awareness, and phonics skills during remedial instruction.
Core Element 1: Curriculum [Required for all] continued
Best Practice/Requirements Self-Check Yes/No X
The school uses a district-established curriculum that is aligned to the Indiana Academic Standards. Yes No
Pacing guides and/or curriculum maps are used to plan and teach a standards-based curriculum. Yes No
Teachers and staff are engaged in cross grade-level articulation of standards. Yes No
A culturally responsive curriculum is used to ensure all students’ cultural differences are recognized and appreciated.
Yes No X
The public may view the school’s curriculum in the following location(s): https://www.connectionsacademy.com/indiana-online-school/curriculum
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Core Element 2: Instructional Program [Required for all]
Schools are required to address the learning needs of all students and develop strategies, programs, and services
to address such needs. Sound instructional practices are essential for students to reach the highest levels of
academic achievement.
Best Practice/Requirements Self-Check Yes/No X
The school has a process for identifying the exceptional learning needs of students who are highly proficient and at risk of failure.
Yes No
A process for coordinating instructional services (e.g. Head Start, adult education, etc.) is in place. Yes No X
A variety of instructional strategies are employed to meet the diverse learning needs of students. Yes No
Teachers use strategies that monitor and adjust instruction during lessons (e.g. adjusted based on checks for understanding).
Yes No
Teachers ensure students are engaged in cognitively complex tasks (including varying depth of knowledge) during instruction.
Yes No
Teachers use instructional strategies that ensure students have multiple means of accessing instructional content. Yes No
Instructional strategies provide students with multiple options for illustrating their knowledge. Yes No
Instructional strategies foster active participation by students during the instructional process. Yes No
Teachers and staff promote authentic learning and student engagement across all content areas. Yes No
Strategies and instructional methods ensure equity of opportunity for all students during the learning process. Yes No
Instructional strategies assist with bridging the cultural differences in the learning environment. Yes No X
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Teachers and staff integrate evidence-based strategies during Tier II and Tier III instruction. Yes No
Teachers work collaboratively to support and refine instructional effectiveness (e.g. with feedback, coaching, etc). Yes No
High expectations for academic achievement are made clear to students and supported with adequate scaffolding and resources.
Yes No
For Title I schools with Schoolwide Programs only: Describe activities and programs implemented at the school to ensure that students who have difficulty mastering proficient and advanced levels of academic achievement are provided with effective and timely additional assistance.
INCA employs a multi-tiered intervention model (Response to Intervention RtI or MTSS) so that all students have access to the curriculum and instructional resources they need to be successful. The RTI/MTSS team meets on a weekly basis to discuss students who are struggling academically to develop an intervention plan, review student progress, and determine strategies for improvement, which may include use of Tier II or Tier III programs and supports depending on the student's needs. To ensure that all students are identified, every enrolled student is assigned a Student Status (On-Track, Approaching Alarm, or Alarm) that is continuously updated based on attendance, assignment completion, contacts, and performance. This student status is displayed on the Parent and Teacher Home Pages in Education Management Systems (EMS) for instant identification of potential problem areas. A status other than "On Track" indicates non-compliance of increasing degrees (i.e., multiple unexcused absences or missed assignments) and/or failure to improve despite intervention by school staff according to the Escalation Process. In the Escalation Process, the teacher and other relevant school staff meet to discuss the reported concerns and suggest strategies to bring the student back to "On Track" status. Some strategies are calls to the parent to discuss the issue, adjustments to the schedule, intensive work on specific skills, or – in more serious cases of noncompliance – a conference with the school administration. In the most serious of cases, a site visit with the parent and student may be advisable.
The primary difference between Tier I, Tier II, and Tier III instruction is the frequency and intensity of the interventions and can include one-on-one lessons or more targeted lessons depending on the students’ needs. Tier III interventions are designed to address instructional needs of students who required additional support mastering Essential Skills and Standards. The strategic intervention and progress monitoring provided through the implementation of targeted Supplemental Instructional Support Programs (SISPs) helps to ensure students are receiving instruction that meets their individual needs. Including but not limited to the intervention resources listed below, the level of effort and tasks for teachers include:
● Monitoring student progress through bi-weekly reports nothing the following:
o Amount of time spent in the program
o Skills in need of reinforcement
o Overall response to the intervention
● Attending monthly SISP meetings
● Initiating removal of student from the program if the response is not adequate.
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Core Element 3: Assessment [Required for all] List the assessments used in addition to the following statewide assessments: ILEARN, IREAD, I AM, ISPROUT, and
PSAT. Include type of assessment (benchmark, common formative, or summative), the frequency with which
these are administered, and a brief rationale for their use. To find out more about formative, interim, and
summative assessments, click HERE. Consider the need to keep, replace, or discontinue use of each assessment
based on the value and use of the data it provides.
Assessment Name Grade(s) Frequency Type and Rationale for Use Continue Use X
Teacher Created K-12Benchmark, Com. Form.,
Summative, Other
Teacher created common formative assessments inform standards mastery. Teacher created summative assessments provide information on students' proficiency with content and skills.
Yes No
Star Early Literacy (Renaissance 360)
K-1
Benchmark
This assessment is used to measure early literacy skills and as a universal screener for Dyslexia. Regular progress monitoring of students who do not meet benchmark informs teachers instruction.
Yes No
Star Math and Reading (Renaissance 360)
K-11Benchmark, Com. Form.,
Summative, Other
Star Testing used to identify interventions at all levels for students in Tier 2 and Tier 3. Teachers will use Star tests to identify what skills students are ready to learn and to guide their instruction.
Yes No
ARAN K-2Formative
This assessment is used as a universal screener for Dyslexia.
Yes No
Words Their Way K-2Formative
This assessment is used as a universal screener for Dyslexia.
Yes No
DIBELS Deep K-2 Formative This assessment is used as a level 1 screener for Dyslexia.
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Best Practice/Requirements Self-Check Yes/No X
A system is in place to use assessment data to make decisions about programs, practices, and instruction. Yes No
The school uses assessment data to identify students for Tier II and Tier III instruction. Yes No
Locally created assessments are reviewed and revised regularly to ensure priority standards are being measured at the appropriate levels of depth and rigor.
Yes No X
For Title I schools with Schoolwide Programs only:
Describe opportunities and expectations for teachers to be included in decision-making related to the use of academic assessment results, where the intent is improved student achievement. A Personalized Learning Plan (PLP) is developed for each student collaboratively by each staff with input from parents and students. The plan guides the tailoring of both curriculum and instruction to meet that student’s needs. The PLP is based on comprehensive needs assessments, testing data and school record data, including intervention indicators, as discussed by staff, parents, and students.
Comprehensive needs assessments are conducted via staff surveys, among other things. Teachers use current performance results in order to intervene when necessary and see what students need in order to comprehend all material. Teachers are alerted to students with the potential to be on “alarm” or “intervention” via the Teacher Home Page in the EMS. Codes are displayed for each student to facilitate teachers’ ability to identify which of their students may be in need of additional support. Intervention Indicators are data-driven codes displayed in the intervention column for all students in Connections Academy schools who may be in need of an instructional intervention in math, reading, or both.
Teachers also participate in Professional Learning Communities (PLCs) per academic discipline. The PLC reviews data and establishes semester goals and discusses students’ needs and possible implications leading to identified areas of improvement. In addition, counselors facilitate data protocols at the PLC meetings after standardized tests are received to ensure student success. The PLCs continue to monitor assessment data and make recommendations for intervention.
The first stage of intervention is provided by the classroom teacher. Teachers place students into Tier I, Tier II, and Tier III interventions based on needs identified through intervention indicator codes, the RtI model, and team feedback. The primary difference between the tiers is the frequency and intensity of the interventions and can include additional one-on-lone lessons or more targeted lessons depending on the students’ needs. Teachers offer corrective feedback and an ongoing log of notes on the intervention. If the level of intervention is insufficient to make progress, the student is referred to the student study team for additional determination of need and intervention. Students are then assigned to a teacher who will provide additional interventions and monitor progress.
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The school's RTI team meets on a weekly basis to discuss students who are struggling academically to develop an intervention plan, review student progress, and determine strategies for improvement, which may include use of Tier II – Supplemental Programs and Supports or Tier III – Supplemental Alternative Programs depending on the student's needs. To ensure that all students are identified, every enrolled student is assigned a Student Status (On-Track, Approaching Alarm, or Alarm) that is continuously updated based on attendance, assignment completion, contacts, and performance. This student status is displayed on the parent and teacher home pages for instant identification of potential problem areas.
Core Element 4: Coordination of Technology Initiatives [Required for all]
Briefly describe how technology is used by students to increase learning.
Best Practice/Requirements Self-Check Yes/No X
The school has a process for integrating technology into the instructional program to promote learning. Yes No
A plan is in place to provide in-service training in the use of technology. Yes No
Protocols and criteria are used to review and select technology hardware, software, and instructional programs. Yes No
There are established procedures for maintaining technology equipment. Yes No
Sufficient infrastructure exists to support instructional, assessment, and operational needs. Yes No
Core Element 5: Career Awareness and Development [Required for all]
Answer the questions for the grade levels in your school.
Grades K-5 only
What career awareness activities are provided for students? (Highlight all that apply)
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Not currently implementing career awareness activities Career Day/Fair or Community Day
If “Not currently implementing career exploration activities” was checked above, explain why.
Core Element 6: Safe and Disciplined Environment [Required for all]
All schools are required to develop a school safety plan. That plan is not part of this document. Since student
safety and social-emotional well-being are crucial factors in learning, the questions below are intended to
promote conversation about how the school’s environment adds to or takes away from student learning.
Best Practice/Requirements Self-Check Yes/No X
Practices are in place to develop and maintain a positive school climate between staff, students, and families. Yes No
A multi-tiered system of supports (MTSS) provides students with academic, behavioral, and social-emotional care and early intervention.
Yes No
Discipline rules are established, and copies of the rules are made available to students and their parents/guardians. Yes No
Discipline rules to prevent bullying are in place and include education, parental involvement, and intervention. Yes No
A suicide awareness and prevention policy is in place and staff have been appropriately trained. Yes No
High expectations for behavior and attendance are communicated to families and consistently reinforced by all staff. Yes No
All staff express belief that all children can learn and consistently encourage students to succeed. Yes No
The school develops staff capacity to create positive classroom and school climates that are culturally responsive. Yes No
Core Element 7: Cultural Competency [Required for all]
List the racial, ethnic, language-minority, and socio-economic groups in your school’s population. Provide strategies and
indicate whether or not professional development is needed to successfully implement these strategies. Any such
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professional development should be detailed in the professional development plan portion of this document. Cultural
competency considerations are embedded throughout this document
Identify the racial, ethnic, language-minority, and socio-economic groups in your school by highlighting groups
below.
American Indian/Alaskan Native English Language Learner Multiracial
Asian Free/Reduced Lunch Native Hawaiian or Other Pacific Islander
Black Hispanic Ethnicity White
Describe how racial, ethnic, language-minority, and socio-economic groups are identified. Due to the online nature of the school, student demographics are not as visible as it is in a brick and mortar school. Students are not required to turn on their videos during live lessons. Teachers develop lessons based on the students’ academic needs, not on the demographics of the students. State data reports are analyzed to determine student subgroups that are underperforming their peers.
Describe strategies for increasing educational opportunities and performance for students in groups identified for the school.
The school utilizes data to dynamically examine the academic data of student groups. The resulting data conversations provide a basis for recognizing and taking deliberate steps toward closing the growth and proficiency gaps that exist among student subgroups
What professional development might be necessary for staff to work effectively in cross-cultural situations?
As part of the CNA/SIP process discussions are occurring around the potential of providing teachers and
students training on diversity, the impact of poverty on students, and trauma informed care. These are
viewed as levers for increasing empathy school wide, as well increasing our capacity to connect and build
relationships with our students.
What curriculum materials are used to ensure all students’ cultural differences are recognized and appreciated? Teachers receive training prior to school starting and also have the opportunity to continue the training monthly. Moving forward, specific focus will be given to provide teachers with experiences to learn about students’ cultures. Additional focus will also be given to provide teachers with culturally relevant resources needed to ensure aspects of students’ cultures are incorporated into instruction. This will act to increase the connection students are able to make to the content and recognize the relevance it has to their lives.
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Core Element 8: Review Attendance [Required for all]
Reduction of absenteeism is a top priority for Indiana schools. Students are considered chronically absent when they are not in attendance for ten percent of the school year. This equates to approximately 18 days of school.
Number of students absent 10% or more of the school year.
Last year: 1352 Two Years Ago: 1245 Three Years Ago: 1345
What may be contributing to the attendance trend? Attendance is unique for our school. We are always looking to improve tracking of attendance. Since our students do not sit in a classroom, attendance is taken through lesson completion. We have a well-defined process in place for K-12 students.
What procedures and practices are being implemented to address chronic absenteeism?
In order to more proactively address chronic absenteeism, the school will begin to track “improving attendees” beginning the 2020-2021 school year. The state definition of an improving attendee (i.e., any student with an increase of 3% in attendance from the prior school year) will be utilized. This will provide the opportunity to monitor attendance as a proactive plan to reduce chronic absenteeism.
If procedures or practices to reduce chronic absenteeism are in place, how are the results monitored?
See previous answer
Best Practice/Requirements Self-Check Yes/No X
The school has and follows a chronic absence reduction plan. Yes No
A multi-tiered system of supports (MTSS) is in place to identify and help the academic, behavioral, and/or social emotional needs of chronically absent students. Yes No
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Core Element 9: Parent and Family Engagement [Required for all]
How does the school maximize family engagement to improve academic achievement? Caregivers are Learning Coaches for students. They play a very important role in the virtual educational setting. Caregivers are more heavily involved in our setting than traditional brick and mortar schools. We have a school wide expectation to contact all caregivers at least three times a year with a set schedule so caregivers know when we will be calling. Caregivers are cc’ed to every email sent to students.
In what ways are parents/families able to express ideas, concerns, and/or suggestions? Connections Academy annually conducts surveys for all students and caregivers. The survey results are shared with stakeholders and inform the leadership team on ways to improve communication with families. At the beginning of each year, caregivers participate in a live lesson so they get the experience of what students will be doing during the school year and to also ask questions. We also have a course feedback star rating system that allows caretakers the opportunity to provide feedback on our lessons and units.
In what ways does the school involve parents/families to maintain or increase high levels of student attendance? Due to the online learning environment, attendance is earned 1 of 3 ways, logging into the LMS each school day, engaging in synchronous conversations or Live lessons with school staff and completing daily lessons on-time. We employ thresholds for notifying families of unexcused absences. Students that have unexcused absences of 1-2, 3-5, 6-9 and 10+ days receive a combination of automated calls and webmail/mail letters to their caregiver. In addition to course contacts, all Homeroom Teachers make contacts at least 2 times a month with students and caregivers. Students can participate in live lessons every week. Part of our charter school model is that students have the flexibility to learn throughout the day and evening, unlike traditional brick and mortar schools.
How do teachers and staff bridge cultural differences through effective communication? To meet the needs of our non-English speaking parents, school communications are delivered in both English and Spanish. Moving forward, the school will be engaging in cultural competency PD opportunities to further enhance the school’s ability to communicate cross-culturally.
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Core Element 9: Parent and Family Engagement [Title I Schoolwide
only]
The following is specific to Title I Schoolwide Programs.
Describe strategies used to increase parental involvement.
INCA is committed to providing high-quality and ongoing professional development for both parents and staff to improve instruction and drive toward proficiency on state academic standards and how to involve parents in that process. Training includes sessions focused on communicating and working effectively with parents/families, how to develop personalized learning plans and individualized instructional programs, including communication with parents regarding instruction and assessments and how on staff can work virtually and collaboratively in the best interest of each student. During the school year, teachers and parents communicate regularly via email, telephone and web conference. Teachers are required to formally conference
with parents regularly. In addition, parents are directly involved in checking daily student work for completeness and may view student grades and other
progress indicators in real time.
How does the school provide individual academic assessment results to parents/guardians?
During the school year, teachers and parents communicate regularly via email, telephone and web conference. Teachers are required to formally conference with parents regularly. In addition, parents are directly involved in checking daily student work for completeness and may view student grades and other progress indicators in real time.
Parents see, in real time, an indicator of whether his/her student is on track and making adequate progress. Students not on track are identified as “approaching alarm” or on “alarm” if and when certain thresholds are reached related to completion of lessons, attendance, contact with the teacher, and/or submission of required assessments or portfolio assignments. The school contacts the parent of any student in “alarm” or “approaching alarm” by webmail, and when on alarm, by certified mail and/or telephone, to discuss issues impeding the student’s progress and to discuss strategies for getting back “on track.” Parents have multiple opportunities to shape the overall school experience. They can volunteer to chaperone student field trips and assist with student activities, serve on the school’s Board of Directors as well as participate in Title 1 planning meetings.
How does the school involve parents in the planning, review, and improvement of the schoolwide plan?
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INCA’s schoolwide plan, including the Parent and Family Engagement Policy/Plan and Compact, is updated annually based on feedback from parents, students, faculty, administrators, senior leadership, and the Board of Directors. At least one meeting of the Title Planning Committee occurs annually, to which parents are invited to participate via mail, email, website, and newsletters. Documentation includes sign-in sheets, agendas, meeting minutes, emails, and returned plans with comments. The school conducts, via a third-party, an annual survey each year that allows parents and students to provide input on the school’s program, policies, and procedures. Parent input is examined and considered from these surveys. All inputs are provided to the school leadership who then updates the schoolwide plan. Parents are also invited to serve on the Board of Directors.
Core Element 10: Provision for Secondary Schools [Secondary
schools only]
How do course offerings allow all students to become eligible to receive an academic honors diploma?
The Director of Counseling leads the team who advises students to pursue honors courses. The courses are open to all students. They advise students who are exceeding expectations in their courses to take the mandatory courses required for an academic honors diploma.
How are all students encouraged to earn an Academic Honors Diploma or complete the Core 40 curriculum?
Students can enroll in their program to receive a technical honors diploma. Indiana Connections Academy offers courses to all students aligned to the Academic Honors Diploma and the Core 40 Curriculum.
How are advanced placement, dual credit, international baccalaureate, and CTE opportunities promoted?
Indiana Connections Academy offers many dual credit, AP, IB and CTE opportunities. Indiana Connections Academy has a sister school, Indiana Connections Career Academy (INCC). INCC offers CTE opportunities for students. INCA has partnered with several universities to offer dual credit and AP courses (see school profile for a list of courses and partner universities).
Graduation rate last year: 61% Percent of students on track to graduate in each cohort: 2024, 100%;
2023, 51%; 2022, 61%; 2021, 76%
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Core Element 11: Provision for Title I Schools Operating a
Schoolwide Program
This section applies only to schools that receive Title I funding and operate a Schoolwide Program
Describe how your school coordinates and integrates Federal, State, and local funds and resources, such as in-kind services and program components.
INCA expects to receive funding for Title I, Part A; Title II, Part A, Title VI, Part B IDEA and NESP and High Ability funding for the 2019-2020 school year. Coordination of activities is handled by the school principal in concert with the school’s leadership team, Title I planning committee, the director of federal programs support, the school’s financial team, and senior leadership. Spreadsheets are maintained, e.g., to ensure that spending on a particular item or person is not duplicated. In addition, required documentation is maintained at the school site. Finally, in terms of the activities, goals, and objectives encompassed within each plan/funding category, the involvement of the senior management, school administration, and planning committee will ensure that all activities are consistent with the school’s goals and mission. After ensuring that each funding resource is used as allowed, the funding resources will then be allocated based on academic needs. Funds for instructional programming and services will be coordinated with other funds to the extent possible. Local, state, and federal funds (such as Title I, Title IIA, Title III, Title IVA, and IDEA will be considered.
Provide a list of programs that will be consolidated under the schoolwide plan (if applicable).
We understand the opportunity to consolidate funds and decline to do so at this time. We will ensure coordination of resources, programming, and services among local, state, and federal resources.
Describe the school’s plan for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program.
INCA does not serve Pre-K students. But when entering kindergartners seek enrollment, Enrollment and school staff work with those families to ensure a smooth and successful intervention. This begins during Enrollment when, as part of the application process, the school and Enrollment staff work with parents of incoming students to determine the appropriate grade level placement for each child. Students identified as potentially working significantly above or below grade level take a placement test. Staff are also available to counsel parents that the online environment is a good fit for their child and answer questions about the school. INCA is building a partnership with Head Start FDS to help families transition into this learning environment.
Describe strategies used to attract high-quality teachers to your school and/or district. Examples could include: Mentoring and induction programs; recruitment incentives; high-quality professional development; partnerships with teacher preparation programs; and, career pathways for teacher leaders.
Indiana Connections Academy offers a highly innovative and exciting place to work for ambitious and talented teachers. Teachers’ suggestions, input, and ideas are all considered and we are able to work with teachers to ensure that they and their students are functioning at their highest levels.
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Teachers are drawn to the highly individualized nature of our learning/teaching model; it allows them to focus their direct attention on teaching students. As an employee, teachers are also able to earn merit pay increases each school year based on student performance goals and attainment of overall school goals. We also have a “Career Ladder” model which allows teaching/instructional staff to apply and complete for leadership roles both on campus and across our network of schools. Attainment of a “Career Ladder” position allows a teacher to remain in their current role, plus add on additional responsibilities as defined by the Principal and school network.
Provide a list of all instructional staff. Include licensure/certification and current class/subject areas being taught. To provide this information, you may
include a link, attach the information to this document, or list the information in the table below
Staff Name Licensure/Certification Assigned Class/Subject
See attached list
SECTION B: Needs Assessment
Every school is required to address the learning needs of all students, including programs and services for exceptional learners (special education and high
ability). Below is a list of possible sources of data to help evaluate your school’s current performance in the steps below. Schools are not required to use
each of these, but data must be used in determining where improvement is needed immediately. This information is necessary when performing the Gap
Analysis and Root Cause Analysis. Mark “X’ next to each source of data used in the following steps and attach or link the data reviewed for this plan.
General Academic and Schoolwide WIDA Special Education High Ability
X Statewide Assessments Individual Learning Plans (ILPs) IAM Assessment Aptitude Assessment (e.g. CogAT)
Districtwide Assessments X Performance Gap Data Individual Education Plans (IEPs) Current High Ability Grant
X Assessment by Student Group ESL Staff Training X Performance Gap Data X Performance Gap Data
X Common Formative Assessments Service Delivery Model Special Education Training for Staff High Ability Training for Staff
PSAT/SAT/ACT Assessments X Federal (ESSA) Grade for Group Approved Testing Accommodations Service Delivery Model
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Dyslexia Screening Data Current Title III Grant X Federal (ESSA) Grade for Group
X Common Formative Assessments Parental Involvement IEP Compliance Report
X Attendance Reports – general and by student groups
WIDA Special Education Staff Assignments
X Survey of Students, Staff, Parents, and/or Community
Be sure there is no personally identifiable information for students in any/all linked/uploaded data.
Staff Attendance
Step 1: Review Potential Issues from the Core Elements
In this section, the committee should begin reviewing the information from the core elements in
Section A. Look back at the information in Section A. If there were items checked (X) for further
discussion, note them below and discuss them considering the following two questions:
Do these issues significantly impact our current school goals as strengths or problems?
Do these issues present significant strengths or problems not already addressed by goals in
our current school improvement plan?
If there is an issue that fits one of the above, note the issue and consider it when determining whether
to conduct a Gap Analysis.
Step 2: Evaluate Progress on Current School Goals
If there is evidence that current school goals are priorities where improvement is needed immediately,
schools should continue working toward meeting these goals. The section below is a brief review of
current goals. This is intended to help you decide if these goals should continue to be the focus of
improvement efforts. To analyze the progress of current goals and look for any gaps in performance, the
committee should use a variety of data. Schools with identified underperforming student groups must
analyze data about these groups, including but not limited to: assessment, attendance, and behavior.
All schools are required to consider the needs of exceptional learners (special education and high ability)
using data to assess their progress.
Review current goals using data referenced above. Current goals may need to be modified based on
your findings. This is done in the Goals section.
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Goal 1
Measurable outcome met? Yes No
Indiana Connections Academy student retention rate will increase to 85% by June 2020.
If the goal was met, how will the school further improve or sustain this level of performance?
N/A
If the goal was not met, explain why.
The school had an 80.4 retention rate. While this is an improvement from the year’s past, we need to
continue working on retaining students at all grade levels.
If the goal was not met, should the school continue to work toward this goal? Yes No
Goal 2
Measurable outcome met? Yes No
By June 2020 state math proficiency rates for grades 3-8 and 10 will meet or exceed the state average.
By June 2020 math pass rates for students in grades K-5 will be 90%.
By June 2020 math completion rates for students in grades 6-12 will be 85%.
If the goal was met, how will the school further improve or sustain this level of performance?
N/A
If the goal was not met, explain why.
Due to COVID-19, state assessment data is not available.
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If the goal was not met, should the school continue to work toward this goal? Yes No
Goal 3
Measurable outcome met? Yes No
On the 2019-2020 IDOE Report Card, the Graduation Indicator will increase from 57.6% to 61%.
If the goal was met, how will the school further improve or sustain this level of performance?
If the goal was not met, explain why.
State Report Card is embargoed for 2020.
If the goal was not met, should the school continue to work toward this goal? Yes No
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SECTION C: Analysis
Step 1: Conduct a Gap Analysis
A Gap Analysis is a procedure for determining needs by highlighting differences between a school’s desired performance and its actual performance.
Data about the school’s current performance should drive discussions about these differences. In Sections A and B, the committee analyzed the school’s performance in a number of areas. This
included core elements of the school and current school goals. For the first column the committee should consider two questions:
1) Are our current goals still areas where improvement is needed immediately?2) What concerns did we find when studying the core elements that might be serious enough to need
improvement immediately? Now the committee will conduct a Gap Analysis to identify the most significant barriers to the school’s success.
Here’s an example of how a committee member might explain the gap analysis process:
During our discussion about the core elements we felt student misbehavior has gotten worse. If that’s the case, it is counter to what we believe. We are committed to providing all students with a safe and disciplined learning environment. We want to find out if discipline is a real problem based
on data. We’ll state our commitment about a safe environment in the 1st column. It is not a current goal, so we'll put “No” in the 2nd column. We’ll collect discipline data and summarize our findings in the 3rd column. We’ll compare what we’re committed to regarding student safety with what the data shows. We’ll state our finding in the 4th column. If there is a significant difference between what we are committed to and what is actually happening, we’ll consider this a gap and put a check in the 5th column. Lastly, we’ll compare this with other gaps we found on this chart. We’ll prioritize these in the final (6th) column (rank your priorities).
GAP ANALYSIS TEMPLATE
Desired Performance Indicators
Based on Prioritized
Goals/Characteristics
Part of
Current
Goal?
Actual Performance
Based on School Data
Brief Description Comparing Current
Performance to Desired Performance Gap Priority
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All students demonstrate one or more
academic year’s growth as determined
by state assessments. Further, those
students who were previously DNP will
achieve high growth to ensure
achievement gaps are progressively
reduced over time.
Yes No
On average, 59.3% of students have
demonstrated low growth on the MATH
test over the last 3 years. On average,
20.8% of students have demonstrated high
growth on the MATH test over the last 3
years. Over the last 2 years, the percentage
of students in low growth for MATH has
decreased by 9.8.
State assessment data indicates an increase in
students receiving low growth in both ELA and
Math. Ensuring adequate levels of academic
growth is central to our desire that all our
students reach their greatest individual
potential and have the opportunity to achieve
success both inside and outside the wall of our
building.
X 1
All students will reach grade level
proficiency in meeting the demands of
the Indiana Academic Standards as
determined by formative, interim, and
summative (e.g., ILEARN) assessments.
Yes No
An analysis of three-year trend data reveals
a low percentage of students are achieving
proficiency in ELA and Math. On average,
27.7% of students have passed the Math
test for the last 3 years. In the last 2 years,
Math has had a -7.3 percentage points
change. On average, 58.0% of students
have passed the ELA test for the last 3
years. In the last 2 years, ELA has had a -8.6
percentage points change. Students have
achieved higher pass rates in ELA than
Math by 30.3% on average over the past
three years.
We are committed to ensuring all students are
progressively moved to being on grade level. We
recognize that ILEARN results from the 2018-
2019 school year provide a base level from
which we are determined to improve.
X 2
All students will meet the graduation
pathways requirements within four
years. All students will be college and
career ready as determined through the
state accountability model.
Yes No
Two-year federal graduation rate is 60.92%
for 2019 and 49.21% for 2018. Two-year
state graduation rate is 61.43% for 2019
and 49.79% for 2018. The graduation rate
was 49.48 in 2019. Three-year attendance
rate is 90.84% for 2018-19, 91.43% for
2017-18, and 89.57% for 2016-17. The four-
year graduation rate for the 2018-19 school
year per the federal report data is 49.2%.
The strength of diploma is calculated for
INCA at 25.7%, therefore receiving 36.61
points.
Our attendance rate for the 2018-19 school year
was 90.8%, down from 91.4% in 2017-18. Even
though our graduation rate has increased over
the past years, while our College and Career
Readiness is 16.7%, down from 21.2% the
previous year. X 3
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All students are engaged in a learning
community that not only fosters their
academic achievement but also ensures
the development of dynamic and
applicable social-emotional skills. All
students receive the individualized
supports they need in an equitable and
culturally responsive educational
environment.
Yes No
On average, 15.3% of students in the Black
subgroup have passed the Math test for the
last 2 years. On average, 46.2% of students
in the Black subgroup have passed the ELA
test for the last 2 years. On average, 24.9%
of students in the Multiracial subgroup
have passed the Math test for the last 2
years. On average, 51.7% of students in the
Multiracial subgroup have passed the ELA
test for the last 2 years. On average, 16.2%
of students in the Special Education
subgroup have passed the Math test for the
last 2 years. On average, 30.2% of students
in the Special Education subgroup have
passed the ELA test for the last 2 years.
Indiana Connections Academy currently is
identified as TSI for low performing student
groups in Black, Multiracial, and Special
Education. However, we are devoted to equity
in education and in closing achievement gaps.
As such, we have identified two of our lowest
performing student groups (e.g., SPED and
African American) for targeted intervention and
support.
X 4
List the top 3 or 4 on the next page in the column, Identified Priorities from Previous Chart.
Step 2: Conduct Root Cause Analyses
Based on review of data from the Gap Analysis, list at least 3 priorities where improvement is needed
immediately in the chart below. Schools classified at TSI/ATSI should consider priorities pertaining to the
underperforming groups for which they have been identified.
Determine the root cause(s), or underlying cause(s), for the gaps in the prioritized areas.
A Root Cause Analysis is a process for determining underlying causes for problems. The recommended
tool for this is 5-Whys. An illustration of this process is found HERE. Although conducting a root cause
analysis is required, schools may use any recognized method/tool of their choice. CSI and TSI/ATSI
schools must attach documentation of their root cause analysis (e.g. Word/Google document, pdf,
photo of wall chart, etc.).
Identified Priorities from Previous Chart List Root Cause(s)
1- Academic Growth Please see Appendix H for a detailed cause map that identifies the
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components of this focus area’s root cause.
2- Academic Proficiency Please see Appendix H for a detailed cause map that identifies the components of this focus area’s root cause.
3- Graduation Rate Please see Appendix H for a detailed cause map that identifies the components of this focus area’s root cause.
4-Low Performing Student Groups (Black, Multiracial, and SpecialEducation)
Please see Appendix H for a detailed cause map that identifies the components of this focus area’s root cause.
Write your Goal(s) from these.
Develop strategies from these.
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SECTION D: School Improvement Plan and Professional
Development Plan
The school improvement and professional development plans are developed once immediate needs
are identified. The plans are developed from these needs and are the filter through which most
decisions are made. The school improvement plan and professional development plan drive all aspects
of continuous improvement efforts for the school.
1. Develop school improvement plan goals from the identified priorities. Based on your
review of data, goals may be:
a. A continuation of existing goals and/or
b. New goals, based on areas where improvement is needed immediately.
2. Develop a professional development plan, basing professional development goals on:
a. Strategies in the school improvement plan;
b. Other areas, apart from the improvement plan, where professional
development is a priority.
3. Identify and note possible funding sources from local, state, and federal resources that
may support the plan(s).
Possible Funding Sources
Title IA Title II Title III Title IV School Improvement (SIG)
McKinney-Vento High Ability Early Literacy Twenty-first Century After School Program Rural and Low Income Schools
General funds Head Start NESP IDEA Alternative Education Funding, IDOE
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School Improvement Plan
Using the Goal Template Goals
Are a result of identified priorities (where improvement is needed immediately)
Are based on a 3-year plan, starting with the current year (Goal 1) and followed by succeeding years (“Yr
2” and “Yr 3”).
Evidence-Based Strategy
A strategy is a specific plan of action to accomplish a goal. Strategies must be supported by evidence
considered to be strong or moderate. Find out about evidence-based interventions HERE. In the school
improvement plan, check if professional development is needed to successfully implement the strategy.
These activities may be replicated and expanded on in the professional development plan.
Strategy Action Steps
Action steps are specific actions necessary to implement a strategy. In the template, schools may have
more or less than four (4) action steps. Space is provided for four. Add additional steps if needed.
GOAL 1
Throughout the 2020-2021 school year Indiana Connections Academy school will engage in interconnected professional learning cycles intended to improve core instruction as indicated by.... *5.9% increase in students achieving proficiency in ELA *9.6% increase in students achieving proficiency in Math *8.7% decrease in students achieving low growth ELA *13.1% decrease in students achieving low growth Math *9.2% increase in students achieving high growth ELA *10.5% increase in students achieving high growth Math
Engage teachers in job embedded training specific to research-based high yield instructional strategies (ex. high expectations, effective feedback, literacy development, and math reasoning)
Aug. 2020-Jun. 2021 Building leadership and academic coaches
Live Lesson observations indicate fidelity of implementation of evidence-based instructional best practices
Action Step 2
Develop an electronic observation tool specific to the training teachers have received
Aug. 2020-Sept. 2021 Building leadership and academic coaches
The administrative leadership team can efficiently utilize the observation tool. The initial data indicates inter-rater reliability.
Action Step 3
Conduct observations of Live Lessons that result in teachers receiving non evaluative formative feedback.
Sept. 2020-Jun. 2021 Building leadership
Teacher surveys indicate feedback is viewed as formative and beneficial to improving instructional practices.
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GOAL 2
Throughout the 2020-2021 school year Indiana Connections Academy school will engage in the refinement of curriculum to ensure all core curricular elements are included in every unit of study as indicated by.... *5.9% increase in students achieving proficiency in ELA *9.6% increase in students achieving proficiency in Math*8.7% decrease in students achieving low growth ELA *13.1% decrease in students achieving low growth Math*9.2% increase in students achieving high growth ELA *10.5% increase in students achieving high growth Math
Rajotte, T., Marcotte, C. and Bureau-Levasseur, L., 2016. Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Temiscamingue. Universal Journal of Educational Research, 4(10), pp.2374-2379.
Rubie-Davies, C., Peterson, E., Sibley, C., & Rosenthal, R. (2014). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85. doi: 10.1016/j.cedpsych.2014.03.003
Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33(3), 378-398.
Pekrun, R., Cusack, A., Murayama, K., Elliot, A., & Thomas, K. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning And Instruction, 29, 115-124. doi: 10.1016/j.learninstruc.2013.09.002
Engage instructional leadership in aligning maps with existing curriculum resources
Oct. 2020-Nov. 2020 Building leadership and academic
ELA and Math curriculum maps will be refined and finalized and ready to be
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coaches implemented.
Action Step 2
Collaborate with instructional leadership to ensure maps contain culturally relevant materials and ELL supports
Oct. 2020-Nov. 2020 Building leadership and academic coaches
Live Lesson observations will reveal increased levels of student engagement.
Action Step 3
Engage the entire staff in understanding the core curricular elements of an effective interdisciplinary curriculum.
Nov. 2020-Dec. 2020 Building leadership and academic coaches
Teachers will be able to implement the newly created curriculum maps and positively impact student outcomes.
Action Step 4
Utilized formative assessments and proficiency scales to determine master of the priority standards.
Oct. 2020-Jun. 2021 Building leadership and academic coaches
Data will be used to determine where each student is at in their learning of the priority standards
Action Step 5
Model, engage, and monitor PLCs to ensure reflection and continuous improvement
Oct. 2020-Jun. 2021 Building leadership and academic coaches
PLC forms are being utilized and reviewed
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GOAL 3
Indiana Connections Academy will demonstrate an increased graduation rate, as well as improve current attendance rate of 90.8%, throughout the 2020-2021 school year in order to increase participation in instructional time according to the following increments:
▪ SY 2020-2021: 10% increase in graduation rate; attain a 95% attendance rate▪ SY 2021-2022: 15% increase in graduation rate; attain a 95% attendance rate▪ SY 2022-2023: 20% increase in graduation rate; attain a 95% attendance rate
Data Checkpoints (dates) September January April
Evidence at Checkpoints Attendance rate and course completion
Attendance rate and course completion
Attendance rate and course completion
Evidence- Based Strategy 1
Rumberger, R., Addis, H., Allensworth, E., Balfanz, R., Bruch, J., Dillon, E., Duardo, D., Dynarski, M., Furgeson, J., Jayanthi, M., Newman-Gonchar, R., Place, K., & Tuttle, C. (2017). Preventing drop- out in secondary schools (NCEE 2017-4028). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://whatworks.ed.gov.
Develop a core design team to lead the development of the Graduation Profile.
Oct. 2020-Dec. 2020 Building leadership and Guidance Department
By December 2020, leadership and guidance staff will have developed a systematic approach for the creation of graduation profiles.
Action Step 2
Collaboratively construct graduation profiles that directly connect schoolwork to postsecondary goals.
Oct. 2020-Dec. 2020 Building leadership and Guidance Department
By December 2020, leadership and guidance staff will have developed a systematic approach
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for the creation of graduation profiles.
Action Step 3
Engage staff in professional learning pertaining to cultural competencies, specifically intergenerational poverty, and how it correlates with student performance.
Oct. 2020-July 2020 Building leadership and Guidance Department
By December 2020, staff at INCA will incorporate culturally competent approaches in their instructional framework to promote student engagement and maintain high expectations for all students.
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Professional Development Plan
Professional development and training are not the same. Training involves a short-term goal that has an
immediate impact on some aspect of a job, such as learning to use an on-line gradebook or attendance
program. Professional development is career focused, and impacts a worker’s effectiveness in
performance. Development occurs over time and requires job-embedded coaching and collaboration.
Write professional development goals below. These should connect with and support the school improvement
plan.
Professional Development Goal 1
Indiana Connections Academy instructional staff will engage in professional learning cycles in order to ensure the existence of high-quality core instruction. Specific focus will be given to ensuring high expectations, literacy develop across content areas, and mathematical reasoning. Additionally, tiered supports will be developed to serve new teachers, emergency permit teachers, and teachers that are on improvement plans.
Linked SIP Goals
Yes No
Possible Funding Source(s) Local, state, or federal funds such as but not exclusive Title I, Title II, Title III, Title IVa, SIG funds
Evidence of Impact
-Classroom observation data indicates teachers are utilizing newly learning instructional best practices.-A system for conducting non evaluative formative walkthroughs that results in teachers receiving the feedbackthey need to authentically implement instructional best practices is created and utilized.-Summative teacher evaluations for new teachers, emergency permit teachers, and teachers on improvementplans indicates improving instructional practices.-Student growth and achievement improves and the year 1, 2, and 3 measurable objectives detailed in GOAL 2are met.
Plan for coaching and support during the learning process: Data from classroom assessments, interim assessments, and instructional observations will be collaboratively analyzed to ensure targeted and individualized follow-up supports are provided as they are identified.
How will effectiveness be sustained over time? ● Teachers will be encouraged to collaborate concerning implementation of instructional practices.● Opportunities will be provided to teachers for peer observations.● Academic coaches will work with teachers to refine practices and ensure job embedded support is continually provided.
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Professional Development Goal 2
In order to increase the level of content taught, the knowledge and skills teachers bring to instruction and student engagement the leadership and teachers of Indiana Connections Academy will receive training through the 2020-2021 school year to assist in the implementation of newly adopted/created curriculum resources.
Linked SIP Goals
Yes No
Possible Funding Source(s) Local, state, or federal funds such as but not exclusive to Title I, Title II, Title III, Title IVa, SIG funds
Evidence of Impact
-Classroom observation data indicates fidelity of implementation of curriculum maps, literacy-based assessments, and units of study. -An assessment audit indicates increased levels of DOK, metacognition, and student writing. -Student growth and achievement improves and the year 1, 2, and 3 measurable objectives detailed in GOAL 1 are met.
Plan for coaching and support during the learning process: A technical assistance provider will be chosen to assist the school in the creation and implementation of newly adopted and/or created curriculum resources. Emphasis will be placed on ensuring any training also includes job embedded follow-up supports. Specifically, non-evaluative observations that result in teachers receiving formative feedback will be utilized in ensure continuous reflection and improvement
How will effectiveness be sustained over time? ● Aspects of the trainings will be included in the new teacher onboarding process ● A PDSA cycle will be flowed and continually reviewed, revised, and updated. ● Processes will be created to routinely address the curricular resources within teacher team meetings.
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Professional Development Goal 3
Indiana Connections Academy staff will engage in a cycle of professional learning to develop a Graduation Profile that identifies the key knowledge, skills, and dispositions that will serve as the compass for school and system redesign of the educational experience for students as they progress through their grad pathways. Through this process, INCA staff and students will define the key competencies learners will develop as they progress through their academic coursework. Upon completion of the Graduation Profile, INCA staff will engage in a cycle of professional learning to develop their cultural competency. Through this process, INCA staff and students will develop common language regarding diversity in order to foster positive relationships and embed culturally responsive instructional practices in all aspects of student learning.
Linked SIP Goals
Yes No
Possible Funding Source(s) Local, state, or federal funds such as but not exclusive to Title I, Title II, Title III, Title IVa, SIG funds
Evidence of Impact
● Increased attendance rates for all students
● Increased graduation rates and grad pathway success
● Higher levels of authentic student engagement
Plan for coaching and support during the learning process: A technical assistance provider will be chosen to assist the school in the creation and implementation of the Profile of a Graduate and diversity training. Emphasis will be placed on ensuring any training also includes job embedded follow-up supports. Specifically, non-evaluative observations that result in teachers receiving formative feedback will be utilized in ensure continuous reflection and improvement.
How will effectiveness be sustained over time? ● Profile of a Graduate will be used to communicate key knowledge, skills, and dispositions to all stakeholders.
● Aspects of the diversity trainings will be included in the new teacher onboarding process.
● A PDSA cycle will be flowed and continually reviewed, revised, and updated.
Certified Staff
Name Assignment License/Certification Name Assignment License/Certification
Alexander, Denver H. Teacher - Secondary Teaching Certificate Clark, Elyse Teacher - Special Ed Teaching Certificate
Amber, Esther E. Teacher - Special Ed Teaching Certificate Clark, Jennifer P. Teacher - Special Ed Teaching Certificate
Andrick, Thomas A. Asst Principal I Administrative Credential Clay, Angela K. Teacher - Elementary Teaching Certificate
Andrick, Thomas A. Asst Principal I Teaching Certificate Conway, Mary K. Teacher - Special Ed Teaching Certificate
Anker, Ashley A. Teacher - Elementary Teaching Certificate Cook, Tiffany B. Teacher - Elementary Teaching Certificate
Azbell, Amber R. Intervention Specialist Teaching Certificate Cooper, David S. Teacher - Secondary Administrative Credential
Bain, Kathleen N. Teacher - Secondary Teaching Certificate Cooper, David S. Teacher - Secondary Teaching Certificate
Baker, Gregory C. Teacher - Secondary Teaching Certificate Craig, Ashley A. Teacher - Elementary Teaching Certificate
Baker, Gregory C. Teacher - Secondary Teaching Certificate Crenshaw, Christopher E. Teacher - Secondary Administrative Credential
Beavers, Brooke M. Asst Principal I Administrative Credential Crenshaw, Christopher E. Teacher - Secondary Teaching Certificate
Beavers, Brooke M. Asst Principal I ESL/ELL Endorsement Croddy, Nicole D. Teacher - Secondary Teaching Certificate
Beavers, Brooke M. Asst Principal I Teaching Certificate D'Ettore, Nicole C. Teacher - Secondary Teaching Certificate
Beck, Leslie School Counselor Teaching Certificate Dailey, Lisa E. Teacher - Advisory Teaching Certificate
An assessment tool to help teachers understand students’ academic strengths and
weaknesses. LEAP assessments are aligned with established standards, objectives, and
curriculum. LEAP Basics:
● Tests taken up to three times per school year
● Track student progress on subject area content aligned to the grade-level curriculum
● Math assessments for grades K – 2
● Language arts assessments for grade 2
State Required Assessments
IREAD-3
ILEARN
ISTEP+ for Grade 10
Summary of Academic Intervention and Enrichment Programs
Students in grades K-6 who do not meet benchmark scores in reading and math are provided
interventions. Interventions look different at each level and are designed to meet the individual
student needs. In the elementary school, teachers provide small group and
individual instruction for students in math and reading. Students are progress monitored
either weekly or every two weeks depending on their tiered instruction. In grades 6-8, a math
interventionist works with the math team to identify students needing additional supports. The
interventionist provides individual and/or small group instruction depending on the needed
skills. Those students are also progress monitored either weekly or every two weeks.
Dual Credit Courses∫ Available via Ivy Tech
● English Comp (ENG 111)
● Intro to Literature (ENG 206)
● Finite Math (MATH 135)
● Pre-Calculus (MATH 136)
● Trigonometry (MATH 137)
● Surv of Amer Hist II - US History (HIST 102)
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Available via Indiana Tech
● Foundations of Business (BA 1200) **
● Principles of Management (BA 2010) **
● Foundations of Communication (COMM 1250) **
● Public Communication ( COMM 140 0) **
● Intro to Psychology (PSY 1700)
● Human Growth and Development (PSY 1750) **
● American Government (SS 1110) **
● Intro to Sociology ( SS 2800 )
● English Composition I (ENG 1252)
● English Composition II (ENG 1272) **
** Denotes new courses offered beginning with 2019-2020 SY
Was offered via Ball State
● Intro to Theater (THEA 100)
● Fundamentals of Human Health (HSC 160)
● Physics (PHYC 110)
● Introduction to Computer Science (CS 110)
● Early Childhood Development (EDPS 254)
● Intro to Social Work (SOCW 100)
● Fundamentals of Public Communication (COMM 210)
● Statistics (MATH 181)
The BSU courses above will be accepted for dual credit if our student enrolls in them
independently, but INCA will not be actively endorsing BSU courses beginning in 19-20 SY
AP Courses: Biology, English Language, English Literature, Calculus AB, Calculus BC
List of Other Programs for Students (Schoolwide or Targeted to Specific Groups of Students)
ELL: We provide pullout, direct services using the SIOP model for students who have not
attained English proficiency. We monitor students who have been identified as proficient in
English for two years. We ended the school year with 53 students receiving direct EL
instruction and 11 students in the monitoring phase.
Child Find: We identify students with medical, mental health, social/emotional, or academic
needs. We determine if further evaluation is needed for either a 504 Plan or IEP. We
evaluate and determine eligibility.
504: We identify students with significant medical and mental health needs, determine the
appropriate accommodations needed, and monitor the implementation of those
accommodations. At the end of the 18/19 school year, we had 265 students with 504 Plans.
IEP: We evaluate students to determine eligibility for special education. If determined to be
eligible by a Case Conference Committee, an IEP is developed, services and
accommodations are implemented. As students with IEPs enroll at our school, we hold move
in conferences to determine how to best meet the students’ needs in the virtual environment.
At the end of the 18/19 school year, we had 817 students with IEPs.
Peer Tutoring: National Honor Society members held weekly peer tutoring sessions.
Students were invited to attend in order to receive academic assistance from one of these
members. Students also are invited to be tutors through our partner-school (iNaCA).
Raise.me: $20,499,014 in pledged scholarships to students 9th - 12th Grade
51
Summary of Teacher and Staff Recruitment, Selection, Induction, and Retention Strategies
Indiana Connections Academy uses staffing committees to recruit new talent. Open positions
are posted on multiple websites including the local IDOE job bank. Human resources reviews
resumes and refers candidates that best match the job description to the hiring manager.
Virtual interview questions are sent to candidates as a prescreener to the actual interview. A
committee that consists of career ladder teachers and administration conduct a live virtual
interview for candidates that best meet our school needs. At least three candidates are
interviewed for most positions. Once hired the candidate is paired with a master teacher to
begin new hire training. The new hire will remain with their new hire cohort for their first initial
year. They will receive supplemental trainings and touch base meetings with a master teacher
throughout their first school year.
Indiana Connections Academy provides teachers with multiple opportunities to advance their
leadership skills. Career ladder positions are designated for teachers to have additional
responsibilities outside of direct instruction. Professional development workshops are
scheduled to help leaders further develop their leadership skills. Team meetings are held bi-
monthly to discuss leader development for all supervisors at the high school. New
supervisors attend a RISE evaluation training prior to completing staff evaluations.
Indiana Connections Academy is committed to retaining staff. An anonymous survey is
emailed to staff from an outside vendor in the fall and spring semesters. The survey captures
the pulse of staff satisfaction and a report is sent to the school leaders. The results of the
survey is presented to staff after leadership determines action items to address and low
scoring areas.
Summary of Teacher and Staff Professional Learning Opportunities
Indiana Connections Academy offers several levels of professional learning for our staff. We
have trainings and on-boarding specific to the person’s role in the school that are required
each year as well as Professional Learning Series offered for teachers and administrators for
varying levels of their employment. These are allowed to be taken in real time as well as a
multitude of videos offered to staff for personal and professional development. These are
required for all teachers and optional/available to all managers and administrators. We offer
internal professional development throughout the year during all staff meetings and
teacher-led professional development at least once a year at an in-person meeting. The staff
at INCA is encouraged to continue their learning by reimbursement of tuition for college
courses and receives credit for this in their evaluation rubric. Finally, we have a master
teacher at all levels that work with new teachers before school and throughout the year to help
train and monitor new teachers throughout the year. Indiana Connections Academy strives to
promote within the school whenever possible. The
school fosters and environment that is committed to growing teacher leaders.
52
Summary of Teacher and Staff Coaching and Evaluation Model
Recruiting, hiring and retaining a high-quality staff is of the utmost importance to our school.
Educators are encouraged to further their knowledge and practices through internal and
external professional development opportunities. Annually, a day is dedicated to a K-12
all-staff professional development day in which teachers hold sessions and share knowledge,
skills, and practices with others. Supervisors hold regular touch-base meetings with direct
reports. The purpose of these meetings is to build relationships, review teacher data and
practices, and provide feedback. Coaching and support are provided as needed.
Indiana Connections Academy updated its Teacher Evaluation Rubric during the 18-19
school year for implementation in the 19-20 school year. It assesses teacher performance in
the following domains: Demonstrating Core Professionalism, Delivering High Quality
Instruction, Promoting Student Achievement, and Engaging Students and Caretakers.
Demonstrating Core Professionalism includes contributing to school culture, adherence to
school time expectations, following attendance policies and expectations, responding to
student and caretaker inquiries effectively, and collaborating effectively. Delivering High
Quality Instruction includes planning data driven instruction, setting ambitious and
measurable goals, creating standards-based and objectives driven instruction and
assessments, and reflecting on teacher practices. Promoting Student Achievement includes
developing student understanding of content, conducting effective checks for understanding,
promoting active learning, implementing academic interventions, and creating an environment
conducive to academic success. Engaging Students and Caretakers includes building and
maintaining relationships with students as well as building and maintaining relationships with
caretakers.
Summary of Key Family and Community Engagement Strategies
Back to School Picnic
Book Fair
Spring Fling
Prom
Fall Fest
Winter Fest
Graduation
Field Trips- Science Experiences
College Visits
List of Community Partnerships
Raise.Me - Scholarship and Student Motivational Tool
Ivy Tech - Dual Credit Vendor
Indiana Tech - Dual Credit Vendor
Ball State - Dual Credit Vendor
Butler University - Trauma informed training
Susie’s Place
53
Appendix BReport Card Analysis
54
The overall points earned in the accountability system was 57.4 in 2017. It was 65.0 in 2018 and 61.1 in2019. The difference over the last two years in 3.7.
The performance points earned in the accountability system was 40.394 in 2017. It was 42.063 in 2018 and37.77 in 2019. The difference over the last two years in -2.624.
The growth points earned in the accountability system was 75.66 in 2017. It was 80.494 in 2018 and 85.319in 2019. The difference over the last two years in 9.659.
Valu
e
0
20
40
60
80
100
2017 2018 2019
57.4
65.0
61.1
75.66
80.494
85.319
40.394 42.063
37.77
Indiana Connections AcademyELA Characteristic comparison in 2017-2019
Of the 1381 students, there were 54.5% who passed and 45.5% who did not pass. Of the students whopassed, there were 47.3% demonstrated high growth, 20.2% demonstrated standard growth, and 32.4%demonstrated low growth. For the students who did not pass, there were 22.3% demonstrated high growth,26.2% demonstrated standard growth, and 51.5% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 47.3%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who did not pass were in the low growth category with 51.5%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 244 (32.4%)
Standard Growth 152 (20.2%)
High Growth 356 (47.3%)
Pass 752 (54.5%)
Low Growth 324 (51.5%)
Standard Growth 165 (26.2%)
High Growth 140 (22.3%)
Fail 629 (45.5%)
1381 Students
Indiana Connections AcademyELA Proficiency and Growth for 2019
EES Analytics
56
The 10th grade had the highest percentage of students passing. This grade level was 10.6 percentagepoints above the average passing percentage for the school. The 5th grade had the lowest percentage ofstudent passing. This grade level was 12.5 percentage points below the average passing percentage for thebuilding. There is a 23.1 percentage point spread between the highest and lowest passing percentage.
+ If all grade levels were performing at the level of the 10th grade next year, then the building wouldmake significant progress in closing the achievement gap (decreasing the number of students notpassing by half within five years) as they would have a 10.6% increase over current passing rates,which would be 5.9% higher than the projected 4.7% increase needed to be on track to closing theachievement gap.
Indiana Connections AcademyELA Pass Rates (by Grade Level) for 2019
Pass Did Not PassEES Analytics
57
Of the 1384 students, there were 23.1% who passed and 76.9% who did not pass. Of the students whopassed, there were 39.1% demonstrated high growth, 18.1% demonstrated standard growth, and 42.8%demonstrated low growth. For the students who did not pass, there were 18.5% demonstrated high growth,23.9% demonstrated standard growth, and 57.6% demonstrated low growth.
- A high percentage of the students who passed were in the low growth category with 42.8%, thisindicates that these students had less than one-year growth when compared to their academic peers.
- A high percentage of the students who did not pass were in the low growth category with 57.6%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 137 (42.8%)
Standard Growth 58 (18.1%)
High Growth 125 (39.1%)
Pass 320 (23.1%)
Low Growth 613 (57.6%)
Standard Growth 254 (23.9%)
High Growth 197 (18.5%)
Fail 1064 (76.9%)
1384 Students
Indiana Connections AcademyMATH Proficiency and Growth for 2019
EES Analytics
58
On average, 27.7% of students have passed the Math test for the last 3 years. In the last 2 years, Math hashad a -7.3 percentage points change. On average, 58.0% of students have passed the ELA test for the last 3years. In the last 2 years, ELA has had a -8.6 percentage points change. Students have achieved higherpass rates in ELA than Math by 30.3% on average over the past three years.
Perc
ent
0%
20%
40%
60%
80%
100%
Years
2017 2018 2019MATH ELA MATH ELA MATH ELA
ELA Avg 58.0%
MATH Avg 27.7%
31.0%(414) 29.2%
(430) 23.7%(405)
69.0%(920) 70.8%
(1042) 76.3%(1302)
61.6%(812)
60.6%(888) 53.0%
(908)
38.4%(506)
39.4%(577) 47.0%
(806)
Indiana Connections AcademyMATH & ELA Proficiency Comparisons (3-Year Trends) for 2017-2019
EES Analytics
59
On average, 59.3% of students have demonstrated low growth on the MATH test over the last 3 years. Onaverage, 20.8% of students have demonstrated high growth on the MATH test over the last 3 years. Overthe last 2 years, the percentage of students in low growth for MATH has decreased by 9.8. Over the last 2years, the percentage of students in high growth for MATH has increased by 4.2.
On average, 44.4% of students have demonstrated low growth on the ELA test over the last 3 years. Onaverage, 34.6% of students have demonstrated high growth on the ELA test over the last 3 years. Over thelast 2 years, the percentage of students in low growth for ELA has decreased by 8.6. Over the last 2 years,the percentage of students in high growth for ELA has increased by 4.0.
Perc
ent
0%
20%
40%
60%
80%
100%
Years
2017 2018 2019MATH ELA MATH ELA MATH ELA
64.0%(698) 61.0%
(723) 54.2%(750)
17.0%(185) 19.4%
(230)22.5%(312)
19.1%(208)
19.6%(233) 23.3%
(322)
49.8%(536) 43.4%
(508) 41.1%(568)
18.3%(197)
21.2%(248) 23.0%
(317)
31.9%(344) 35.4%
(415)35.9%(496)
Indiana Connections AcademyMATH & ELA Growth Comparisons (3-Year Trends) for 2017-2019
EES Analytics
60
There were 568 students in the low growth category, which accounts for 41.1%. More specifically, of the students who did not passthe previous year, 29.2% fell into the low growth category meaning they fell even further behind their peers by achieving less thanone year of growth.
There were 317 students in the standard growth category, which accounts for 23.0%.
There were 496 students in the high growth category, which accounts for 35.9%. More specifically, of last year’s students who did notpass, 40.4% attained the high growth meaning they gained ground on their peers and achieved more than one year’s growth.
Those students nearest the cut scores (DNP3 and P1) had 39.7% in low growth and 37.0% in high growth. The net growth value(number of high growth students minus low growth students) was -9.
There were 140 students, 10.1% of the total students, who received 0 points on the growth accountability measure. Every studentreceiving a zero substantially impacts your growth calculation and demonstrates that these students are not progressingacademically.
- There were 50.3% of your highest performing students (P3, PP1, & PP2) that fell in the low growth category. This indicatesthese students did not demonstrate at least a year of growth and may not be receiving the exposure to academic rigor andopportunities for enrichment needed to grow academically.
Coun
t
0
50
100
150
200
250
300
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP2
47 48 45
88112 103
81
44
58 5434
44
4248
20
17
65 75
54
70
9271
39
30
Indiana Connections Academy2019 ELA Growth Category by Academic Peer Groups from Previous Year
Low Growth Standard Growth High GrowthEES Analytics
61
There were 750 students in the low growth category, which accounts for 54.2%. More specifically, of the students who did not passthe previous year, 42.5% fell into the low growth category meaning they fell even further behind their peers by achieving less thanone year of growth.
There were 312 students in the standard growth category, which accounts for 22.5%.
There were 322 students in the high growth category, which accounts for 23.3%. More specifically, of last year’s students who did notpass, 28.8% attained the high growth meaning they gained ground on their peers and achieved more than one year’s growth.
Those students nearest the cut scores (DNP3 and P1) had 57.9% in low growth and 21.5% in high growth. The net growth value(number of high growth students minus low growth students) was -462.
There were 316 students, 22.8% of the total students, who received 0 points on the growth accountability measure. Every studentreceiving a zero substantially impacts your growth calculation and demonstrates that these students are not progressingacademically.
- There were 71.8% of your highest performing students (P3, PP1, & PP2) that fell in the low growth category. This indicatesthese students did not demonstrate at least a year of growth and may not be receiving the exposure to academic rigor andopportunities for enrichment needed to grow academically.
Coun
t
0
50
100
150
200
250
300
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP2
107 99 110 103 10290 80
59
8683
4432 28
1814
7
98
64
52
27 30
27
10
14
Indiana Connections Academy2019 MATH Growth Category by Academic Peer Groups from Previous Year
Low Growth Standard Growth High GrowthEES Analytics
62
The average percentage of low growth students for the last 3 years has been 29.9% for students in the bottom 25% group. In the last2 years, the percentage of students in low growth has decreased by 9.8 percentage points for the bottom 25% group. The averagepercentage of standard growth students for the last 3 years has been 29.0% in the bottom 25% student group. The averagepercentage of high growth students for the last 3 years has been 41.1% for students in the bottom 25% group. In the last 2 years,the percentage of students in high growth has increased by 1.2 percentage points for the bottom 25%.
The average percentage of low growth students for the last 3 years has been 48.9% for students in the top 75% group. In the last 2years, the percentage of students in low growth has decreased by 6.7 percentage points for the top 75% group. The averagepercentage of standard growth students for the last 3 years has been 18.5% in the top 75% student group. The average percentageof high growth students for the last 3 years has been 32.7% for students in the top 75% group. In the last 2 years, the percentage ofstudents in high growth has increased by 4.0 percentage points for the top 75%.
+ An even distribution between the three growth categories would result in 33.3% of students falling in the high growthcategory. However, you have 40.2% of the bottom 25% students in high growth on the most recent year (6.9% higher than aneven distribution), which indicates a high percentage of these students surpassed one year of growth and are making progresstowards grade level status.
- An even distribution between the three growth categories would result in 33.3% of students falling in the low growth category.However, you have 46.2% of the top 75% students in low growth on the most recent year (12.9% higher than an evendistribution) not meeting one year of growth and falling further behind their peers.
Indiana Connections AcademyELA Percentages of Growth Category Distributions (3-Year Trends) for 2017-2019 for Bottom 25% and Top
75% Student Groups
EES Analytics
63
The average percentage of low growth students for the last 3 years has been 39.8% for students in the bottom 25% group. In the last2 years, the percentage of students in low growth has decreased by 8.6 percentage points for the bottom 25% group. The averagepercentage of standard growth students for the last 3 years has been 30.2% in the bottom 25% student group. The averagepercentage of high growth students for the last 3 years has been 30.0% for students in the bottom 25% group. In the last 2 years,the percentage of students in high growth has increased by 5.2 percentage points for the bottom 25%.
The average percentage of low growth students for the last 3 years has been 65.4% for students in the top 75% group. In the last 2years, the percentage of students in low growth has decreased by 8.8 percentage points for the top 75% group. The averagepercentage of standard growth students for the last 3 years has been 16.6% in the top 75% student group. The average percentageof high growth students for the last 3 years has been 18.0% for students in the top 75% group. In the last 2 years, the percentage ofstudents in high growth has increased by 3.1 percentage points for the top 75%.
- An even distribution between the three growth categories would result in 33.3% of students falling in the low growth category.However, you have 60.1% of the top 75% students in low growth on the most recent year (26.8% higher than an evendistribution) not meeting one year of growth and falling further behind their peers.
Indiana Connections AcademyMATH Percentages of Growth Category Distributions (3-Year Trends) for 2017-2019 for Bottom 25% and Top
75% Student Groups
EES Analytics
64
As of 2019, 53.0% of the students passed the ELA state standardized test. The goal under the Indiana ESSAplan is to reduce the number of students not passing by half over a five-year period. To make progresstowards this goal by 2022, your pass rate would have to increase by 17.6%. Ultimately, to meet thisambitious goal, it would require an overall 23.5% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
20
40
60
80
2019 2021 2022 2023 2024 2025
53.0%58.85%
64.73%70.61%
73.55%76.49%
Indiana Connections AcademyELA Proficiency projection in 2019-2025
BaselineEES Analytics
65
As of 2019, 23.7% of the students passed the MATH state standardized test. The goal under the IndianaESSA plan is to reduce the number of students not passing by half over a five-year period. To makeprogress towards this goal by 2022, your pass rate would have to increase by 28.6%. Ultimately, to meetthis ambitious goal, it would require an overall 38.1% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
10
20
30
40
50
60
70
2019 2021 2022 2023 2024 2025
23.7%
33.26%
42.79%
52.33%57.1%
61.86%
Indiana Connections AcademyMATH Proficiency projection in 2019-2025
BaselineEES Analytics
66
Of the 270 students, there were 24.8% who passed and 75.2% who did not pass. Of the students whopassed, there were 53.7% demonstrated high growth, 11.9% demonstrated standard growth, and 34.3%demonstrated low growth. For the students who did not pass, there were 28.6% demonstrated high growth,27.6% demonstrated standard growth, and 43.8% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 53.7%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who did not pass were in the low growth category with 43.8%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 23 (34.3%)
Standard Growth 8 (11.9%)
High Growth 36 (53.7%)
Pass 67 (24.8%)
Low Growth 89 (43.8%)
Standard Growth 56 (27.6%)
High Growth 58 (28.6%)
Fail 203 (75.2%)
270 Students
Indiana Connections AcademyELA Proficiency and Growth for 2019 (SPED)
EES Analytics
67
Of the 274 students, there were 10.2% who passed and 89.8% who did not pass. Of the students whopassed, there were 42.9% demonstrated high growth, 10.7% demonstrated standard growth, and 46.4%demonstrated low growth. For the students who did not pass, there were 20.3% demonstrated high growth,29.7% demonstrated standard growth, and 50.0% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 42.9%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who passed were in the low growth category with 46.4%, thisindicates that these students had less than one-year growth when compared to their academic peers.
- A high percentage of the students who did not pass were in the low growth category with 50.0%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 13 (46.4%)
Standard Growth 3 (10.7%)
High Growth 12 (42.9%)
Pass 28 (10.2%)
Low Growth 123 (50.0%)
Standard Growth 73 (29.7%)
High Growth 50 (20.3%)
Fail 246 (89.8%)
274 Students
Indiana Connections AcademyMATH Proficiency and Growth for 2019 (SPED)
EES Analytics
68
Of the 87 students who passed the previous year, there were 30 students (34.5%) who did not pass thisyear.
Of the 192 students who did not pass the previous year, there were 11 students (5.7%) who did pass thisyear. The net proficiency value (number of students gained minus students lost) was -19. Students whowere just above or below the cut line from last year (DNP3 and P1) had a pass rate of 25.9% this year. Theyear before the pass rate for these students was 46.6%.+ There were 9 students who made substantial progress by jumping from the bottom two academic
peer group levels the previous year to passing this year.- There were 16 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.- It should be noted that a large portion of the student population (57.7%) is in the DNP1 or DNP2
academic peer groups, indicating many students started well below grade level.
Coun
t
0
20
40
60
80
100
120
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP23 6 2
13 1221
7 4
101
51
2914 12
3
1
Indiana Connections Academy2019 ELA Proficiency by Academic Peer Groups from Previous Year (SPED)
Pass Did Not PassEES Analytics
69
Of the 59 students who passed the previous year, there were 34 students (57.6%) who did not pass thisyear.
Of the 223 students who did not pass the previous year, there were 5 students (2.2%) who did pass thisyear. The net proficiency value (number of students gained minus students lost) was -29. Students whowere just above or below the cut line from last year (DNP3 and P1) had a pass rate of 11.7% this year. Theyear before the pass rate for these students was 31.7%.- There were 19 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.- It should be noted that a large portion of the student population (64.5%) is in the DNP1 or DNP2
academic peer groups, indicating many students started well below grade level.
Coun
t
0
20
40
60
80
100
120
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP21 1 3 4 8 4 3 6
110
70
38
15 11
5 3
Indiana Connections Academy2019 MATH Proficiency by Academic Peer Groups from Previous Year (SPED)
Pass Did Not PassEES Analytics
70
The percentage of students in low growth has gone from 37.0% to 41.5%.This is a change of 4.5% over thelast year.
The percentage of students in standard growth has gone from 21.4% to 23.7%.This is a change of 2.3%over the last year.
The percentage of students in high growth has gone from 41.6% to 34.8%.This is a change of -6.8% overthe last year.
Indiana Connections AcademyMATH Grade level (SPED) in 2018 & 2019 by Year
EES Analytics
72
As of 2019, 25.6% of the students passed the ELA state standardized test. The goal under the Indiana ESSAplan is to reduce the number of students not passing by half over a five-year period. To make progresstowards this goal by 2022, your pass rate would have to increase by 27.9%. Ultimately, to meet thisambitious goal, it would require an overall 37.2% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
10
20
30
40
50
60
70
2019 2021 2022 2023 2024 2025
25.6%
34.86%
44.17%
53.47%58.13%
62.78%
Indiana Connections AcademyELA Proficiency projection (SPED) in 2019-2025
BaselineEES Analytics
73
As of 2019, 13.2% of the students passed the MATH state standardized test. The goal under the IndianaESSA plan is to reduce the number of students not passing by half over a five-year period. To makeprogress towards this goal by 2022, your pass rate would have to increase by 32.6%. Ultimately, to meetthis ambitious goal, it would require an overall 43.4% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
10
20
30
40
50
60
2019 2021 2022 2023 2024 2025
13.2%
24.02%
34.87%
45.73%51.16%
56.58%
Indiana Connections AcademyMATH Proficiency projection (SPED) in 2019-2025
BaselineEES Analytics
74
Of the 79 students, there were 48.1% who passed and 51.9% who did not pass. Of the students whopassed, there were 44.7% demonstrated high growth, 18.4% demonstrated standard growth, and 36.8%demonstrated low growth. For the students who did not pass, there were 17.1% demonstrated high growth,31.7% demonstrated standard growth, and 51.2% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 44.7%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who did not pass were in the low growth category with 51.2%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 14 (36.8%)
Standard Growth 7 (18.4%)
High Growth 17 (44.7%)
Pass 38 (48.1%)
Low Growth 21 (51.2%)
Standard Growth 13 (31.7%)
High Growth 7 (17.1%)
Fail 41 (51.9%)
79 Students
Indiana Connections AcademyELA Proficiency and Growth for 2019 (Multiracial)
EES Analytics
75
Of the 79 students, there were 21.5% who passed and 78.5% who did not pass. Of the students whopassed, there were 47.1% demonstrated high growth, 17.6% demonstrated standard growth, and 35.3%demonstrated low growth. For the students who did not pass, there were 27.4% demonstrated high growth,16.1% demonstrated standard growth, and 56.5% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 47.1%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who did not pass were in the low growth category with 56.5%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 6 (35.3%)
Standard Growth 3 (17.6%)
High Growth 8 (47.1%)
Pass 17 (21.5%)
Low Growth 35 (56.5%)
Standard Growth 10 (16.1%)
High Growth 17 (27.4%)
Fail 62 (78.5%)
79 Students
Indiana Connections AcademyMATH Proficiency and Growth for 2019 (Multiracial)
EES Analytics
76
Of the 51 students who passed the previous year, there were 18 students (35.3%) who did not pass thisyear.
Of the 28 students who did not pass the previous year, there were 5 students (17.9%) who did pass thisyear. The net proficiency value (number of students gained minus students lost) was -13. Students whowere just above or below the cut line from last year (DNP3 and P1) had a pass rate of 26.3% this year. Theyear before the pass rate for these students was 73.7%.+ There were 4 students who made substantial progress by jumping from the bottom two academic
peer group levels the previous year to passing this year.- There were 8 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.
Coun
t
0
5
10
15
20
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP2
4
1
4
10 10
7
2
10
9
4
10
4 4
Indiana Connections Academy2019 ELA Proficiency by Academic Peer Groups from Previous Year (Multiracial)
Pass Did Not PassEES Analytics
77
Of the 33 students who passed the previous year, there were 18 students (54.5%) who did not pass thisyear.
Of the 46 students who did not pass the previous year, there were 2 students (4.3%) who did pass this year.The net proficiency value (number of students gained minus students lost) was -16. Students who were justabove or below the cut line from last year (DNP3 and P1) had a pass rate of 18.2% this year. The yearbefore the pass rate for these students was 50.0%.+ There were 1 students who made substantial progress by jumping from the bottom two academic
peer group levels the previous year to passing this year.- There were 10 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.- It should be noted that a large portion of the student population (44.3%) is in the DNP1 or DNP2
academic peer groups, indicating many students started well below grade level.
Coun
t
0
5
10
15
20
25
30
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP21 1
3 2 3
6
1
24
10 108
3
5
2
Indiana Connections Academy2019 MATH Proficiency by Academic Peer Groups from Previous Year (Multiracial)
Pass Did Not PassEES Analytics
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The percentage of students in low growth has gone from 44.4% to 44.3%.This is a change of -0.1% over thelast year.
The percentage of students in standard growth has gone from 18.5% to 25.3%.This is a change of 6.8%over the last year.
The percentage of students in high growth has gone from 37.0% to 30.4%.This is a change of -6.7% overthe last year.
Indiana Connections AcademyMATH Grade level (Multiracial) in 2018 & 2019 by Year
EES Analytics
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As of 2019, 51.0% of the students passed the ELA state standardized test. The goal under the Indiana ESSAplan is to reduce the number of students not passing by half over a five-year period. To make progresstowards this goal by 2022, your pass rate would have to increase by 18.4%. Ultimately, to meet thisambitious goal, it would require an overall 24.5% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
20
40
60
80
2019 2021 2022 2023 2024 2025
51.0%57.13%
63.25%69.38%
72.44%75.5%
Indiana Connections AcademyELA Proficiency projection (Multiracial) in 2019-2025
BaselineEES Analytics
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As of 2019, 27.0% of the students passed the MATH state standardized test. The goal under the IndianaESSA plan is to reduce the number of students not passing by half over a five-year period. To makeprogress towards this goal by 2022, your pass rate would have to increase by 27.4%. Ultimately, to meetthis ambitious goal, it would require an overall 36.5% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
0
10
20
30
40
50
60
70
2019 2021 2022 2023 2024 2025
27.0%
36.13%
45.25%
54.38%58.94%
63.5%
Indiana Connections AcademyMATH Proficiency projection (Multiracial) in 2019-2025
BaselineEES Analytics
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Of the 92 students, there were 44.6% who passed and 55.4% who did not pass. Of the students whopassed, there were 31.7% demonstrated high growth, 31.7% demonstrated standard growth, and 36.6%demonstrated low growth. For the students who did not pass, there were 15.7% demonstrated high growth,45.1% demonstrated standard growth, and 39.2% demonstrated low growth.
Low Growth 15 (36.6%)
Standard Growth 13 (31.7%)
High Growth 13 (31.7%)
Pass 41 (44.6%)
Low Growth 20 (39.2%)
Standard Growth 23 (45.1%)
High Growth 8 (15.7%)
Fail 51 (55.4%)
92 Students
Indiana Connections AcademyELA Proficiency and Growth for 2019 (Black)
EES Analytics
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Of the 92 students, there were 13.0% who passed and 87.0% who did not pass. Of the students whopassed, there were 41.7% demonstrated high growth, 0.0% demonstrated standard growth, and 58.3%demonstrated low growth. For the students who did not pass, there were 26.3% demonstrated high growth,20.0% demonstrated standard growth, and 53.8% demonstrated low growth.
+ A high percentage of the students who passed were in the high growth category with 41.7%, thisindicates that these students had more than one-year growth when compared to their academicpeers.
- A high percentage of the students who passed were in the low growth category with 58.3%, thisindicates that these students had less than one-year growth when compared to their academic peers.
- A high percentage of the students who did not pass were in the low growth category with 53.8%, thisindicates that these students had less than one-year growth when compared to their academic peers.
Low Growth 7 (58.3%)
High Growth 5 (41.7%)
Pass 12 (13.0%)
Low Growth 43 (53.8%)
Standard Growth 16 (20.0%)
High Growth 21 (26.3%)
Fail 80 (87.0%)
92 Students
Indiana Connections AcademyMATH Proficiency and Growth for 2019 (Black)
EES Analytics
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Of the 48 students who passed the previous year, there were 11 students (22.9%) who did not pass thisyear.
Of the 47 students who did not pass the previous year, there were 4 students (8.5%) who did pass this year.The net proficiency value (number of students gained minus students lost) was -7. Students who were justabove or below the cut line from last year (DNP3 and P1) had a pass rate of 33.3% this year. The yearbefore the pass rate for these students was 50.0%.+ There were 3 students who made substantial progress by jumping from the bottom two academic
peer group levels the previous year to passing this year.- There were 7 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.
Coun
t
0
5
10
15
20
25
30
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP2
31
5
11 12
5 4
23
12
8
4
5 2
Indiana Connections Academy2019 ELA Proficiency by Academic Peer Groups from Previous Year (Black)
Pass Did Not PassEES Analytics
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Of the 29 students who passed the previous year, there were 19 students (65.5%) who did not pass thisyear.
Of the 66 students who did not pass the previous year, there were 2 students (3.0%) who did pass this year.The net proficiency value (number of students gained minus students lost) was -17. Students who were justabove or below the cut line from last year (DNP3 and P1) had a pass rate of 8.7% this year. The year beforethe pass rate for these students was 34.8%.- There were 11 students who had previously scored well above the cut score (P2 academic peer group
or higher) the previous year that did not pass this year.- It should be noted that a large portion of the student population (53.7%) is in the DNP1 or DNP2
academic peer groups, indicating many students started well below grade level.
Coun
t
0
10
20
30
40
50
Previous Status
DNP1 DNP2 DNP3 P1 P2 P3 PP1 PP2
2 3 3 2 2
41
10
13
8 35
3
Indiana Connections Academy2019 MATH Proficiency by Academic Peer Groups from Previous Year (Black)
Pass Did Not PassEES Analytics
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The percentage of students in low growth has gone from 42.4% to 38.0%.This is a change of -4.4% over thelast year.
The percentage of students in standard growth has gone from 22.2% to 39.1%.This is a change of 16.9%over the last year.
The percentage of students in high growth has gone from 35.4% to 22.8%.This is a change of -12.5% overthe last year.
Indiana Connections AcademyMATH Grade level (Black) in 2018 & 2019 by Year
EES Analytics
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As of 2019, 43.7% of the students passed the ELA state standardized test. The goal under the Indiana ESSAplan is to reduce the number of students not passing by half over a five-year period. To make progresstowards this goal by 2022, your pass rate would have to increase by 21.1%. Ultimately, to meet thisambitious goal, it would require an overall 28.2% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
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20
40
60
80
2019 2021 2022 2023 2024 2025
43.7%50.74%
57.77%64.81%
68.33%71.85%
Indiana Connections AcademyELA Proficiency projection (Black) in 2019-2025
BaselineEES Analytics
89
As of 2019, 13.8% of the students passed the MATH state standardized test. The goal under the IndianaESSA plan is to reduce the number of students not passing by half over a five-year period. To makeprogress towards this goal by 2022, your pass rate would have to increase by 32.3%. Ultimately, to meetthis ambitious goal, it would require an overall 43.1% increase in students passing by 2024. (There was notesting done in 2020)
Coun
t
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10
20
30
40
50
60
2019 2021 2022 2023 2024 2025
13.8%
24.57%
35.34%
46.12%51.51%
56.9%
Indiana Connections AcademyMATH Proficiency projection (Black) in 2019-2025
BaselineEES Analytics
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Appendix C Indiana Connections Academy
Vision of Excellence
Purpose of Our School Indiana Connections Academy builds connections, empowers learners and shapes the future. We provide a high quality and challenging online education option for students of our state. Our school provides a safe and collaborative individualized education that empowers students and families to be engaged in the learning process. Our online learning environment is one of high-quality and rigor, and supports many students who are sometimes not successful in a traditional brick-and-mortar setting. We serve a diverse population and equip them to be life-long learners while preparing them for their future paths.
Aspirations and Expectations of Students
As educators, we aspire for our students to love learning and be active members of our school community. We believe all students have the right to learn at different rates and in different ways. We want students to be actively engaged in instruction and participate in the learning process with students and staff. In order to be successful, our students strive for academic excellence while being fully engaged with the curriculum, teacher, and virtual school community. We expect them to be brave, decent, accountable, and imaginative. We expect them to show up each day and do their best to learn and grow as an INCA student.
Responsibilities of the Adults that Support Students in the School Our staff creates a welcoming learning environment, fosters meaningful relationships and connections, and provides high quality and differentiated instruction so that all students can succeed. Staff must motivate and hold students accountable. Staff believe our responsibilities include holding students to high expectations and providing them with a safe and welcoming environment in which they are free to learn. Staff support students and are required to facilitate learning and monitor engagement. Staff must be involved on a daily basis to help students work through lessons, reteach material, and keep the students on track. Staff are to be available, approachable, and understanding when students ask for help. Staff provides support, guidance, and encouragement to every student, every day.
Partnerships to Support the School’s Continuous Improvement Indiana Connections Academy provides positive, collaborative partnerships among all individuals invested in our school community and will provide a rich and engaging learning environment. We build community relationships that support students in their local areas. We provide vocational opportunities, tutoring, and virtual educational tours. We are partnered with third-party websites (Renaissance 360, Imagine Math, Reading Eggs, etc.) to better meet the unique needs of our student population. We know that positive, collaborative partnerships among all individuals invested in our school community will provide a rich and engaging learning environment for all members of our school community.
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Intents and Purposes of School-wide Programs and Initiatives Our school-wide programs and initiatives are ways to further improve our school, curriculum, and vision. We do not want to be stagnant in our success and want to keep growing and helping more students be successful. The school-wide programs at Indiana Connections Academy are designed with what is best for students at its foundation. We have a common set of expectations and language around our goals and a shared understanding of the policies, procedures, and tools we will have available to achieve them. The school-wide programs improve student learning, make connections between the families and the staff, and create a community with all involved.
Aspirational Measures of Success
Our student population consists of a high number of students experiencing challenges such as poverty, special educational needs, and trauma from life experiences. Our students rise above their personal educational goals exceeding their own expectations. At Indiana Connections Academy, we measure success through data, phone calls, and live instruction. Success is the collection of student work as evidenced in portfolios. Student growth is a measure of success. Success is students successfully completing and passing classes and continued improvement in graduation rates. Student retention and effective staff retention are also measures of success at Indiana Connections Academy.
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Core Element & Gap Analysis
Appendix D
Focus Areas
Description of Core Element 1: Curriculum
1. Provide an overview of the school’s curriculum, including, but not limited to:
● A description of the school’s curriculum review and adoption process;
● A description of the school’s curriculum for Tier I instruction as well as a brief rationale for using these curricular resources;
● A description of the school’s curriculum academic interventions as well as a brief rationale for using these curricular resources; and
● A description of the culturally responsive curricular materials, if any, that the school is using to ensure all students’ cultural differences are recognized and appreciated.
Note: Please ensure there is a copy of the curriculum available for inspection by members of the public as
required by 511 Indiana Administrative Code 6.2-3.
Pearson provides online course content to every CA school that is aligned to each school’s state standards. The school does not get much choice in the content. At the school level, we then map the Curriculum through our BAR based on Indiana State Standards.
We do not have freedom to choose curriculum, but we can modify lessons, though it is not a seamless process for our teachers and students. However, we constantly review curriculum and key skills required to be successful in the course. This is updated throughout the year on our Bar document.
The BAR outlines the Power Standards/Needs to Knows that create the must knows for all students in all courses.
All students have access to the Pearson curriculum, whole group LiveLessons, recordings, mini-lesson recordings, pop-in student hours, additional whole group Live Instruction, and individual meetings with teachers.
Teachers identify students who have not achieved mastery of skills and provide interventions based on their needs. We utilize a formative assessment process and MTSS to intervene with students’ academic gaps. We have developed a targeted intervention process where students receive tier 2 instruction on a three week rotation based on low performance on either formative or summative assessments. Teachers collaborate with their PLC in order to develop research-based interventions, determine a marker of proficiency, deliver instruction, and track growth.
Cultural representations are found in the content, but no school-wide focus on culturally responsive curricular materials
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Gap Analysis: Curriculum
How will the school’s curricular resources (course content) also help the school address its focus areas?
In what ways do the school’s curricular resources not help the school address its focus areas?
For Focus Area 1: Engage
For Focus Area 1: Engage Hard to establish a school culture that is culturally responsive when our school is so large, diverse, and spreads throughout so many communities in the state. The best way the curriculum could help with student engagement would be if it were actually engaging, user friendly, interactive, and up to date. There is curriculum available that will do this, but we currently do not have access to it.
For Focus Area 2: Achieve Having the ability to modify curriculum to best meet student needs and interests will aid in student achievement. We have been told we will have some control over this next year.
For Focus Area 2: Achieve Differences in vocabulary and its meaning (“curriculum”, “content”, “BAR”, “curriculum map”, “Power standards” vs. “Needs”) BAR is not a curriculum map- it is intended for teachers to use to help prioritize what is most important for the course by unit All of the curricular processes described above vary between grade levels, departments and courses. There is gap in the purpose, understanding and implementation of the BAR/Curriculum Map Gaps in vertical alignment There is not an existing aligned curriculum to guide academic interventions There are a group of INCa staff who are following DuFour’s model in order to develop best practices regarding academic interventions. Unfortunately, the curriculum/teacher guides do not provide any research based ideas for intervention
For Focus Area 3: Graduate Courses are provided for all levels of diplomas.
For Focus Area 3: Graduate
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Description of Core Element 2: Instructional Program
1. What strategies will teachers and staff use to promote authentic versus compliant student
engagement?
2. How will teachers and staff bridge cultural differences through effective communication?
3. What strategies will teachers and staff use to provide all students with opportunities to learn
at all Depth of Knowledge levels?
4. What strategies will teachers and staff use to monitor and adjust instruction during individual
lessons?
5. What strategies and systems will the school put in place to ensure teachers vary their
instructional strategies?
6. How will teachers and staff vary their instructional strategies to accommodate diverse
learning styles and language proficiency?
Some teachers intentionally make real-world connections to what they are teaching during live
instruction, but this is not required, so many students do not participate in this. Most courses
mention real world connection in the lessons, but it is not always meaningful, and it is sometimes
out of date. Staff tries to develop projects that promote authentic learning, but because the
curriculum is difficult to modify, it is at times difficult to get students to engage in these activities.
Also, not requiring attendance contributes to a limited number of students having opportunities to
learn authentically.
Teachers would benefit from diversity training. We very much have the approach that “they’re all
ours” and are very blind to cultural differences- with good intentions of course. But, we need to
acknowledge the wide variety of students at our school, regardless of how small each population
may be. This would help us to better understand how to reach students where they are.
Teachers collaborate in their common course PLC to ensure Live Instruction is engaging and
addresses various depths of knowledge. During the observation cycle, admin and other supervisors
listen for a variety of levels of questioning.
Teachers collaborate with their common course PLC in order to plan for live instruction that is
differentiated and intended to reach a variety of learners. Administrators and supervisors use this
as a discussion point in the observation cycle. Most of the time, feedback includes and encourages
teachers to provide differentiation and adjusted instruction via breakout rooms. In this scenario,
teachers would rely on their co-teachers to help facilitate different learning opportunities based on
the students’ needs
We have provided teachers with clear expectations regarding whole group instruction, small group
instruction, and individualized instruction. For example, teachers know that during live instruction,
students are active participants, they should have multiple opportunities to demonstrate
understanding, and they should have opportunities to learn from each other (via group or breakout
rooms). We have also incorporated a literacy coach/interventionist onto our team, who will work
with various PLCs in order to help them develop differentiated learning opportunities.
We expect teachers to be familiar with their students’ individual needs- be that from reading the
(short version) IEP or other relevant documents. We will need support to incorporate assessments
that allow students to demonstrate knowledge through various modes, especially because our
curriculum has been developed for us, and we have limited control over that. Currently, students
mainly demonstrate understanding through tests, papers, and power points.
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Gap Analysis: Instruction Program
How will the school’s plan for instruction also help the school address its focus areas?
In what ways does the school’s plan for instruction not help the school address its focus areas?
For Focus Area 1: Engage Part of the school’s expectations are that teachers should not be lecturing and should be engaging with students Change in expectations that all teachers are on camera during LLs
For Focus Area 1: Engage The authentic engagement practices described above vary in implementation between grade levels, departments, courses and teachers. A disconnect in understanding what is authentic engagement during LLs
For Focus Area 2: Achieve Teachers that are working in effective teams can address various levels of understanding during LLs and differentiate in the moment, so that students are not left behind or left to be bored.
For Focus Area 2: Achieve The practices described above vary in implementation between grade levels, departments, courses and teachers. Not all teachers have the support additional team members Not a push for a purposeful focus on rigorous instruction and assignment creation that builds DOK and understanding vs. completion.
For Focus Area 3: Graduate
For Focus Area 3: Graduate
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Description of Core Element 3: Assessment
1. Provide an overview of the assessments that will be used in the school in addition to the
statewide testing system, including, but not limited to:
● A description of the school’s interim assessments, including the frequency with which they
will be administered;
● A brief rationale for using these interim assessments;
● A description of how teachers and staff will be provided ongoing professional development
to support their use of student data from these interim assessments to inform instruction;
● A description of the school’s expectations for daily and/or weekly formative assessments
(e.g., exit tickets); and
● A description of how teachers and staff will be provided ongoing professional development
to support their use of daily and/or weekly formative assessments to inform instruction.
Renaissance STAR Math and Reading Testing (STAR Early Literacy at K-2)- 3 times per year Grades K-10 (interventions for 11) STAR Testing used to identify interventions at all levels for students in T2 and T3 Teachers will use STAR tests to identify what skills students are ready to learn and to guide their instruction. STAR Ongoing Professional Development: Initial Training beginning of year all teachers attended, Additional training throughout the year provided by STAR to be determined. It is our expectation that the teacher consistently plans and conducts checks for understanding based on prior student performance/assessment data. In addition, the teacher consistently uses a variety of methods to check for understanding to capture an accurate "pulse" of student learning in group instruction. Our teachers are placed in PLCs and work together to analyze and monitor formative assessments within
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Gap Analysis: Assessment
How will the school’s assessment plan also help the school address its focus areas?
In what ways does the school’s assessment plan not help the school address its focus areas?
For Focus Area 1: Engage The frequency of course assessments allows students to get a “pulse” of their own understanding of lesson objectives. Star tests are administered synchronously with their teacher.
For Focus Area 1: Engage Inconsistent engagement with the assessments and/or questioning from the teachers.
For Focus Area 2: Achieve Assess current knowledge to identify gaps and intervene appropriately.
For Focus Area 2: Achieve CBAs or formative assessments in LiveLesson/Phone calls are not always followed through with fidelity. High proportion of students with learning gaps and often not enough capacity for interventions. Students do not always apply themselves to the assessments and we don’t have a clear picture of their educational abilities in order to intervene or graduate.
For Focus Area 3: Graduate STAR assessments should guide interventions and provide confidence for students to sit for and pass the tests.
For Focus Area 3: Graduate Students do not always apply themselves to the assessments and we don’t have a clear picture of their educational abilities in order to intervene or graduate.
Description of Core Element 4: Coordination of Technology Initiatives
1. How will the school coordinate its technology initiatives, in service of improving student
academic outcomes?
Currently, we don’t coordinate technology initiatives across the school. As an online school, our platform and courses are provided to us already in a virtual based format. We use Connexus as our learning management and student information system. We use Adobe Connect for our virtual classroom. INCA does not provide technology to families unless they qualify based on SES (FRL/FARM). We have 1 administrative assistant and the school leader who work to coordinate a laptop, desktop, internet subsidy or hotspot for families when they are in need or qualify based on income guidelines. Technology is provided to students with disabilities who require text-to-speech and/or speech-to-text accommodations or who receive speech therapy through their IEP or 504.
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Gap Analysis: Coordination of Technology Initiatives
How will the school’s technology plan also help the school address its focus areas?
In what ways does the school’s technology plan not help the school address its focus areas?
For Focus Area 1: Engage We have an interactive platform for students in Connexus. We use Live Lesson - Adobe Connect to hold synchronous instruction. Most content is available for a variety of devices (computers, tablets, phones)
For Focus Area 1: Engage Connexus is not a new system so it lacks the aesthetic and engaging bells and whistles that newer LMS have, ie badges, avatars, less clicks to something, etc. Our LMS often sends kids to further links rather than embedding the HTML for a smooth experience that does suggest the link is “optional” or additional. Our curriculum does not allow for real-time collaboration so we use Google docs but with limited access to features that would enhance appearance, collaboration and student interaction. (Jamboard, hyperdocs, etc) LiveLesson does not work reliably for all users (Chromebooks especially have limited functions).
For Focus Area 2: Achieve Our LMS and SIS provide minimal ways to track student achievement data and communicate student progress to families and students. Technology provided through a student’s accommodations via their IEP or 504 allow them to have appropriate access to the curriculum. We have a number of user agreements with Supplemental Instructional Support Programs (SISP) to help support our students in math and ELA. Teachers also have access to Khan Academy and EBSCO to supplement their instruction.
For Focus Area 2: Achieve New curriculum (polaris) is not 100% accessible for STs with disabilities who require read aloud accommodations for lessons. Our user agreements limit additional supplemental technology resources we are able to utilize (ie. Youtube) Our technology could include better means to offer feedback including audio/video feedback and in-line editing on papers/projects.
For Focus Area 3: Graduate
For Focus Area 3: Graduate
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Description of Core Element 5: Career Awareness and Development
1. Provide details on what career awareness activities are provided for students.
2. How is the school including the Indiana Employability Skill Standards into instructional
practice?
We provide career awareness activities in the following areas: ● Career and College Counselor ● Courses dedicated to career exploration ● College visit field trips ● Learning Support
○ Transition LiveLessons and Activities We currently contract with Pre-ETS providers for Learning Support students to include the employability skill standards into our instructional practice.
Gap Analysis: Career Awareness and Development
How will the school’s career awareness and development efforts also help the school address its focus areas?
In what ways does the school’s career awareness and development efforts not help the school address its focus areas?
For Focus Area 1: Engage Developing students’ interests in career pathways can help them to engage in the school, instruction, and the curriculum.
For Focus Area 1: Engage Transition activities and LiveLessons are not provided for all students with the same focus and level of engagement.
For Focus Area 2: Achieve As students are more aware of the requirements needed for a chosen career path, they will also be more aware of the need to meet achievement standards to obtain that goal.
For Focus Area 2: Achieve
For Focus Area 3: Graduate As students better understand their options after high school, they are better equipped for graduation.
For Focus Area 3: Graduate There is always more room for growth. More opportunities for students to explore different career options, requiring college and work-force ready skills would help students on their path.
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Description of Core Element 6: Safe Learning Environment
1. How will the school maintain a safe and disciplined learning environment for students and
teachers?
2. How will the school ensure clear expectations are communicated to students?
3. How will the school create an environment in which there is genuine respect for students
and a belief in their capability?
4. How will the school utilize a multi-pronged approach including early intervention and
positive behavior support to create a safe learning environment?
Being a virtual school, we employ strategies and procedures that help to ensure our students, staff and families are safe while operating in the LMS, Connexus. We have privacy laws that we follow for communicating about a family/student/staff outside of the LMS. We also employ a webmail tracking system so that webmails sent that break safety protocols or have compromised text/pictures are flagged for our system to look at. We communicate our processes and expectations from the point of enrollment. We have pre-enrollment meetings where we establish the expectations at the onset of enrollment. We have a School Handbook and use Message Boards and webmail/newsletter to communicate behavior and academic expectations throughout the year. We start by hiring and employing staff who believe in all kids and their learning and possess a high level of respect for the learning process. We also continue to talk about this and norm our expectations throughout the school year and year to ensure constant maintenance with this belief. Various roles across the school have a part in ensuring the students are intervened with and positive behavior supports are put into place. We have an MTSS system for both behavior and academics.
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Gap Analysis: Safe Learning Environment
How will the school’s plan for fostering a safe learning environment also help the school address its focus areas?
In what ways does the school’s plan for fostering a safe learning environment not help the school address its focus areas?
For Focus Area 1: Engage We begin this communication in PreEnrollment meetings all the way through communication once enrolled. The school will communicate clear expectations of expected behaviors for LL/webmail interactions between students via the teacher, the handbook and the message boards.
For Focus Area 1: Teachers spend several LLs at the start of each year going over their expectations for behaviors from students during LL attendance and through webmail communication. If teachers are not doing this, then admin needs to follow up with teachers to ensure correct/appropriate modeling.
For Focus Area 2: Achieve (State Testing) We have a school safety plan that is reviewed and revised annually by the LT and our School Safety Team. Administration can develop a clear plan for students, staff, and all shareholders to feel safe from pandemic and other society issues during state testing timeframes.
For Focus Area 2: School Safety team will be working together to review and develop a more in line school safety plan to better address covid realities should it still be a concern around state testing or the end of year events such as graduation and prom.
For Focus Area 3: Graduate Ensuring students are safe throughout the years with our school, helps to increase the likelihood that students will stay multiple years with us and graduate.
For Focus Area 3:
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Description of Core Element 7: Cultural Competency
1. Provide an overview of the school’s cultural competency strategies, including, but not limited
to:
● A description of the school’s methods for improving the cultural competency of the school’s
teachers, administrators, staff, parents, and students;
● A description of how teachers and staff will learn about students’ cultures;
● A description of how teachers and staff will utilize resources in the students’ communities;
● A description of the school’s methods for increasing educational opportunities and
educational performance for each student subgroup; and
● A description of the areas in which additional professional development is necessary to
increase cultural competency in the school’s educational environment.
Indiana Connections Academy has grown exponentially over the last ten years and has been fortunate to become more diverse throughout its existence. Because INCA serves the entire state of Indiana, it is imperative that opportunities to ensure all stakeholders are represented and that different cultures and perspectives are reflected throughout the curriculum. Currently, Online Blended Learning (OBL), INCA’s parent company has announced they are working to develop a diversity taskforce to ensure equity amongst all stakeholders. In addition, INCA requires its teachers to complete 6 hours of professional development annually on the topics of their choosing, which can include subjects such as diversity, inclusion and cultural competency. Over the 10 years that INCA has been in existence, there have been multiple in person opportunities for stakeholders to fellowship and learn about the cultures of the students being served. This includes but is not limited to gatherings such as the “Back to School Picnic” and “Fall Festival” for families, faculty and staff, field trips, 1:1 synchronous calls and meetings, in- person state testing and clubs such as student council, National Honor Society, Study Abroad and Genders and Sexualities Alliance. Teachers and staff utilize resources in the students’ communities by leveraging the positions of social worker, counselor, homeless liaison and Student Engagement & Family Services Interventionist to provide state and local resources to families. This includes such items as medical resources, free internet “hot spots”, food and clothing banks, utility expenses, government housing and assistance programs. INCA’s methods for increasing educational opportunities and educational performance for each student subgroup include a variety of synchronous small group and individualized interventions. Targeted small group and individualized instruction in addition to student success plans are implemented to ensure academic and engagement needs are met. Also, best practices in instruction such as guided discourse and incorporation of higher order thinking questions and application are embedded throughout LiveLesson instruction. After taking inventory of INCA’s current cultural offerings, it is evident there are areas in which
additional professional development is necessary to increase competency in the school’s
educational environment. On-going professional development for INCA staff relating to culture,
diversity and inclusion is needed to ensure the demographic being served is accurately reflected in
the school’s curriculum and cultural practices. Creation and execution of culturally relevant
pedagogy utilizing free and low cost resources provided by IDOE and other platforms is needed to
assist with making content more relevant and cross-cultural. To assist with inclusivity, it may also
be beneficial to incorporate on-going parent focus groups that target the development of culturally
relevant topics and better ways to engage the diverse stakeholders that INCA serves.
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Gap Analysis: Cultural Competency
How will the school’s cultural competency plan also help the school address its focus areas?
In what ways does the school’s cultural competency plan not help the school address its focus areas?
For Focus Area 1: Engage Developing a network-wide diversity taskforce will assist in addressing cultural competency and inclusivity that should help to promote additional stakeholder engagement. On-going in person and virtual opportunities to fellowship will also promote the building of relationships and strengthening of family engagement.
For Focus Area 1: Engage On-going school-wide professional development for INCA staff on culture, diversity and inclusion has not yet been implemented. A task force is being developed at the network level, but will need to carry over to the school-level.
For Focus Area 2: Achieve Continuing on with INCA’s small group and 1:1 synchronous instruction model will allow intentional data-driven instruction to occur, targeting specific student sub-groups. In addition, consistent reinforcement of high-level questioning and on-going opportunities for student lift will increase student understanding through application.
For Focus Area 2: Achieve Creation and execution of culturally relevant pedagogy utilizing free and low cost resources provided by IDOE and other platforms has not been implemented. Staff will need to be trained and held accountable to supplement curriculum with materials that provide multiple perspectives, backgrounds and culturally responsive teaching practices.
For Focus Area 3: Graduate Resources and staff such as counselors, social workers and the Student Engagement & Family Services Interventionist provide state and local resources and academic guidance to families. This ensures students and families are able to be successful in INCA’s programming.
For Focus Area 3: Graduate On-going parent focus groups that target the development of culturally relevant topics and better ways to engage the diverse stakeholders that INCA serves have not been created. By engaging specific stakeholders, INCA staff may be able to identify additional barriers and supports that may assist students on the pathway to graduation.
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Description of Core Element 8: Attendance
1. Provide an overview of how the school tracks attendance (tardy, excused, unexcused) for all students, including subgroups?
2. How will the school track chronic absenteeism and provide supports for students chronically absent?
3. Describe the system to ensure each student receives maximal instructional time as it relates to attendance practices.
Students will demonstrate daily attendance by doing one of the following: ● Students log into their Connexus account every school day (M-F).
● Synchronous communication between school and student (phone call, LL or face-
to-face interaction)
● Absences may be excused according to school policy if documentation is received
in a timely manner. (See Page 41 of School Handbook)
Chronic attendance is monitored by attendance support staff. 10 unexcused absences leads to automatic withdrawal.
Soft Notifications (sent by Attendance Monitors)
1. After Day 5: Robocall to all HHs who accumulated temporary unexcused absence(s)
(0s) during Week 1 of Cycle. Robocalls are logged in ST account.
2. After Day 10: Robocall and (Must Read Webmail) to all families who accumulated
temporary absence(s) (0s) during Weeks 1 or 2 of the 15 day cycle.
Robocalls/Webmails Notification are logged in ST account.
Hard Notification (sent by Attendance Monitors)
There are 3 categories for Hard Truancy Notifications. ST/CT can fall in one category at a
time. Hard Notifications are sent at the END of each 15 Day cycle. Hard Notifications are
sent via Must Read Webmail and logged in ST account.
3-5 Days Unexcused Absence
6-9 Days Unexcused Absence
10+ Days Unexcused Absence (a copy is also mailed via USPS to HH)
- All teachers record LLs so that students can then watch if unable to attend during regular lesson times. - Encourage synchronous contact but no punitive damages to students who don’t attend - All teachers are available daily from 8a-4p (or 8:30a-4:30p)
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Gap Analysis: Attendance
How will the school’s attendance practices also help the school address its focus areas?
In what ways does the school’s attendance practices not help the school address its focus areas?
For Focus Area 1: Students need to log in each day for attendance or be current on lesson completion to get attendance. They must attend school to get attendance.
For Focus Area 1: Students don’t have to complete lessons to gain attendance Students can rush through lessons to show lesson completion but not learning material. Students do not have to answer phone or attend LLs (can ignore staff and still receive attendance).
For Focus Area 2: Provide asynchronous resources and students can utilize curriculum outside school hours. CBA calls allow students to have access to their teachers for a 1:1 approach to learning. Recorded LLs give students an opportunity to pause learning to better understand material at their own pace.
For Focus Area 2: Students don’t have to complete lessons to gain attendance Students can rush through lessons to show lesson completion but not learning material. Students do not have to answer phone calls or attend LLs (can ignore staff and still receive attendance).
For Focus Area 3: Flexibility allows students who have other circumstances to balance school with other demands in their life. Required to log in or speak with school staff member daily (or keep up with lesson completion) to keep engaged.
For Focus Area 3: Students don’t have to complete lessons to gain attendance Students can rush through lessons to show lesson completion but not learning material. Students do not have to answer phone or attend LLs (can ignore staff and still receive attendance).
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Description of Core Element 9: Parent and Family Engagement
1. How will the school work to maximize the engagement of family members in the school, including to
improve student academic outcomes?
2. What strategies will the school use to increase family and community engagement, including family
literacy programs?
3. What strategies will the school use to understand parents’ hopes, concerns, and suggestions?
4. How will the school keep parents apprised of services offered by the school?
5. How will the school ensure its staff have the cross-cultural skills necessary for successful
collaboration with family members?
Note: When describing the school’s parent and family engagement policy, please be sure to include a
school-parent compact outlining shared responsibility for high student academic achievement, per 511
Indiana Administrative Code 6.2-3.
INCA works to maximize the engagement of family members in the school, including to improve student academic outcomes by incorporating a variety of opportunities for parents and caretakers to engage in understanding the school’s mission and model. These efforts include mandatory pre-enrollment meetings, open caretakers forums, academic and engagement MTSS communications, CT and Learning Coach trainings, Virtual Library access, 24 hour/ 7 day a week access to grades and progress reports for grades K-8. In addition, all parents and students are required to review and sign off on a parent-student compact regarding academics and academic dishonesty.
INCA utilizes a variety of strategies to increase family and community engagement. As a virtual school, it is
imperative that all stakeholders gain a clear understanding of how the school operates as well as
resources that are provided to better equip students for success. During the family picnic, books for all
grades are given out in an effort to promote family literacy. In addition, the lower school also holds an
annual book fair. Additional engagement includes family trivia nights, educational field trips, transition
LiveLessons/multi-grade co-teaching (for grades 5 and 8), Fall Festival, Back to School Picnic, winter and
spring graduation ceremonies, in-office and synchronous virtual/phone meetings, monthly board meetings
open to the public, ongoing email/webmail communications and robocalls from principals and executive
director.
In an effort to understand parents’ hopes, concerns, and suggestions, INCA has a pre-enrollment meeting
to familiarize parents with the school’s policies, procedures, expectations, and gives parents an opportunity
to ask questions and seek clarification. Parents also receive required caretaker contacts throughout the
year. There are also open caretaker forums offered multiple times throughout the year. Parents also
receive welcome calls and end of the year calls in which they can ask questions, make suggestions or
express concerns. It is a school wide expectation that caretaker and parent communications are
responded to in a timely manner (typically within 24 hours).
INCA keeps parents apprised of services offered through a variety of communications via webmail and
robocalls. There are also several designated roles such as social worker, counselor, Student Engagement
& Family Services Interventionist, school nurse, homeless liaison, etc. These roles provide caretakers and
parents with additional supports as need.
Although INCA does offer individual professional development opportunities in which a teacher or staff member may choose to attend cultural and diversity training, INCA does not have a school-wide professional plan to ensure its staff have the cross-cultural skills necessary for successful collaboration with family members. However, the Connections Academy network is currently in the process of developing a cultural and diversity task force to address issues involving equity and inclusion.
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Gap Analysis: Parent and Family Engagement
How will the school’s family engagement plan also help the school address its focus areas?
In what ways does the school’s family engagement plan not help the school address its focus areas?
For Focus Area 1: Engage INCA will provide in-person and synchronous opportunities for families to engage with the school through activities such as but not limited to: Family trivia nights, educational field trips, Fall Festival, Back to School Picnic, winter and spring graduation ceremonies, in-office and synchronous virtual meetings, monthly board meetings open to the public and ongoing email communications and robocalls from principals and executive director.
For Focus Area 1: Engagement A potential barrier is that our plan does not offer a wide variety of in-person activities throughout the state. As a school serving students throughout Indiana, additional locations to provide parent forums and family gatherings may help to improve overall engagement.
For Focus Area 2: Achieve INCA will continue to provide tools needed for parents,
caretakers and learning coaches to help their students
be more successful in school. INCA will proceed with
the pre-enrollment meetings which familiarize parents
with the school’s policies, procedures,
expectations,etc. This will allow parents an opportunity
to ask questions and seek clarifications. Parents will
also receive required caretaker contacts throughout
the year. In addition, INCA will offer open caretaker
forums multiple times throughout the year. Parents
and caretakers will engage in welcome calls and end
of the year calls in which they can ask questions, make
suggestions or express concerns.
For Focus Area 2: Achieve The school's plan to help families ensure successful student achievement was limited to few in-person opportunities, phone calls, webmail communications and a virtual library for support. Additional and more creative opportunities to engage parents in their student learning will need to be offered. Currently, the school is piloting caretaker forums held in the evening hours to better accommodate working parents. This may need to occur on a more frequent basis and target additional high need areas such as, but not limited to: parent workshops on best practices in learning, homework help, study skills, etc.
For Focus Area 3: Graduate INCA will provide additional support to meet the needs
of all students with the end goal of graduation. To help
parents and caretakers better support their students,
parents will be offered a variety of services through
communications via webmails, virtual library links and
robocalls. INCA’s positions such as social worker,
counselor, Student Engagement & Family Services
Interventionist, school nurse, homeless liaison etc.
contribute to providing resources to better support the
diversity of the population served. INCA will continue to
offer individual professional development opportunities
in which a teacher or staff member may choose to
attend cultural and diversity training. The Connections
Academy network recognizes the need to further
pursue diversity training and is currently in the process
of developing a cultural and diversity task force to
address issues involving equity and inclusion.
For Focus Area 3: Graduate Although INCA’s graduation rate is improving, many students still drop-out before crossing the threshold of getting their diploma. There are many obstacles to overcome for several of INCA’s students and families. Currently, the minimum caretaker contact requirement is three times a year. Increasing the amount of family contacts for seniors via additional check-ins may assist in keeping students on track. On-going parent forums that work in conjunction with counseling staff and community stakeholders could be developed to ensure pathways are being followed, post-secondary opportunities are introduced and students are on track for graduation.
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Description of Core Element 10: Provision for Secondary Schools (for High Schools only)
Note: For more information about Indiana’s graduation pathways, please review this memo from the
Indiana State Board of Education.
1. How will the school promote opportunities for secondary education and workforce to
students (e.g., Advanced Placement, International Baccalaureate, Dual Credit)?
2. How will all students be encouraged to earn an academic honors diploma or complete the
Core 40 curriculum?
3. What courses will the school offer to ensure all students can be eligible to receive an
academic honors diploma?
4. How will all students be provided opportunities to demonstrate employability skills?
5. How will all students have an opportunity to complete a postsecondary readiness
competency?
INCA students are provided the opportunity to challenge themselves academically through a number of dual credit opportunities and AP Courses.
INCA currently offers students the ability to take 11 courses online at the college level for dual credit through our partner Indiana Tech. Additionally, all qualifying students have the ability to take any course on campus at Indiana Tech if they meet the institution’s prerequisite requirements and are willing to commute to the main campus in Ft. Wayne.
Additionally, INCA offers 7 dual credit courses through Ivy Tech as a sponsor.
Students are given information regarding their diploma options via live lesson scheduling meetings starting in 8th grade as they are being scheduled for 9th grade classes and this information is reviewed each subsequent year the student is in high school.
All students are assigned a default progression plan geared toward the Core 40 diploma at the very least and we do not make changes to the student’s progression at least until their Junior year. Our students are scheduled accordingly as if they were working toward the General Diploma unless there are situations where the student has become significantly credit deficient or will not graduate on time if a change is not made. Learning Support case conferences also might dictate any changes ahead of that Junior year timeline for diploma track evaluation.
Students are offered education in the requirements for Academic Honors.
INCA offers 5 year-long AP courses in addition to the 18 dual credit options available online. (AP Biology, AP English Lit, AP English Lang, AP Calculus AB, AP Calculus BC)
INCA students have the ability to choose from 3 languages to complete the 3 year requirement or 4 foreign languages to complete the 2 years of 2 different language requirements. (German, French, and Spanish are 3 year+ courses and ASL is a 2-year course)
Students have 6 fine arts courses to choose from in order to meet the fine art requirement for the AHD. (2D Art, Photography, Advanced Photography, Digital Design, Advanced Digital Design, and Art History)
Students have 6 advanced math options beyond Algebra 2 to complete the AHD. (Math Ready, Stats / Quantitative Reasoning, Precalc/ Trig, Dual Credit Precalc/ Trig, AP Calculus AB and BC)
INCA students have the opportunity to enroll in 4 different classes for guided learning while displaying employability skills. INCA offers students the ability to take Career Explorations, Work Based Learning,
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Coop Education, and Apprenticeship.
INCA provides our students with the ability to complete an Academic Honors Diploma. In conjunction, students are given the ability to complete AP and dual credit courses to meet this competency.
Our designated College and Career Counselor routinely provides information to students regarding the ACT and SAT testing dates and helps students register and provide fee-waiving codes to those students who fall below the established financial threshold.
INCA has developed CTE guidelines in compliance with the state of Indiana’s directives. We have a specific Counselor on our Career Ladder who is in charge of determining when students meet the CTE Concentrator metrics and all things related to Pathways.
Gap Analysis: Provisions for Secondary Supports
How will the school’s post-secondary supports also help the school address its focus areas?
In what ways does the school’s post-secondary support not help the school address its focus areas?
For Focus Area 1: Engagement
Student services department sends a monthly newsletter to high school caretakers, learning coaches and students with school counseling specific information reflecting the school year cycle Learning management system contains indicators which specify the student’s estimated graduation time frame and notes whether the student is on-track for graduation. College and Career Counselor has been designated to “coach” students participating in dual credit programming.
For Focus Area 1:
Identifying the soft skills and providing a platform to incorporate those into our current programming/course selection. Targeted SEL programming to support students pursuing engagement in higher level coursework. Providing opportunities at an earlier grade level which emphasizes an organized progression of job-shadowing and internship opportunities in grades 11 and 12.
For Focus Area 2: Achievement
School counselors host grade level meetings around scheduling for students in 8-11th grade. Learning management system calculates a student’s progress towards academic requirements. Individual course scheduling which includes both the student’s input and the counselor review of grade performance in accordance with their post-high school plans, subsequently directs the course placement process for the following school year. Partnership with Indiana Tech and Ivy Tech allow for students to take dual credit courses which meet academic honors diploma requirements.
For Focus Area 2:
We are not a level II designated school, therefore are unable to administer the PSAT, AP, ASVAB or SAT exams. Students have to seek out a spot in their own local school to take the exam. History has shown that local schools are unable to accommodate outside students in their environment. Limited availability of CTE courses/programming do not allow for a freshman student at INCA to complete a Technical Honors Diploma.
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For Focus Area 3: Graduation Students are allowed to take courses outside of INCA with approval of a school counselor. Most 11th grade students enroll into a “senior success” course during the spring semester of their junior year to prepare them for the requirements needed for graduation, the college application process and building their resume of experiences for post-secondary academics or the world of work, Senior meeting is scheduled in Sept of each year focusing on tasks for graduation and each student has a record review (senior interview) reviewing progress towards graduation, post-secondary focus, etc.
For Focus Area 3: Interpretation of new student transcripts continues to be an area of focus as counselors review the records upon enrollment, however the registrar inputs the data into the system. A delay in receiving official records also can be a barrier. These variables require intense auditing of grades/credits/graduation progress which is time consuming considering the volume of new student enrollments. Ensuring the INCA student is well rounded and entering their post-high school stage prepared with the skills necessary to be successful in school and work.
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Core Element Inquiry Results Appendix E As part of the CNA process an injury form focusing on the core elements was given to the instructional staff. It is noted that the same questions
utilized on the inquiry form are those listed on the IDOE CNA/SIP template. However, the school chose to utilize a six-point Likert scale rather
than a Yes/No response. The resulting data is listed below and reflects the responses of 148 staff members.
Core Element 1: Curriculum
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
The school uses district-established curriculum that is aligned to the Indiana Academic Standards. 1% 2% 2% 15% 38% 42%
Pacing guides and/or curriculum maps are used to plan and teach a standards-based curriculum. 1% 2% 3% 13% 44% 36%
Teachers and staff are engaged in cross grade-level articulation of standards. 1% 6% 8% 25% 44% 16% A culturally responsive curriculum is used to ensure all students' cultural differences are recognized and appreciated. 3% 6% 9% 28% 33% 21%
Core Element 2: Instructional Program
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
The school has a process for identifying the exceptional learning needs of students who are highly proficient and at risk of failure. 0% 1% 7% 26% 34% 32%
A process for coordinating instructional services (e.g. Head Start, adult education, etc.) is in place. 2% 7% 16% 27% 33% 15% A variety of instructional strategies are employed to meet the diverse learning needs of students. 0% 2% 2% 16% 46% 34%
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Teachers use strategies that monitor and adjust instructional during lessons (e.g. adjusted based on checks for understanding). 0% 1% 0% 14% 53% 32%
Teachers ensure students are engaged in cognitively complex tasks (including varying depth of knowledge) during instruction. 0% 1% 4% 19% 58% 19%
Teachers use instructional strategies that ensure students have multiple means of accessing instructional content. 0% 1% 3% 12% 54% 30%
Instructional strategies provide students with multiple options for illustrating their knowledge. 1% 3% 4% 23% 46% 23%
Instructional strategies foster active participation by students during the instructional process. 0% 1% 4% 24% 47% 23%
Teachers and staff promote authentic learning and student engagement across all content areas. 1% 1% 4% 16% 52% 26%
Strategies and instructional methods ensure equity of opportunity for all students during the learning process. 1% 1% 2% 19% 53% 24%
Instructional strategies assist with bridging the cultural differences in the learning environment. 1% 4% 8% 27% 45% 14% Teachers and staff integrate evidence-based strategies during Tier II and Tier III instruction. 1% 0% 6% 22% 51% 21%
Teachers work collaboratively to support and refine instructional effectiveness (e.g. with feedback, coaching, etc). 0% 0% 2% 11% 47% 40%
High expectations for academic achievement are made clear to students and supported with adequate scaffolding and resources. 0% 2% 3% 15% 49% 31%
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Core Element 3: Assessment
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
A system is in place to use assessment data to make decisions about programs, practices, and instruction. 0% 0% 2% 14% 40% 43% The school uses assessment data to identify students for Tier II and Tier III instruction. 0% 1% 2% 15% 47% 35%
Locally created assessments are reviewed and revised regularly to ensure priority standards are being measured at the appropriate levels of depth and rigor. 5% 4% 9% 23% 38% 21%
Core Element 4: Coordination of Technology Initiatives
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
The school has a process for integrating technology into the instructional program to promote learning. 0% 1% 1% 6% 28% 63% A plan is in place to provide in-service training in the use of technology. 0% 4% 9% 22% 38% 27%
Protocols and criteria are used to review and select technology hardware, software, and instructional programs. 3% 4% 9% 24% 40% 20%
There are established procedures for maintaining technology equipment. 2% 3% 6% 26% 44% 19% Sufficient infrastructure exists to support instructional, assessment, and operational needs. 0% 1% 5% 25% 48% 21%
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Core Element 6: Safe and Disciplined Environment
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
Practices are in place to develop and maintain a positive school climate between staff, students, and families. 1% 0% 0% 9% 39% 51% A multi-tiered system of supports (MTSS) provides students with academic, behavioral, and social-emotional care and early intervention. 1% 2% 1% 25% 36% 35%
Discipline rules are established, and copies of the rules are made available to students and their parents/guardians. 1% 3% 1% 13% 45% 37%
Discipline rules to prevent bullying are in place and include education, parental involvement, and intervention. 0% 4% 1% 17% 48% 29%
A suicide awareness and prevention policy is in place and staff have been appropriately trained. 1% 6% 1% 16% 44% 32% High expectations for behavior and attendance are communicated to families and consistently reinforces by all staff. 2% 3% 2% 17% 42% 35%
All staff express belief that all children can learn and consistently encourage students to succeed. 0% 1% 0% 6% 44% 49%
The school develops staff capacity to create positive classroom and school climates that are culturally responsive. 1% 2% 2% 13% 45% 37%
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Core Element 8: Review Attendance
Strongly Disagree Disagree
Somewhat Disagree
Somewhat Agree Agree
Strongly Agree
The school has and follows a chronic absence reduction plan. 1% 3% 10% 20% 41% 25%
A multi-tiered system of supports (MTSS) is in place to identify and help the academic, behavioral, and/or social emotional needs of chronically absent students. 1% 2% 10% 22% 45% 19%
Number of Assessments Analyzed 19 assessments with 314 questions
Types of Assessments Analyzed ELA, math, and biology for elementary, middle school and high school The assessment audit focuses on the following components:
➢ Assessment Length and Number of Skills Addressed ➢ Item Type Analysis ➢ Webb’s Depth of Knowledge ➢ Metacognition in Assessment
Process for Writing Assessments
From the assessments submitted by Indiana Connections Academy, 19 were analyzed for this audit. This includes 10 math, 7 ELA and 2 Biology assessments. The assessments provided show a variety of item types and different levels of depth of knowledge across the different disciplines. The assessments that were provided show a correlation to Indiana Academic Standards.
Strength Opportunity for Improvement
The assessments provided align to the concepts presented in the Indiana Academic Standards. Some assessments are allowing students opportunities for short answer that require students to use higher order cognitive processes.
Current assessments could benefit from revision that include adding items that involve higher levels of cognition, a variety of items within an assessment, and metacognitive responses from students. When the rigor of assessments is increased, student outcomes increase as well. While assessments are aligned to standards, few offered opportunities for higher levels of depth of knowledge or extended thinking. There is a heavy reliance on multiple choice, limiting the demonstration of metacognition, on most of the assessments reviewed.
Assessment Length and Skills Addressed Based on the 19 assessments reviewed for this audit, the average number of items on the ELA were 19, 20 for Biology and 14 for math. The average number of standards per assessment was the same. The assessments reviewed were of adequate length to assess student mastery and knowledge of the content.
There were over 300 total items on the 19 assessments reviewed. Of those 314 items, 83% were matching, 7% were constructed response, 5% were extended response, 4% were matching, and 2% were fill-in-the-blank. 0 of the items reviewed were true/false.
Strength Opportunity for Improvement
32 of the items reviewed were constructed or extended response. These types of items allow students to think more critically about the content being learned.
Utilizing multiple item types on an assessment allows students to show mastery in multiple ways. Varying the item type on each assessment will allow students to demonstrate learning in multiple ways. By decreasing the amount of multiple choice and increasing the amount of constructed and extended response questions, students can engage with the material in a more thorough way.
Depth of Knowledge levels one and two, recall and reproduction and application of skills, account for 25% of the items reviewed during the audit. Strategic thinking (DOK 3) accounts for 11%, while extended thinking (DOK 4) accounts for 2%.
Strength Opportunity for Improvement
62% of the items on current assessments are DOK level 2 questions. Teachers are asking students to think beyond basic recall and low-level processing.
Current assessments can be modified to include more DOK levels 3 and 4. By increasing the DOK in assessment, student outcomes can improve. By keeping questions lower level, assessments will not fully meet the cognitive demands of the Indiana Standards. Student mastery of content and skills are better measured when a combination of DOK is used in assessment and instruction.
16 of the 314 items reviewed allowed opportunities for metacognition.
Strength Opportunity for Improvement Based on the items reviewed, teachers are already allowing their students opportunities to utilize constructed and extended response questions to demonstrate mastery of content. The opportunity to continue to refine these to include metacognitive elements exists.
By allowing students the opportunity to reflect on their learning, students gain a deeper understanding of the material. Ample opportunities to add this to current assessments exist. By embedding metacognition skills into assessment, we can strengthen student learning and foster deeper engagement with the material being taught.
Evidence-Based Recommendations Though a persistent challenge is aligning assessment practices to the daily rigor levels of
standards-based instruction, based on evidence, there are few strategic solutions that can be
provided to sum up the assessment audit findings for Indiana Connections Academy School. We
believe that taking these steps will progressively shift teacher practice, while increasing student
achievement.
Webb’s Depth of Knowledge & Bloom’s Taxonomy. Empirical evidence from the
audit suggests that teachers may be familiar with Webb’s DOK, however,
application with designing assessments is a priority area for consideration. In
order to develop effective assessments, teachers must be trained on Webb’s DOK
and Bloom’s Taxonomy practices.
Rigorous instructional practices. Appropriate selection of texts and tasks aligned
to curriculum maps and corresponding, ongoing assessments are critical to
growth of student performance at your school. Mastery models and how they
should be utilized in daily delivery of instruction as well as application to
assessment are essential to student growth.
Metacognition practices. Focus on how students are thinking is equally as
important as what they are learning. In order for your team to advance student
achievement, there must be an effort to increase the amount of metacognition
that is happening through daily instruction efforts, as well as embedded in
assessments.
The process of adopting and sustaining a new approach to assessment requires support. Most
schools require support in order to collect and analyze current practices, determine needs,
identify priorities and create an implementation plan with core team members to lead
assessment practices.
Additionally, capacity-building of team members can be challenging. A school environment must
be conducive to failure. This begins with purposeful engagement with all stakeholders and
developing buy-in. After this, it is important for Indiana Connections Academy to determine if
they also need to take steps to improve their overall mindset and systems that accompany
assessment.
1
2
3
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Focus Area 1 Focus Area 2 Focus Area 3 Student Group Focus Area
Growth (Engage) Proficiency (Achieve) Graduation Rate (Graduate) Black/African American Multiracial Special Education
Root Cause
Analysis
Comprehensive Needs Assessment
for School Improvement Planning
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Focus Area 1
133
Focus Area 2
134
Focus Area 3
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Student Group Focus Area
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Appendix I: Social and Emotional Learning Throughout the CNA, we have been gathering data to better inform the needs of our students’ social and emotional learning. The following includes data from surveys, instructional investigations, and focus group discussions to inform how the needs of our high-risk students will be addressed through mental health programs, instructional support and mentoring, and non-academic skill improvement strategies. A six-point Likert scale was given to all staff at Indiana Connections Academy with 148staff members participating. The survey consisted of three areas including questions about educational neuroscience, mindsets for learning, and routines for learning.
Educational Neuroscience Top 2 Highest Scores from Survey:
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Bottom 2 Lowest Scores from Survey:
Strength: Being trained in trauma-informed care, teachers understand that it is not always
easy to see a child suffering from trauma. The staff can recognize the signs and have steps in place to help all students. Opportunity for Improvement: If we want to empower students, we must show them how
they can control their own cognitive and emotional health and their own learning. Teachers will need to receive training on the basics of educational neuroscience in order for them to teach students about the brain and how it controls their learning and emotions.
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Mindsets for Learning
Top 2 Highest Scores from Survey:
Bottom 2 Lowest Scores from Survey:
Strength: Research states that children and youth do better in school and life when they are connected to caring adults. Staff at Indiana Connections Academy ensure students have caring adults in the building whom they have a strong relationship with. Opportunity for Improvement: Students and staff would benefit from training on abundance mindset. Students with an abundance mindset focuses on the limitless opportunities. They choose to focus on the positive things in their life rather than the negative things.
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Routines for Learning
Top 2 Highest Scores from Survey:
Bottom 2 Lowest Scores from Survey:
Strength: Staff at Indiana Connection Academy know the importance of providing a risk-free learning environment. Staff understand the importance of allowing students time to reflect on their mistakes and “fail forward”. Opportunity for Improvement: When students are taught to effectively use relevant expected social skills for themselves and with others, school climates are described as more positive, learning environments are designated as safer, and student-educator relationships are referred to as more trusting and respectful. The school will need to develop and implement a schoolwide behavior management approach.
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TSI Identified Student groups
Targeted Support & Improvement (TSI) – Any public school with one or
more student groups (1) performing in the lowest 10% of their group for
two consecutive years and (2) is identified as “does not meet
expectations.”
1. Convene a planning team for each identified ATSI subgroup and analyze ATSI assessment data
2. Create a SMART goal specific to improving academic outcomes for each identified ATSI subgroup
3. Identify how students in each ATSI identified subgroup will realize increased academic proficiency and
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Low Performing Subgroup of Black/African American Students
Academic Subgroup Committee Name Team Member Role Stakeholder Representation
Chandre Sanchez Reyes Executive Director Administrator
Kyle Foster Master of Culture Educator
Jamie Fowler Director of Data and State Testing Educator
Tony Brose Principal K-8 Administrator
Focus Area Description On average, 15.3% of students in the Black subgroup have passed the Math test for the last 2 years. In the last year, Math has had a -3.0 percentage points change. On average, 46.2% of students in the Black subgroup have passed the ELA test for the last 2 years. In the last year, ELA has had a -5.0 percentage points change. On average, 57.3% of students in the Black subgroup have demonstrated low growth on the Math test over the last 2 years. On average, 24.5% of students in the Black subgroup have demonstrated high growth on the Math test over the last 2 years. On average, 40.3% of students in the Black subgroup have demonstrated low growth on the ELA test over the last 2 years. On average, 29.3% of students in the Black subgroup have demonstrated high growth on the ELA test over the last 2 years.
Subgroup Specific SMART Goal- Students within the subgroup of Black/African American will demonstrate an increase in proficiency for ELA and Math according to data from ILEARN in the following increments...
• an 28.2 percentage point increase in students earning proficiency in ELA by 2024. • an 43.1 percentage point increase in students earning proficiency in ELA by 2024
The performance of this low performing subgroup will be addressed within the following parts of the School Improvement Plan detailed within Appendix H…
☒ PD Goal 1 ☒ Road Map 1
☒ PD Goal 2 ☒ Road Map 2
☒ PD Goal 3 ☒ Road Map 3
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Low Performing Subgroup of Multiracial Students
Academic Subgroup Committee Name Team Member Role Stakeholder Representation
Chandre Sanchez Reyes Executive Director Administrator
Kyle Foster Master of Culture Educator Jamie Fowler Director of Data and State Testing Educator
Tony Brose Principal K-8 Administrator
Focus Area Description On average, 24.9% of students in the Multiracial subgroup have passed the Math test for the last 2 years. In the last year, Math has had a 4.9 percentage points change. On average, 51.7% of students in the Multiracial subgroup have passed the ELA test for the last 2 years. In the last year, ELA has had a -1.6 percentage points change. On average, 60.6% of students in the Multiracial subgroup have demonstrated low growth on the Math test over the last 2 years. On average, 23.5% of students in the Multiracial subgroup have demonstrated high growth on the Math test over the last 2 years. On average, 44.4% of students in the Multiracial subgroup have demonstrated low growth on the ELA test over the last 2 years. On average, 33.1% of students in the Multiracial subgroup have demonstrated high growth on the ELA test over the last 2 years.
Subgroup Specific SMART Goal- Students within the subgroup of Multiracial will demonstrate an increase in proficiency for ELA and Math according to data from ILEARN in the following increments...
• an 24.5 percentage point increase in students earning proficiency in ELA by 2024. • an 36.5 percentage point increase in students earning proficiency in ELA by 2024
The performance of this low performing subgroup will be addressed within the following parts of the School Improvement Plan detailed within Appendix H…
☒ PD Goal 1 ☒ Road Map 1
☒ PD Goal 2 ☒ Road Map 2
☒ PD Goal 3 ☒ Road Map 3
143
Low Performing Subgroup of Special Education Students
Academic Subgroup Committee Name Team Member Role Stakeholder Representation
Christie Kessler Director of Special Education Educator
Jamie Fowler Director of Data and State Testing Educator Chandre Sanchez Reyes Executive Director Administrator
Tony Brose Principal K-8 Administrator
Focus Area Description On average, 16.2% of students in the Special Education subgroup have passed the Math test for the last 2 years. In the last year, Math has had a -6.5 percentage points change. On average, 30.2% of students in the Special Education subgroup have passed the ELA test for the last 2 years. In the last year, ELA has had a -10.0 percentage points change. On average, 51.3% of students in the Special Education subgroup have demonstrated low growth on the Math test over the last 2 years. On average, 23.5% of students in the Special Education Subgroup have demonstrated high growth on the Math test over the last 2 years. On average, 39.4% of students in the Special Education subgroup have demonstrated low growth on the ELA test over the last 2 years. On average, 38.0% of students in the Special Education Subgroup have demonstrated high growth on the ELA test over the last 2 years.
Subgroup Specific SMART Goal- Students within the subgroup of Special Education students will demonstrate an increase in proficiency for ELA and Math according to data from ILEARN in the following increments...
• an 37.2 percentage point increase in students earning proficiency in ELA by 2024. • an 43.4 percentage point increase in students earning proficiency in ELA by 2024
The performance of this low performing subgroup will be addressed within the following parts of the School Improvement Plan detailed within Appendix H…
