Anuenue School Academic Plan (2017 -20) - Hawaii … · Web viewPlanning Funding Interim Measures...

Kula Kaiapuni 'o Ānuenue Three-Year Academic Plan Page | 1 Version #1, May 1, 2017

Kula Kaiapuni 'o Ānuenue2528 10th Avenue

Honolulu, HI 96816(808) 733-8465

home.anuenue.org

Submitted by Glen Miyasato, Principal Date

Approved by Ruth Silberstein, CAS Date

Three-Year Academic Plan2017-2020

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)

WASC Self Study WASC Category B:

Standards Based Student Learning: Curriculum, instruction

WASC Category C: Standards Based Student Learning: Instruction

WASC Category D: Standards Based Student Learning: Assessment and Accountability

International Baccalaureate (IB) Authorization

Other

1. Need: Elevate the Hawaiian Language proficiency of all students and staff.

2. Need: Improve student math proficiency K-12.

3. Need: Improve students’ reading proficiency levels in Hawaiian and English.

4. Need: Align science curriculum and instruction with standards (Kaiapuni Science Standards or NGSS).

5. Need: Strengthen Nā Hopena A’o Learning Outcomes (Belonging, Responsibility, Excellence, Aloha, Total Well-Being, Hawaiʻi) in students, staff and throughout the school.

6. Need: Improve student attendance.

Addressing Equity: Sub Group Identification

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

1. Students new to the Hawaiian language (students entering the school at 1st grade or higher) - Goal 1, EA 1

2. 5th and 6th grade students (English LA starts in 5th grade) - Goal 1, EA 33. Chronic absentee students - Goal 1, EA 6

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. Glen Miyasato, Principal 1. Nā Hopena A’o / SEL / Student leadership development, ILT

2. Babā Yim, Vice Principal 2. ‘Ōlelo Hawai’i (assessments, PD)

3. Leimomi Sing, Academic/ Data Coordinator 3. Hawaiian Reading, Math, Science, Data Teams

4. Leilani Kamalani, Title I Coordinator / Curriculum Coordinator 4. English Reading, Math, STEM, Parent Involvement

5. Kaʻoi Nuʻuanu, Librarian / Mentor 5. Induction and Mentoring

6. Kaylene Loui, SSC / Counselor 6. Attendance

7. Wini Terada, Tech Coordinator 7. Technology

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.X Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future.



X Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities.

X 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.

X Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

Outcome: By the end of three years, Rationale:

The Hawaiian Language Oral Proficiency of students and staff will increase.

The school will continue to develop a system of assessments in Hawaiian for Hawaiian Language, reading in Hawaiian and math in Hawaiian.

Student proficiency in reading, math and science will improve.

The school will strengthen Nā Hopena A’o Learning Outcomes (Belonging, Responsibility, Excellence, Aloha, Total Well-Being, Hawai’i) in students, staff and throughout the school.

Student attendance will improve.

Hawaiian language is the language of instruction and research tells us that when studentsʻ level of language increases their ability to learn increases along with their academic performance in all content areas.

Assessments in English are not valid for students that are taught in Hawaiian so the school needs to develop its own assessments to gather data on student proficiency.

Student assessment data shows a need to improve student proficiency in reading, math and science.

The school has been piloting Nā Hopena A’o Learning Outcomes and sees the Nā Hopena A’o framework as an excellent culturally-relevant tool for school improvement and building student character and empathy which will support all of the school’s academic plan activities.

The school’s SY 15-16 chronic absenteeism rates were 27% (K-6), 17% (7,8) and 16% (9-12). Given that attendance directly affects student achievement, the school can positively affect student achievement by improving student attendance.

Planning Funding Interim Measures of Progress



Desired OutcomeEnabling Activities

(Indicate year(s) of implementationin 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

100% of students will show improvement in 1 or more strands of the Hawaiian Language Oral Fluency Assessment (Loiloi ‘Ōlelo Hawai‘i).

1. Revise the current Hawaiian language proficiency assessment and utilize the data team process to select instructional strategies to improve student Hawaiian Language fluency.

Provide extended Hawaiian language instruction for students new to the language (tutoring w/ PTTs/PPTs)

Provide PD in Hawaiian Language for teachers and staff

2017-18revise assessment

2017-20

Babā Yim

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

School-wide Hawaiian language proficiency assessment data

Teacher created Hawaiian language proficiency assessments

The % of students meeting proficiency in math will increase by 10% each year over baseline data to be collected during year 1.

2. Increase effectiveness of math instruction and provide targeted support for students in math

Create & implement a school-wide standards-based math proficiency assessment to be administered at least three times a year as a universal screener / diagnostic tool to inform instruction & determine which students to target

Provide extended math instruction for struggling students (tutoring with PTTs/PPTs, IXL)

Provide meeting time for math teachers to articulate

2017-20

Summer 2017 teacher work days to develop assessment

Leimomi Sing & Leilani Kamalani

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

Math proficiency assessment data (administered at least 3 times / year)

Student course grades (secondary student D & F list)



K-12 Focus on essential

standards to prepare students for Algebra 1 at 9th grade

Offer opportunities for advanced credit in math

Provide continuing math PD opportunities for teachers

20% of 5-12 students will be reading at grade level in English.

Utilize data from grade-level aligned He Lawai’a reading assessment to determine desired outcomes for Hawaiian reading.

3. Increase effectiveness of reading instruction and provide targeted support for students in reading

Articulate Hawaiian reading grade level targets and align with He Lawai’a reading assessment

Continue to administer assessments of English (5-12) and Hawaiian reading (K-6) to inform instruction and determine which students to target

Create & implement a Hawaiian reading assessment for 7-12 that addresses Kaiapuni Language Arts standards

Provide extended reading instruction for struggling students including 5th & 6th grade students (elective class, tutoring with PTTs/PPTs, Achieve3000, Max Scholar)

Provide continuing PD opportunities in reading

2017-20

Summer 2017 teacher work days to set reading levels and reading assessments

Leimomi Sing & Leilani Kamalani


Reading assessment data:English - Achieve3000 Lexile dataHawaiian - He Lawai’a data

Student course grades (secondary student D & F list)



instructional strategies and assessment for teachers

The school will have an articulated K-12 culturally-based Aloha ‘Āina Science / STEM curriculum

4. Articulate K-12 Aloha ‘Aina Science / STEM curriculum based on cultural knowledge/ Hawaiian world-view and aligned with standards (Kaiapuni, NGSS)

Develop continuum for scientific method / inquiry K-12

Provide PD opportunities in Science / STEM Immersion standards for teachers

Provide meeting time for teachers to articulate K-12 science and cross-discipline Project-Based Learning

2017-20 Leimomi Sing & Leilani Kamalani

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

Notes from K-12 science articulation meetings

K-12 articulated science curriculum

Science project evaluations (7-12)

% of students reporting a positive school climate on the SQS will increase by 15%

5. Address Nā Hopena A’o Learning Outcomes throughout the school

Continue to address students’ Social Emotional Learning through consistent use of inclusion activities and reflection, group norms, and conflict resolution (PTT, Roots of Empathy)

Continue to develop student leadership skills (E ‘ōpū ali’i, ‘aha ‘ōpio)

Replace PBS monthly values with Nā Hopena A’o ‘ōlelo no’eau (students of

2017-20 Glen Miyasato & Leilani Kamalani

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

Feedback from student Nā Hopena A’o discussion groups

Quarterly SEL reports from teachers

Nā Hopena A’o award lists



the month) Replace the Mauliola award

(for GLOs) with a Nā Hopena A’o award

Continue to refine the Nā Hopena A’o data collection process K-12 (student discussion groups)

Develop and pilot a system for assessing Nā Hopena A’o conditions / indicators

Provide Professional development on Nā Hopena A‘o

The % of chronic absentee students will decrease to:Elementary: yr 1 - 22%; yr 2 - 17%; yr 3 - 12%Middle & High:yr 1 - 14%; yr 2 - 11%; yr 3 - 9%

6. Create a school-wide focus on improving attendance to support student achievement

Strengthen the school’s attendance policy to address chronic absenteeism earlier (don’t differentiate between excused and unexcused, letters home, parent meetings)

Communicate school-wide attendance goals and post weekly attendance data by level (incentive program)

2017-18 start

2017-20

New SSC


Student attendance data (daily attendance rate, chronic absentee list)

Goal 2: Staff Success. Kula Kaiapuni 'o Ānuenue has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success.




The school will have strengthened its mentoring program to support its new teachers throughout their first years of teaching.

The school will have developed stronger ties with other kaiapuni schools to support teacher development and school improvement.

The number of new teachers has increased the past few years and the school's current mentoring system that relies on other teachers to mentor new teachers doesn't provide the level of support they need. The school aims to create a full-release mentor that can provide the needed support to new teachers.

The school has begun to collaborate with other kaiapuni schools and sees the mutual benefit that comes from sharing ideas and resources with them as well as the economies of scale that combining efforts can provide.





ART Accountable

Lead(s)



progress

Mentoring records will show new-teacher progress on 100% of mentoring goals

7. Expand the new-teacher mentoring program

Create a full-release mentor position

2017-2020 Ka'oi Nu'uanu


Mentoring records and reports



Other kaiapuni schools will participate in ILT walkthroughs at Ānuenue and Ānuenue will participate in ILT walkthroughs at other kaiapuni schools.

Ānuenue teachers will participate in PD with teachers from other kaiapuni schools.

8. Collaborate and participate in Kaiapuni professional learning communities

Conduct Instructional Leadership Team walkthroughs with other kaiapuni schools

Collaborate with other kaiapuni schools on workshops and PD opportunities

2017-2020ILT Lead, TBA

Leimomi Sing


ILT walkthrough data

PD agendas and sign-in sheets



Goal 3: Successful Systems of Support. The system and culture of Kula Kaiapuni 'o Ānuenue works to effectively organize financial, human, and community resources in support of student success.


The school will have implemented a system of school-wide articulation periods for grade-level data teams to meet to examine student data and make instructional improvements to address student needs.

Parent involvement in supporting student achievement and Hawaiian Language proficiency will increase.

The school will provide students and employees with computer systems and technology that support 21st century learning.

The school has attempted to implement data teams many times in the past, but without a block of time set aside specifically for data teams and a designated lead to keep teams to an agenda and hold them accountable, data teams were never very effective.

Research shows that students with involved parents, no matter their income or background, are more likely to: Earn higher grades and test scores, and enroll in higher-level programs; Be promoted, pass their classes and earn credits; Attend school regularly; Have better social skills, show improved behavior and adapt well to school; Graduate and go on to post-secondary education (SEDL, 2002)

The school relies heavily on technology to support student learning in instruction, tutoring, assessments and administration.





ART Accountable

Lead(s)



progress

All students will show improvement in the instructional areas targeted by their grade level data teams

9. Implement the data team process K-12

Dedicate time during the school day for each grade level to meet (secondary - change master schedule; elementary - utilize resource teachers)

2017-2020 Leimomi Sing


Student data from data team / articulation meeting minutes

10. Continue efforts to increase X WSF



Parent satisfaction ratings on the SQS will increase by 15%.

parent involvement and engagement around student achievement (PTTs - parent involvement coordinator, tech communication coordinator)

Maintain robust parent communication including newsletters and effectively utilizing technology (email, School Connects, Infinite Campus, school website, social media …)

Increase opportunities for parents to engage with the school to support student achievement (SCC, curriculum nights, Coffee Hours, Hawaiian Language activities, Open House, etc…)

Offer a Hawaiian language class for parents & community (PTT, MCSA)

2017-2020 Leilani Kamalani

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

Parent sign-in sheets / registration for classes & activities

100% of teachers and students will have access to educational technology to support teaching, learning and assessment needs.

11. Implement school-wide technology plan to support curriculum, instruction and assessment

Technology Coordinator to manage tech purchasing and inventory, provide technology literacy instruction to students and tech-related support for teachers

2017-2020 Wini Terada


Inventory records

School's Tech Plan

Curriculum map addressing technology-related CCSStandards


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