Academic Plan 3 Year I01.24.2019 - hawaiipublicschools.org › ...20_AcademicPlan.pdf ·...

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020

Where are we now? Prioritize school’s needs as identified in one or more of the following needs assessments:

• Comprehensive Needs Assessment (Title I Schools)

Complex Area Superintendent Visits

• Other

1. Need: Continue on going PD in Reading Wonders, Stepping Stones, GLOs, writing, and others to strengthen Tier 1 RtI strategies. (Comprehensive Needs Assessment) Differentiate instruction to meet the learning needs of all students (PTT/PPT support).

2. Need: Chronic Absenteeism (Strive Data 19% in 2015-2016 SY; previously SY was 21%) o School will implement a system for monitoring and addressing absenteeism

1. Implement a system that aligns School Vision/Mission and supports a culture where attendance is valued, encouraged, and supported. All stakeholders will promote attendance as an important life skill that is necessary for students to achieve and grow academically as well as socially.

3. Need: Engage all stakeholders in the process of developing a positive School Climate (Safety Dimension of SQS of grade 4 and 5 students.)

a. Increase the student dimension of SQS Safety from 67.5% to 80% by 2020 i. *note Parent (90.1%) and Teacher (81.8%) are markedly higher

1. Student dimension consistently has 15-20% of student responses in the neutral category. b. Further develop procedures, protocols and guidelines to promote communication

i. Use of google calendar and other features c. PBIS

i. Continue to implement and further develop Dragon STARRS program d. AVID organization

4. Need: Increase the frequency, consistency and quality of RtI and Inclusive Practices to support all students in all settings (Comprehensive Needs Assessment)

5. Strengthen Tier 1 core instruction in both reading and math (offer PD and resources). (Comprehensive Needs Assessment)

a. Systemetize Tier 2 and 3 Interventions and Data Collection b. Professional Development to consider a wide range of modalities when designing instruction c. Behavior supports

6. Need: Continue student / teacher engagement (CAS Walk Throughs) a. Improve common formative assessments through Data Teams b. Establish school wide strategies to promote engagement c. Continue ILT structure to implement school wide strategies

Honoka’a Elementary School Academic Plan Page | 2 Version


In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs.

All Students Economically Disadvantaged IDEA / Students with Disabilities



ORGANIZE: Identify your Academic Review Team Accountable Leads.

Name and Title of ART Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives

1. Lisa Abarcar (Title I / Tech) 1. ILT / ART

2. Brenda McDonald (Curriculum Coordinator) 2. Data Teams / Formative Instruction

3. Melissa Turner (Student Services Coordinator) 3. Comprehensive Student Support

4. Brenda McDonald (Curriculum Coordinator) 4. Common Core State Standards

5. Rory Souza (Principal) 5. Effective Educator System

6. Robin Matsumura (Counselor) & Josie Acob-Lawrence (SBBH) Kori Takaki (VP)

6. Student Mental Health / Well Being

7. Rory Souza (Principal) Kori Takaki (VP) Brenda McDonald (Curriculum Coordinator)

7. Response to Intervention

8. 8.

9. 9.

10. 10.



Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship. � Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future. � Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality

educational opportunities. � Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be

successful in their post-high school goals. � Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

Outcome: By the end of three years, Rationale:

All students will be empowered through relevant, rigorous learning opportunities, and a quality standards-based education that incorporates student voices. They will apply their learning through life experiences, practice creative problem solving, and see themselves as part of a community effort to solve complex questions and challenges that impact our islands and the world.

When transitioning to the seventh grade all students will demonstrate growth General Learner Outcomes and have the knowledge to set and achieve their goals.

We will provide a learning environment that is safe, caring, and supportive of high quality learning. We will have programs and partnerships with families, community organizations, and government agencies that support students’ well-being, and a culture where school attendance is valued.

Students become motivated and engaged when learning is relevant and builds on their strengths. Students’ voice and curiosity are nurtured, which prepares them to exercise positive choices for their learning, their future, and their contributions to family and community.

We will prepare students for the future by ensuring they have the skills and knowledge necessary to navigate in an unknown and complex world.

Students need social emotional learning supports to access curriculum and programs in physically and emotionally safe environments.



Planning Funding Interim Measures of Progress

Desired Outcome Enabling Activities

(Indicate year(s) of implementation in next column)

School Year(s) of Activity

ART Accountable

Lead(s)

Source of Funds (Check applicable boxes to indicate source of funds)

Define the relevant data used to regularly assess and monitor

progress

All Students demonstrate they are on a path towards success in college, career, and citizenship

☒ WSF ☒ Title I ☐ Title II ☐ Title III ☒ IDEA ☐ Homeless ☐ CTE ☐ Other

A. All students will be empowered through relevant, rigorous learning

1. All students are exposed to content rich nonfiction through Achieve 3000 KidBiz, Smarty Ants, iReady, Reading

2017-20 Teachers ☐ N/A

1a. Observations from walkthroughs; program progress data.

opportunities, and a quality standards-based education that incorporates student voices. They will apply their learning through life

Wonders, Digital Library and library print collections

2. Utilize computers and iPads to enhance instruction in Wonders and Stepping Stones/Go Math to accommodate

2017-20 Teachers 2a. Useage of all tech equipment in classrooms and mobile labs (grade K) 2b. Improvement in scores from STAR, SBA

experiences, practice creative problem

multiple formative and summative assessments.

and iready. 2c. Improvement in student keyboarding



solving, and see skills themselves as part of a community effort to solve complex questions and challenges that impact our islands and the world.

3. Teachers implement and differentiate instruction in the core ELA curriculum, and ILT powerful instructional practices. Some teachers also implement Wonder Works (RtI), the corresponding intervention reading program as needed. (Teachers provide additional 25-30 minutes of reading intervention block to Tier 1/2/3 students)

2017-20 Curr Coord Teachers

3a. Students work samples, word walls, AVID strategies ie:Close Reading, marking the text, etc. 3b. Data from Data Teams feedback. 3c. Scores from STAR , iReady and SBA interim and testing. 3d. As a result of teachers implementing agreed upon powerful instructional practices and core ELA and Math programs, STAR and iReady scores will increase from fall to winter and winter to Spring. 4a. Sharing out by grade

4. In weekly RtI reading and math blocks, teachers will work with identified students in small groups while support is also

2017-20 RtI Curr Coord Teachers

levels in Data Teams and in Walk Through Observations

provided by Part Time Teachers.

5. Teachers implement and differentiate instruction in the core math curriculum, Stepping Stones/Go Math.

2017-20 RtI Curr Coord Teachers

5a. Data Team Minutes

6a. iReady progress monitoring data



6. Teachers provide a math 2017-20 intervention block of 25-30 minutes for low achieving students. RtI Team

7a. School wide testing calendar.

7. Students will participate 2017-20 in universal screening (STAR) / iReady 3 times a year for progress monitoring / testing. RtI Team

8a. School wide intervention block

8. Implement RtI to provide additional instructional

2017-20 schedule. 8b. 10% reduction in

support for at-risk students needing tier 3 students. intervention

9. Provide opportunities for students to engage in resource classes in

2017-20 Admin Leadership

9a. School Articulation Schedule. Show casing of school offerings at school or family events.

library, garden, art foreign language, Hawaiian studies, computer skills, and music. (possible offerings)

B. When transitioning to the

Teachers 10a. Student led conferencing.

seventh grade all students will demonstrate General Learner Outcomes and have the

10. Engage students in the learning process via student self assessment, goal setting, and student self reflections, tracking and sharing their

2017-20 10b. Development of a seventh grade transition program with Intermediate and High School.

knowledge to set and achieve their goals.

learning.



C. We will provide a learning

Admin Leadership

11a. School Attendance Data / Data from counseling and court

environment that is safe, caring, and supportive of high quality learning. We will have programs and partnerships

11. Conduct parent meetings and possible home visits to address attendance issues.

12. Counselor will implement lessons to inform, prevent and

2017-20

2017-20

Counselor Counselor PCNC

procedures. 12a. School Quality Survey Results, Victoria Bernhardt Survey Results

13a. Counseling Notes / with families, community organizations, and government agencies that support students’ well-being, and a culture where

address bullying. 13. School Counselor works

with classroom teachers to address students who are at risk for not meeting academic and social expectations.

2017-20 Counselor

PBIS involvement / Social Emotional Learning

14a. Behavioral Intervention checklist

school attendance is valued. 14. The school will maintain

a PBIS system for positive behavioral supports and develop procedures for behavioral interventions.

2017-20

SSC Counselor

and RtI resources and monitoring. 14b. As a result of implementing a PBIS plan and counseling services, at risk students for behavior will be identified and will receive intervention for tier 1 / 2 / 3.



Goal 2: Staff Success. Honoka’a Elementary School has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success.

Outcome: By the end of three years, Rationale:

We will use professional development resources to support student success: relevant lesson, social-emotional learning, language development, instructional strategies to address all learners, and quality classroom assessments. This is especially true for students that need diverse instructional methods, including special education students and English Language Learners.

Professional development will be aimed at developing caring educators who provide a consistent learning experience of quality instruction that will enable students to progress toward becoming ready for career, college, and community in our global society.

We will provide support for new employees through effective mentoring and guidance programs.

Teachers and administrators are the heart of our instructional system. However, 50% of educators leave the profession before completing five years of teaching. We are also facing a crisis in teacher shortages across the nation. Issues in “compensation, working conditions, the loss of autonomy are all contributing to the acceleration of this dramatic attrition rate. We must address this crisis through systemic and visionary policy shifts that will elevate the profession of teaching and create a pipeline of experienced and pedagogically grounded educators to deliver engaging and effective instruction in the classroom.”







ART Accountable

Lead(s)



progress

Public Schools have a high-performing culture where employees have the training, support, and professional development to contribute effectively to student success.

A. We will use professional development resources to support student success: relevant lesson, social-emotional

1. Data Teams utilize data driven problem solving process to diagnose and plan for intervention for identified students.

2. Data Teams develop and administer common formative assessments in

SY 2017-20

SY 2017-20

Curr Coord

Curr Coord

☒ WSF ☒ Title I ☒ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A

1a. Sharing out by grade levels in Data Teams and in Walk Through Observations

2a. Data Team Minutes



learning, language reading and math. CFA development, results are used to set instructional grade level goals and

strategies to address all learners, and quality classroom

agreed upon instructional strategies.

3. Provide instruction and support that enable

SY 2017-20 Teachers 3a. Students in SPED,

ELL and Enhanced Learning assessments. This is students to access free support in place – student data especially true for and appropriate from STAR and iReady to students that need education in the least increase from fall to winter and diverse instructional restrictive environment. winter to spring.

methods, including special education students and English Language Learners.

B. Professional development will be

4. Provide substitute funding (when available)

SY 2017-20 Admin 4a. Professional Development

sharing at full faculty meetings aim at developing teachers to attend 4b. Data Team Meeting caring educators professional Minutes who provide a development,

consistent learning experience of quality instruction that will

collaboration and observation.

5. Provide PD opportunities on the school level and

SY 2017-20 Admin 5a. Professional Development

sharing at full faculty meetings enable students to cross grade levels for 5b. Data Team Meeting progress toward teachers to discuss Minutes becoming ready for curriculum, strategies career, college, and community.

and best practices…..what was learned from PDs attended and to work towards vertical



alignment.

6. Participate in professional development trainings offered by state, district, complex, school or outside educational sources.

SY 2017-20 Admin Curr Coord Teachers

6a. PDE3 registration rosters / sign up sheets

C. We will provide support for new employees through effective mentoring and guidance programs.

7. All year 1 and year 2 “new to the profession” teachers are matched with an instructional mentor, and receive ongoing professional

SY 2017-20 Teachers

7a. Current roster of beginning teachers and assigned mentors. 7b.Mentors keep

documentation of meetings and coaching sessions.

growth and developments 8. Administrators

encourage and support veteran teachers who have demonstrated successful teaching and leadership practices to pursue opportunities to become fully trained

SY 2017-20 Admin Teachers

8a. Continuous recruitment of school level mentors and certified mentors

instructional mentors. 9. Mentors and beginning

teachers participate in quarterly forums sponsored by the complex area’s I&M team to support professional development and growth.

SY 2017-20 Teachers

9a. I&M program training rosters provide evidence of veteran teachers trained through the New Teachers Center model with accompanying dates of trainings.



Goal 3: Successful Systems of Support. The system and culture of Honoka’a Elementary works to effectively organize financial, human, and community resources in support of student success.

Outcome: By the end of three years, Objective 1: Foster innovation and scaling of effective instructional operational practices to meet and exceed our educational goals. Objective 2: Secure adequate resources to support school and community-based plans for student success. Objective 3: Increase efficiency and transparency of instruction and operational supports to promote student learning and help schools while stewarding public school resources.

Rationale: It is recognized that the authority and decision making for students should be placed with those who work at the schools. The system should be one of support for teachers, administrators, and support staff who work directly with students.

In fostering a culture of innovation, the school will partner with families and community to engage relationships, resources, and expertise to support student success.

The school will continue to focus on strengthening a culture of continuous school improvement, and promoting understanding and engagement of stakeholders through improved communication.

In our continuing efforts to create an exemplary learning environment, we are dedicated to collaborative decision-making, financial transparency and authentic learning and assessment.

We will also continue to have a high regard for, and trust in the professionalism of our administrators, teachers, staff, and community members.

We can also “see the need to redefine success and develop a broader definition of student and school success”.







ART Accountable

Lead(s)



progress

The system and ☒ WSF culture of the public ☒ Title I education work to ☐ Title II

effectively organize ☐ Title III

financial, human, ☐ IDEA

and community resources in support of student success.

☐ Homeless ☐ CTE ☐ Other ☐ N/A

A. In fostering a culture of innovation, the

1. Develop a school wide AVID plan.

2. Implement ILT school 2017-2020 Admin

Teachers

1a. Progress in school level AVID scope and sequence.

school will partner wide powerful 2017-2020 Leadership 2a. ILT Guided Visit with families and instructional practices / Feedback Data and community to strategies, rituals, Network Sharing Data engage relationships, routines and best resources, and practices. 3a. Student and Staff expertise to support student success.

3. Provide opportunities for staff to celebrate successes and team building.

2017-2020 Whole School

Celebrations 3b. School and Complex Team Building Activities

4. Utilize PCNC resource and trainings to provide high quality family engagement events.

2017-2020 PCNC 4a. PCNC sign in sheets of Family Engagement Events.



5. Increase school attendance by implementation of a rewards program along with clarifying school attendance policies and

2017-2020 Admin Attendance Committee

5a. Improvement in school attendance data. 5b. Reduction in number of chronically absent students.

processes to families. 6. In addition to the

quarterly report cards, teachers communicate

2017-2020 Teachers 6a. Development of mid quarter reporting system.

with parents to keep them informed of their child’ s progress.

B. The school will continue to focus on strengthening a

7. Provide opportunities for all teachers to give input into the CNA and the Academic and Financial

2017-2020 Admin 7a. Faculty, SCC, and Family Event sign in sheets.

culture of continuous school improvement, and promoting understanding and

Planning. 8. Establish school wide

processes to improve communication.

2017-2020 Admin Leadership

8a. Continue to use a google calendar for organizing meetings and building efficiency.

engagement of stakeholders through improved communication.


Academic Plan 3 Year I01.24.2019 - hawaiipublicschools.org › ...20_AcademicPlan.pdf ·...

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