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2020 - 2021 Academic Planning Guide Michelle Trojan, Principal Jacqueline Kaminsky, Assistant Principal Chris Lin, Assistant Principal Ashley Okonta-Mathews, Assistant Principal Erin Estrada, Director of Postsecondary Counseling Haley Giannone, Dean of Special Education Melissa Zaikos, CEO Ami Gandhi, C hief Learning Officer Dillon Hauptfuhrer, Director of Instructional Systems Tim Ligue, C hief Operating Officer Intrinsicschools.org · B elmont Campus · 4540 W Belmont Ave · Chicago, IL 60641 Table of Contents ● Who We Are ● Departments & Course Catalog ● Mission & Vision ○ 20-21 Course Offerings ● Pedagogical Beliefs ○ English Language Arts | ESL ● Graduate Outcomes ○ Mathematics ● Learning Model ○ Science ○ Social Science ○ World Language ● Grading Systems & Policies ○ Computer Science ● General Coursework ○ Fine Arts ● Advanced Coursework ○ Physical Education ● Promotion Requirements ○ Postsecondary Seminar ● High School Graduation Requirements ● ● Student Supports Departments Appendix Page | Back to Top Who We Are Intrinsic is a public charter school - open enrollment, no testing required - that combines technology with great teaching to provide every student a personalized path to college and career Intrinsic has been in operation since 2013 and currently serves about 1000 students in grades to 12 at its flagship Belmont Campus A majority of Intrinsic's students live within the Belmont Cragin, Portage Park, and Hermosa neighborhoods. However, with an open citywide enrollment, students from all over Chicago attend Intrinsic Intrinsic has earned a Level or 1+ rating since its inception This rating is based on the CPS School Quality Rating Policy which includes indicators such as student growth and attainment on nationally normed standardized tests (including growth for priority groups), attendance and freshman on-track rates, and other metrics aligned to the district's strategic plan In Fall 2019, Intrinsic will open its second school, the Downtown Campus, in Chicago’s Loop. T he school will also serve a citywide student population which will mirror the CPS demographics In our first year, we opened with 90 students in the 9th grade and will grow to just over 1,000 students in grades to 12 over the course by the 2023-2024 school year Both campuses will collaborate regularly to share best practices on how to effectively meet individual student needs and accelerate their growth. Mission and Vision Our mission at Intrinsic is two-fold: ● We aim to revolutionize public education by flexing time, space, and people to increase student outcomes and improve students’ life trajectories. ● We seek to learn, evolve, and collaborate with the district and others for continuous improvement & innovation. To achieve our mission we will combine proven instructional practices, next-generation technologies and a unique classroom design with team teaching to create optimal learning experiences for all students regardless of circumstance, parental education level, English proficiency, and prior learning difficulties. Our vision is to create an exceptional teaching and learning environment which prepares students for rigorous postsecondary options Since our inception, we have developed an innovative, personalized learning model that is yielding strong student outcomes With our first graduating classes in 2017, we have seen promising initial results in terms of postsecondary preparation & readiness. W e aspire to be a model for how to serve the diverse needs of Chicago’s middle and high school students. Pedagogical Beliefs Intrinsic: belonging to the essential nature or constitution of a thing1 https://www.merriam-webster.com/dictionary/intrinsic Page | Back to Top Intrinsic Motivation: refers to people’s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards.2 Our beliefs on how students learn best are rooted in key drivers of motivation (value, self-efficacy, attribution, and mood); we believe that tending to these drivers will lead to students be more motivated, and in turn, will lead to deeper learning. Our educational philosophy is driven by five main beliefs about student learning: ● Students learn best when they feel a sense of belonging: They feel safe, welcomed, and valued by their peers and adults in their community. ● Students learn best when they set & monitor individualized growth goals and receive consistent & accurate feedback toward those goals. ● Students learn best when instruction is personalized and rigorous. ● Students learn best when learning is social and differences are valued. ● Students learn best when they have a holistic curriculum that includes authentic field experiences, enrichment activities, and relevant course content. Our educational philosophy is informed by brain compatible learning principles and decades of experience in the field of education Please see the appendix for a list of references. Graduate Outcomes & Design Anchors Our pedagogical beliefs inform our graduate outcomes and the design anchors for our programming. At Intrinsic, we are deeply committed to preparing students for what the future will demand Therefore, we take a holistic approach to assessing students’ achievement in terms of our graduate outcomes Intrinsic students learn through multiple modalities and work in a variety of student-to-student and student-to-teacher configurations They work on content and skills that are relevant to their identity & community and rooted in real world applications As a result, students are more collaborative, independent, and resourceful; build stronger relationships with teachers and each other; and make faster progress toward our graduate outcomes We believe this approach empowers our students to be successful in college, career, and life. With a prioritized focus on not just developing technical but adaptive skills, our graduates will be able to: Think, Solve, Communicate, Reflect, & Be EPIC (see graphic below). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/ Page | Back to Top To read more detailed descriptions of our graduate outcomes, click h ere. ANCHOR DESCRIPTION KEY CONCEPTS Increased Access Relevant and challenging core curriculum, early exploration of passions and interests, and aligned and personalized postsecondary plans provide students’ increased access to the opportunities they need to be successful and achieve their goals. Aligned to their strengths and interests, Personalized & students own their learning and engage Student-Driven in personalized pathways in pursuit of their ambitions and personal goals. Page | Back to Top ● ● Challenging Core Curriculum for ALL students Relevance/Value of Learning Experiences Career and Passion Exploration Early Postsecondary planning ● ● ● ● ● Goal-setting and reflection Personalized Learning Plans Appropriate Choice and Support Self-efficacy Multiple Learning Modalities ● ● Strong Identity & Community Fueled by self-reflection and a deep sense of belonging, students build strong identity and community throughout their experience at Intrinsic. ● ● Identity and Self-Awareness Strong Community To read more detailed descriptions of our design anchors, click here. Our Model, Core Learning Modalities, and Personalization Intrinsic’s Academic Model integrates technology for differentiation, small-group instruction, and student choice We believe the strategic use of technology will ensure student mastery of rigorous standards for 21st century postsecondary success With these guidelines, teaching teams are empowered by grade level appropriate curricula & instructional coaching to ensure students are experiencing intentionally designed activities, with an appropriate mix of online and offline instruction W ith our one-to-one Chromebooks, our students have access to high quality technologies anytime and anywhere. Intrinsic’s EPIC Model develops the social-emotional skills, mindsets, and habits for our students to be prepared for postsecondary success and to be intrinsically motivated to be change agents Through various support structures and experiences, we empower students to develop EPIC habits, belong to and help to cultivate an EPIC community, and develop and pursue a plan for an EPIC future Together, our EPIC model supports students to cultivate their passions, strengths, and interests, and to develop the relevant knowledge and skills needed to develop, evolve, and pursue their purpose T o read a more detailed description of our EPIC Model, click here. Our Instructional Design leverages five core learning modes which are combined in unique ratios in pursuit of students’ learning goals These learning modes are aligned to our beliefs about learning and our design anchors We believe that engaging in this variety of learning modes is critical for students to build the academic AND agency habits and skills they need to experience postsecondary success and engage in world-changing endeavors. Page | Back to Top To read more detailed descriptions of these learning modes, why they are critical to our vision, how they may be used at Intrinsic, and content-specific examples, click here. Shifting Roles in a Flexible Learning Environment At Intrinsic, we believe, “Personalized learning seeks to accelerate student learning by tailoring the instructional environment - what, when, how, and where students learn - to address the individual needs, skills, and interests of each student Students can take ownership of their own learning, while also developing deep, personal connections with each other, their teachers, and other adults.3” Personalization can be best achieved in small groups where teachers provide targeted instruction to meet each student’s needs. Our large pod spaces are typically staffed with three teachers serving 60-65 students. Math, English Language Arts, and 9th Humanities students typically spend 50% of their time working on independent activities overseen by one teacher Activities could include: writing or revising a paper, practicing problems, watching a video and taking guided notes, or reading independently. Personalization is a shared task between teachers and students. Each student must set their own goals, manage their own time, and monitor their own progress The role of the teacher shifts from content provider to facilitator of deeper student thinking Intrinsic teachers provide students with structures for academic independence, and they become guides and motivators as our students need them When combined with the expertise of our teachers, technology enhances the learner experience by its ability to bring curriculum to life and facilitate authentic and nonlinear learning, provide multiple access points to rigorous content, foster social learning and student creation, and offer real-time feedback and progress monitoring data to ensure students receive just-in-time instruction. All That We've Learned All That We've Learned Page | Back to Top Our pod space is designed so students intuitively use different areas of the learning environment for teacher-led instruction, peer-to-peer learning, and independent work. Each area of the pod is named and uses visible landmarks for easy student navigation and leverages our core learning modes to ensure students build the academic AND agency habits and skills they need to experience postsecondary success and engage in world-changing endeavors. Both our academic and agency goals for students are established to ensure they are prepared for postsecondary success and will be lifelong learners, who embody our EPIC core values and are healthy, responsible members of a global community. It is also our goal, for each school and as a network, to meet the criteria to score a or 1+ on the CPS SQRP. Intrinsic High School Graduation Requirements The chart below represents both the minimum high school graduation requirements for every Chicago Public School student and the recommended requirements of Intrinsic Schools students. Graduation Requirements CPS Graduation Requirements Credits Intrinsic Schools Recommended Credits English 4 English 4 Mathematics (Begin in 9th Grade) 3 Mathematics (Begin in 9th Grade) 4 Science 3 Science 4 Social Science 2.5 Social Science 3 Civics 0.5 Civics 1 World Language 2 World Language 2 Visual/Performing Arts 2 Visual/Performing Arts 2 Physical Education 2 Physical Education 2 Computer Science 1 Computer Science 1 Electives/Career Education 4 Electives/Career Education 5 Total Credits 24 Total Credits 32 Non-Credit Graduation Requirements Service Learning: All students complete t wo classroom-based service projects and 10 hours per year in order to graduate One project will take place in the Civics course. Page | Back to Top Constitution Test: P L 195 (United States Constitutional History) Exam District Wide Assessments: T aking the state-mandated college and career ready determination exam unless otherwise excused by state law Students must qualify as having taken the state-mandated college and career ready determination exam in accordance with state guidelines. Postsecondary Plan: I n accordance with Learn Plan, Succeed., students will provide valid evidence to their School Counselor to demonstrate they have a concrete postsecondary plan before high school graduation Examples of that evidence can include a college acceptance, military enlistment, a career training program or a full-time job. C Day: All students will participate in enrichment activities during their C Day time block. Advisory: A ll students must pass advisory to promote. C Day (Choice Day)* C Day (Choice Day) is a unique structure at Intrinsic during which students take ownership of their learning in pursuit of their academic and personal goals On C Days, students organize their own schedule by choosing academic options (e.g. content-specific office hours, writing lab, peer tutoring) based on their individual needs and participating in clubs and other extracurricular activities Engaging in and leading C Day activities provides students opportunities to explore their interests and to identify strengths, practice post secondary skills (leveraging resources in alignment with goals, long and short-term planning, leadership capacities), and to build strong relationships and community among staff and peers At our Belmont Campus, C Days are on Wednesdays At our Downtown Campus, C Days are on Thursdays We also partner with After School Matters (ASM) to provide additional C Day programming such as Culinary Arts, Fashion Design, Photography, etc ASM Belmont programs take place at the Lutz Center and ASM Downtown programs take place at Gallery 37. Grading System & Policies The grading system and accompanying course policies were designed to provide Intrinsic students a well-rounded academic experience As a result, students will have a robust high school transcript that will make them competitive in college and career. INTRINSIC SCHOOLS GRADING SCALE - HIGH SCHOOL BELMONT CAMPUS AP LETTER GRADE PERCENTAGE % UNWEIGHTED HONORS (includes Dual Enrollment/Credit) A+ 97 - 100 4.4 5.4 6.4 A 92 - 96 4.0 5.0 6.0 A- 90 - 91 3.7 4.7 5.7 B+ 87 - 89 3.4 4.4 5.4 Page | Back to Top B 82 - 86 3.0 4.0 5.0 B- 80 - 81 2.7 3.7 4.7 C+ 77 - 79 2.4 3.4 4.4 C 72 - 76 2.0 3.0 4.0 C- 70 - 71 1.7 2.7 3.7 D* 60 - 69 1.4 2.4 3.4 F - 59 0 0 0 *At Intrinsic, we believe mastery is not if a student can succeed, but "how" and "when" a student will demonstrate mastery We want students to view learning as an iterative process Hence, in addition to credit recovery for failures, all Ds earned by high school students can be recovered in summer school and will be free of cost. 2020-2021 Belmont Middle School Grading Policy Importance of GPA, SAT Scores, & Attendance We commit to competitive access for all of our students Strong grade point averages (GPAs) and SAT scores increase students’ access to postsecondary institutions with higher graduation rates We firmly encourage all students to strive for a 3.0 GPA GPA is a measure of a student’s performance across all credit-bearing courses taken by the student over a semester factoring in the grade earned and the potential credit for each course taken Intrinsic monitors students’ GPAs very closely Postsecondary institutions primarily use unweighted cumulative GPAs for admissions decisions, though rigor of courses is taken into consideration Weighted GPAs are used primarily for internal ranking purposes including Honor Roll, Top 10%, Valedictorian, and Salutatorian. According to recent research published by the University of Chicago4, high school GPA is a strong indicator of students’ preparation for college; four-year college enrollees with an unweighted high school GPA of 3.0 or higher have at least a 50 percent probability of earning a degree within six years Middle school students with a 3.5 GPA have a higher likelihood of success in both high school and college College requires very strong levels of effort and engagement in both the middle grades and in high school. Additionally, higher GPAs open up chances of earning athletic and academic scholarships Intrinsic uses weighted GPAs to determine class rank (top ten) and honor roll High GPAs are indicators of both academic performance and academic behaviors that are needed to be successful in both college and career. We provide students with ample opportunities to practice content and skills In addition to aligning course content to door opening tests like the SAT, we administer SAT type interims and provide targeted interventions based on students’ scores. High school GPA, not ACT score, is a strong predictor of college graduation Page | Back to Top We have set goals for students’ unweighted GPAs and SAT scores based on requirements for common postsecondary programs: GPA SAT ATTENDANCE COMPETITIVENESS 2.0
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