Hokulani Elementary Academic Plan (2017-18) - Hawaii DOE€¦ · Web viewThree-Year Academic...

[Hokulani Elementary School] Three-Year Academic Plan Page | 1 Version [1] [May 1, 2017]

Hokulani Elementary School

2940 Kamakini Street, Honolulu, HI 96816

Submitted by Laurie Luczak DateSignature Date May 1, 2017

Approved by Ruth Silberstein DateSignature 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

Strengths:1. Support staff have

implemented a rigorous curriculum in all grade levels using the State Core curriculum and a variety of instructional practices to meet a wide range of academic needs and abilities.

2. The Principal displays a positive, collaborative leadership style and promotes inclusive and transparent decision-making throughout the school and within the community. This has caused a positive cultural

Introduction:

The concept of ubuntu, existing because of our relationship to other people, is an African mindset. The belief is that we create each other and our humanity is dependent on our relationships and connections. I see this present in school communities: adults and students are interdependent of each other. There is also vast research that indicates that strong, vibrant, healthy relationships are necessary for whole human development. Furthermore, effective collaboration among school teachers and staff are hallmarks of healthy schools. Ubuntu is akin to the concept of Synergy (the whole being greater than the sum of its parts) and Ohana, which is the essence of Hokulani School Community.

There has been a shift of how students learn, retain learning, and their ability to demonstrate their learning effectively. While the emphasis of 21st Century skills focuses on the integration of technology, the human factor cannot be neglected. Holonomy impacts our effectiveness as a system. Holonomy and mastery of the Five States of Mind: Consciousness, Craftsmanship, Efficacy, Flexibility, and Interdependence align with Hokulani’s critical areas of follow-up identified through our WASC Self-Study and illustrated in the attached thinking maps. When we meet the outcomes identified through our self-study, we will be well on our way to being a holonomous entity: interdependent, flexible, conscious of our impact on others, efficacious, and continuously learning to hone our craftsmanship. This is true for students and adults.

Over the last few years, it has become apparent, that having a holonomous school community is key to the ongoing success of Hokulani. This means that adults and students need to deepen a shared understanding and application of how collaboration, empowerment, and integration strengthens the tapestry we are weaving. Knowing how one person is actually a part of the whole, learning to put one’s self on the side when necessary, and focusing on the good of the whole will foster effective partnerships, channeling our actions towards a shared goal of student achievement and growth and adult professionalism. We will do this through effective use of collaborative language, engaging in reflective practices, honoring working agreements and norms of collaboration, and through safe practice for students and adults.

Areas of Critical Follow-up:1. Need: HART and instructional staff address identified learning gaps and the needs of a changing student population through instructional

decision making, managing support staff, and continued professional development.2. Need: Develop and implement a formalized vertical articulation process between grade levels, Kinder through grade five, to develop a

cohesive, scaffolded curriculum to drive instructional practices and differentiation, in order to address achievement gaps and growth needs.3. Need: Develop a school-wide professional development plan and expectations for teachers and classified support staff that aligns with

identified growth areas and initiatives in the Academic Plan to continue to improve instruction and student learning.4. Need: Develop, implement, and monitor a Positive Behavior Intervention System that addresses the social, emotional, physical, and

academic needs of all students.

Why we will be successful (Per WASC Visiting Team):1. The Academic Plan is well developed and identifies areas of strength and areas in need of growth in all Focus Areas. It addresses all the

critical needs for follow-up. When implemented, the Academic Plan will enhance student learning. It is a “user-friendly” plan and it addresses all major school initiatives. Thea Academic Plan can be accomplished within the existing resources available at Hokulani. The leadership, faculty, and staff are totally committed to the Academic Plan.

2. School improvement is supported by the fact that the Principal, who is relatively new to Hokulani, has implemented clear and consistent

[Hokulani Elementary School] Academic PlanPage | 2 Version [1] [May 1, 2017]


transformation that has deeply impacted the Hokulani community.

3. Parents and the school community value and support Hokulani because of the care for students and the dedication they see in the leadership, faculty, and staff.

communication practices and is focused on best practices school improvement strategies and programs. Additionally the staff consists of many veterans who have significant amounts of professional development training and are committed to school improvement.

3. There does not appear to be any impediments to improvement that the school needs to overcome to fully implement their Academic Plan.4. The school plans to fully implement their Academic Plan focusing on vertical alignment between grade level teachers, strengthening their

positive behavioral systems, developing a school-wide professional development plan, and enhancing instructional practices to improve learning for all students.

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.

English Learners – working knowledge of English, grade level proficiency, acclimation to Hawaii/US Students with IEPs – needs identified in IEP Students with 504 plans – needs identified in 504 plan



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. Robert Bruno, SSC 1. Academic Review Team (HART), 21st Century, CSSS – Tier 2-3

2. Mitchell Ishihara, Counselor 2. CSSS – SEL, PBIS

3. Shari Kaneshiro, Coach 3. STEM/NGSS, 21st Century, GT Education, ILT

4. Stacey Hatakenaka, Program Coordinator 4. English Learners program, CSSS – Tier 2 & 3

5. Laurie Luczak, Principal 5. Formative Instruction/Data Teams, Professional Development, ILT

6. Kim Gomes, Dana Akima, Maile Inskeep, Chad Dela Cruz, Laurie Yoshinaga, Laurie Dela Cruz (GLCs)

6.CCSS, Tier 1 and 2, NGSS

7. 7.



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: The learning gap will be diminished through differentiated instruction, curriculum, and assessments

as facilitated by teachers and support programs. Students will know that the Grade Level year-end targets are as identified and aligned Kinder

through grade five. Students will understand the basis of behavioral expectations and how working together supports

everyone. This will be done through the development, fluid implementation, and ongoing monitoring of a Positive Behavior Intervention and Support (PBIS) System, which includes intentional instruction of Social Emotional Learning (SEL) for students and adults integrating metacognitive reflective practices.

Students will deepen their understanding of scientific phenomena through integrated learning opportunities that target Next Generation Science Standards (NGSS), incorporating inquiry skills, and by demonstrating what they know through project/problem-based learning opportunities.

The Whole child will be nurtured through ongoing partnerships, which are vital to the integration of the arts and creative, inquiry-based decision making.

GLOs will be the cornerstone of our 21st Century learning model and assessed across the school community through the use of a shared rubric.

Students will know what strong writing looks like and sounds like as writing continuums are aligned Kinder through grade five. This includes development of a visible writing continuum that is accessible to students.

Students will know what strong problem-solving looks like and sounds like as mathematical practices and concepts are aligned Kinder through grade five. This includes the ongoing integration of mathematical practices and the development of visible continuums in multiplication, fractions, measurement, multistep problem-solving, geometry, and graphing, which is accessible to students.

If we are serious about teaching children to think, then we need to be serious about structuring the curriculum around thinking. This requires us to pay attention to the general thinking strategies and broad conceptual understandings that find a natural home in philosophy. By looking to the concepts and procedures of philosophy, we can help to integrate the curriculum and at the same time make children more effective participants in the process of learning (Phil Cam).

In SY 2016-17, all teachers participated in a school-wide literacy circle focused on Carol Dweck’s research of developing a growth Mindset. This laid the foundation of applying the research from Adaptive Schools and Cognitive Coaching (Costa & Garmston, 2014). Understanding Dweck’s research is instrumental in moving towards mastering the Five States of Mind. Paramount to that is the need to continue a cycle involving metacognition, deliberate practice, assessment, feedback, and iterations.

In Goal 1, the Five States of Mind can be achieved through ongoing practice and application of GLO expectations, providing visible learning goals/targets, through self-monitoring, and reflective practices. Examples of visible learning goals/targets are aligned GL end of year (EOY) targets, vertically aligned writing, mathematics, science research targets, and visible continuums of student learning and achievement. Students will be able to work towards mastery through facilitated instruction, self-assessment, and reflective practices involving metacognition. Teachers will also be continuously developing their Five States of Mind, more specifically Craftsmanship, Flexibility, and Consciousness.



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

The learning gap will be diminished through differentiated instruction, curriculum, and assessments as facilitated by teachers and support programs

Teachers will continue to provide rigorous, cohesive, and congruent learning opportunities in ELA, Mathematics, Science, and Social Studies/History.

Teachers and students will identify and utilize specific supports/programs that are compatible with the needs of the student.

Teachers will create Focus Walls to help students make connections with new elements and concepts as they are presented in a unit.

Teachers (classroom and resource) will collaborate in order to address Tier 1, Tier 2, and Tier 3 needs of students.

Teachers will also continue to utilize curricular materials appropriate to the needs to our students (Reading Wonders, Stepping Stones, supplemental resources, programs, and kits).

2017 -20 GLCs

BrunoGLCs

Kaneshiro/ILT

BrunoHatakenaka

☒ WSF ☒ Title III ☒ IDEA ☐ Other ☐ N/A

Data will be collected through peer visits, guided visits, and Admin walk-throughs.

Data from a range of assessment sources will be triangulated:o Classroom data (qualitative and

quantitative)o STAR 360o Achieve 3000o DIBELSo IXLo ILEo SBA/HSA

Data Team minutes and GL documentation

Students will know that the Grade Level year-end targets are as identified and aligned Kinder through grade five.

Teachers will participate in GL articulation in order to determine end of the year grade level goals, backward mapping instruction.

Each grade level will then identify signature learning concepts in order for students to transition successfully to the next level in writing, reading, mathematics, science, and social studies.

In the beginning of each school year, grade level teams will publish grade level course outline, sharing learning goals with students and families.

2017 - 20

2017-18 – Writing & Math2018-19 – Science2019-20 – Social Studies2018 - 20

GLCs ☒ WSF ☐ Title III ☐ IDEA ☐ Other ☐ N/A

Data walls, Data Team minutes will be reviewed at least three times a cycle.

Learning continuums and GL documents will be reviewed and revised annually.

Data will be collected through peer visits, guided visits, and Admin walk-throughs.

Data from a range of assessment sources will be triangulated:o Classroom data (qualitative and

quantitative)o STAR 360o Achieve 3000o DIBELSo IXLo ILEo SBA/HSA



Students will understand the basis of behavioral expectations and how working together supports everyone. This will be done through the development, fluid implementation, and ongoing monitoring of a Positive Behavior Intervention and Support (PBIS) System, which includes intentional instruction of Social Emotional Learning (SEL) for students and adults integrating metacognitive reflective practices.

Guidance curriculum will be developed or selected to support direct instruction of beliefs, behaviors, and language that cultivates a school culture that is socially, emotionally, physically, and intellectually safe for everyone.

o Philosophy for Children Stargazing system will be implemented to

support students who are “spotted’ meeting behavioral expectations as defined in the Behavior Matrix (3Bs) and acknowledge their accomplishments. (See 3P on Stargazing)

Working Agreements will be developed, utilized by all Data Teams.

The 7 Norms of Collaboration will be utilized to keep dialogue and discussion focused and productive.

2017-20 Ishihara

Luczak

GLCs

GLCs

☒ WSF ☐ Title III ☐ IDEA ☒Other ☐ N/A

The following data sources will be monitored and reflected upon:

Classroom eCSSS data Stargazing data Tripod report SQS report Data Team Minutes School-based surveys Reflective practices

Students will deepen their understanding of scientific phenomena through integrated learning opportunities that target Next Generation Science Standards (NGSS), incorporating inquiry skills, and by demonstrating what they know through project/problem-based learning opportunities.

Each grade level will have four science units utilizing NGSS.

Problem-based and project-based learning opportunities will be developed and utilized in order to raise students who are problem-solvers, thinkers, creative, and innovate.

Continue to seek partnerships that integrate project-based and problem-based learning with Adult-world application.

2019 - 20

2018 - 20

2017 - 20

Kaneshiro ☒ WSF ☐ Title III ☐ IDEA ☒Other ☐ N/A

GL documentation (units, plans, student samples)

Science and Engineering Day evidence (video, data, reflection sheets)

GL and FOL minutes

Students will deepen their understanding of scientific phenomena through integrated learning opportunities that target Next Generation Science Standards (NGSS), incorporating inquiry skills, and by demonstrating what

Continue to seek out and secure grants that support arts integration.

o AITSo Art Bentoo Art Seedo Aikane

Creative Movement 4th Grade SS unit 5th Grade Aloha program

2017 GLCs ☒ WSF ☐ Title III ☐ IDEA ☒Other ☐ N/A

Classroom assessments (field journals, student work, student work products)

Grant reflection Surveys eCSSS data EWS data (Marks, GLOs)



they know through project/problem-based learning opportunities.

Active participation in school-wide PD provided by school partners.

GLOs will be the cornerstone of our 21st Century learning model and assessed across the school community through the use of a shared rubric.

Develop school-wide GLO rubric. Conduct calibration session for inter-rater

reliability Ongoing progress monitoring

20172017

2017

Ishihara ☐ WSF ☐ Title III ☐ IDEA ☐Other ☒ N/A

School-wide Rubric GL data EWS data eCSSS data

Students will know what strong writing looks like and sounds like as writing continuums are aligned Kinder through grade five. This includes development of a visible writing continuum that is accessible to students.

Collect student samples from every grade level.

Agree upon writing progressions. Create and publish continuums that are

accessible to students. Instruct students on how to monitor their

progress and set goals. Incorporate reflective practice and

discussion. Revise continuums as needed.

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☐Other N/A

Student products GL documents and products Survey data SBA assessments STAR360

Students will know what strong problem-solving looks like and sounds like as mathematical practices and concepts are aligned Kinder through grade five. This includes the ongoing integration of mathematical practices and the development of visible continuums in multiplication, fractions, measurement, multistep problem-solving, geometry, and graphing, which is accessible to students.

Collect student samples from every grade level.

Agree upon problem-solving progressions. Create and publish continuums that are

accessible to students. Instruct students on how to monitor their

progress and set goals. Incorporate reflective practice and

discussion. Revise continuums as needed.

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☐Other ☐ N/A

Student products GL documents and products Survey data SBA assessments STAR360



Goal 2: Staff Success. Hokulani Elementary 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: Teachers and Staff will participating in vertical and horizontal teams will be fluent in the

utilization of the 7 Norms of Collaboration, adherence to Working Norms, and maintain collaboration that results in rigorous and cohesive instruction while engaging in reflective practices. Inclusive adult behaviors, which are welcoming, nurturing, collaborative, and collegial will be practiced.

Hokulani School community will be in a cycle of reflective practice using “evidence to create innovation in the learning environment” (Hattie, 2012).

Teachers and Staff will have focused discussions regarding student growth and achievement, curriculum, instruction, assessment, and response to student needs will maximize articulation time.

Teachers and Staff will identify, articulate, publish, and meet expectations of professional development opportunities including implementation and monitoring of identified school-wide initiatives and actions.

As stated in the Introduction, over the last few years, it has become apparent, that having a holonomous school community is key to the ongoing success of Hokulani. This means that adults and students need to deepen a shared understanding and application of how collaboration, empowerment, and integration strengthens the tapestry we are weaving. Knowing how one person is actually a part of the whole, learning to put one’s self on the side when necessary, and focusing on the good of the whole will foster effective partnerships, channeling our actions towards a shared goal of student achievement and growth. This is key to being an effective school community and not only an effective classroom or program.

Additionally, being conscious of our own identities as professionals and learners as well-being conscious of our own values and beliefs will impact collaboration and understanding of one another. Engaging in reflective practices will support our knowledge of capacities and behaviors.

Professional development opportunities will be aligned to the following subject areas: Adaptive Schools (community building, decision making) Visible Learning (understanding what students are learning and doing, and how schools can

respond to student needs) Technology Integration (hands-on training in order to prepare our students for a tech-rich

life) Philosophy for Children (promotes a new understanding of the teacher-student relationship,

creates a shift in the primary content of instruction- inquiry, and develops methods to engage in meaningful philosophical reflection – thinking, discussion, problem-solving).

Professional development practices will be focused on the following areas: effective use of collaborative language; engaging in reflective practices; honoring working agreements and norms of collaboration; and by providing safe practice for students and adults..







ART Accountable

Lead(s)



progress

Teachers and Staff will participating in vertical and horizontal teams will be fluent in the utilization of the 7 Norms of Collaboration, adherence to Working Norms, and maintain collaboration that results in rigorous and cohesive instruction while engaging in reflective practices. Inclusive adult behaviors, which are welcoming, nurturing, collaborative, and collegial will be practiced.

Develop Collaborative Groupso Develop school-wide working

norms. Then apply and monitor utilization.

o Utilize structures for successful meetings

Promote a Spirit of Inquiryo Review then implement 7

Norms of Collaboration. Monitor team’s use of collaborative practices.

o Invite Thinkingo Utilize stems of connection

Promote Energy Sourceso Group Efficacyo Group Flexibilityo Group Consciousnesso Group Interdependenceo Group Craftsmanship

Actively participate in Adaptive Schools training as available.

2017-20 GLCSLuczak

☒ WSF ☐ Title III ☐ IDEA ☒ Other ☐ N/A

Data Team minutes HART minutes Reflective feedback Data Team Observations School-based surveys

Hokulani School community will sustain cycles of reflective practice using “evidence to create innovation in the learning environment” (Hattie, 2012).

Actively participate with our ongoing work with Tom Hierck from CORWIN: Visible Learning Research Visible Learners Know they Impact Effective Feedback Understand Visible Learning

Mindframes Evidence into Action Clarity of learning

o Develop shared language of learning

o Provide visible learning

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☒ Other ☐ N/A

Teacher surveys Reflective feedback (Student and

Adult) Peer visit data Guided visit data Classroom walk through data Tripod survey



continuumso Build classroom data walls

Cycles focused on learners and learning

Reflect on the BIG learning intentions.Teachers and Staff will have focused discussions regarding student growth and achievement, curriculum, instruction, assessment, and response to student needs will maximize articulation time.

Continue to deepen our understanding and utilization on school-wide and classroom data. Refine our Data Teams process using

protocols:o Conversation Protocol 1o Conversation Protocol 2o Conversation Protocol 3

Complete 4 Data Team Cycles on writing

BOY, MOY, EOY Data Team meetings with Principal to discuss where we are in the progression of learning about student needs

Develop and monitor cycles focused on learners and learning

Reflect on the BIG learning intentions. Actively participate in PC Days, in-

service trainings, and school-wide professional development opportunities.

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☒ Other ☐ N/A


Teachers and Staff will identify, articulate, publish, and meet expectations of professional development opportunities including implementation and monitoring of identified school-wide initiatives and actions.

Professional Development thinking map/organizer will be developed and published

Working in school-wide teams, expectations will be identified and articulated.

School-wide agreements will be published and shared.

Teachers and Staff will have time to engage in reflective practices in professional learning communities.

2017-20 LuczakGLCs



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

Outcome: By the end of three years, Rationale:



Hokulani School Community will monitor progress in meeting Goals 1 and 2 through systematized protocols that are implemented across varying Data Teams: grade level, vertical FOL teams, the Leadership team, and in partnership with the School Community Council.

Decision making will be fluid and transparent, focused on Student Growth and Achievement. Hokulani School will sustain evaluation processes that help us understand the effectiveness

of our decisions and determine next steps. Students and Adults will be able to identify where they are in their mastery of the Five States

of Mind and articulate a plan on furthering their understanding and application.

Systemic change is how we seek improvement that is sustainable and supports all students. Not only does school renewal rely on systemic changes, shifts also need to be solutions oriented. This is where ubuntu, synergy, and Ohana become central to the work that we do. These precepts will carry us beyond a financial and intellectual system, discourage focus on legal mandates, and moves from a static to a dynamic organism.

Because of the history of school systems, philosophical practices need to be engaged in our actions. Developing and supporting an open-system will result in a holonomous school community. Again, this means that adults and students need have a shared understanding of growth, achievement, empowerment, and self-actualization. It also requires that our processes result in a system that achieves a common purpose. Our common purposes are 1) student growth and achievement for all and 2) sustaining interdependence between all moving parts. For example, accepting that individuals are actually a part of the whole, learning to put one’s self on the side when necessary, and focusing on the good of the whole will foster effective partnerships, channeling our actions towards a shared goal of student achievement and growth. And as delineated in Goal 1 and 2 we will do this through effective use of collaborative language, engaging in reflective practices, honoring working agreements and norms of collaboration, and through safe practice for students and adults. Our actions in Goal 3 are to document and monitor our progress as a whole school.







ART Accountable

Lead(s)



progress

Hokulani School Community will monitor progress in meeting Goals 1 and 2 through systematized protocols that are implemented across varying Data Teams: grade level, vertical FOL teams, the Leadership team, and in partnership with the School Community Council.

HART will meet at least quarterly to review progress of Academic/Strategic Plan, utilizing a progress monitoring worksheet to track progress

Instructional Learning Teams processes (peer visits and guided visits, and team debriefing and planning) and Administrative walk-throughs will be utilized to collect classroom and program data.

o ILT training is needed.o Development and training of

data collection tool is needed.

o Process to review school-wide data needs to be developed and monitored and imbedded in the HART monitoring system

2017-20 Bruno

Kaneshiro


HART minutes HART progress monitoring worksheet ILT data Reflective practices Data Team minutes and data walls SQS Data Tripod Survey Data

Decision making will be fluid and transparent, focused on Student Growth and Achievement.

Develop Collaborative Groupso Develop school-wide working

norms. Then apply and monitor utilization.

o Utilize structures for successful meetings




Promote Energy Sourceso Group Efficacyo Group Flexibilityo Group Consciousnesso Group Interdependenceo Group Craftsmanship

Utilize a decision-making model and

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☐ Other ☐ N/A




new initiatives tool while developing school plans.

Hokulani School will sustain evaluation processes that help us understand the effectiveness of our decisions and determine next steps.

HART will utilize a decision-making model and new initiatives tool while developing school plans.

Use the Strategic Plan as a diary map of our progress.

Publish a one-pager (3Ps) to communicate decisions and actions. The one pager needs to include the Purpose, Plan, and Process/Product of the action.

HART will engage in reflective practices to identify next steps.

2017-20 Bruno ☒ WSF ☐ Title III ☐ IDEA ☐ Other ☐ N/A

HART minutes HART progress monitoring worksheet ILT data Reflective practices Data Team minutes and data walls SQS Data Tripod Survey Data One-pagers

Students and Adults will be able to identify where they are in their mastery of the Five States of Mind and articulate a plan on furthering their understanding and application.




Instructional Learning Teams processes (peer visits and guided visits, and team debriefing and planning) and Administrative walk-throughs will be utilized to collect classroom and program data.

2017-20 Luczak ☒ WSF ☐ Title III ☐ IDEA ☐ Other ☐ N/A



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