Lanakila Elementary Academic Plan (2017-20) · Web viewAdmin will continue to hire qualified...

Three-Year Academic Plan2017-2020

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

Lanakila Elementary School Academic Plan Page | 1 Version #1 5/1/2017

Lanakila Elementary School

717 North Kuakini StreetHonolulu, HI 96817

808-587-4466 www.lanakila.org


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

● Comprehensive Needs Assessment

● 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

NEEDS:1. Close the Achievement Gap between all students: High Needs and Non High Needs

2. Social-Emotional Learning (SEL) & Transitions

3. Continue to Increase Learning Opportunities: (ie. STEAM, News Writing and Broadcasting, Specials, TLIM Student Leaders, After School Clubs)

4. Writing: Daily Oral Language and Write Tools

5. Math Fluency

Addressing Equity: Sub Group Identification

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

High Needs students● SpEd● ELL● Disadvantaged


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020High Needs and Non High Needs students with behavior problemsStudents with a history of low performanceStudents with a history of behavior concernsStudents lacking parental supervision, guidance, and supportMilitary studentsHomeless studentsFoster students

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 Grinder, Curriculum Coordinator 1. Closing the Achievement Gap with i-Ready, Imagine Learning, PFR, ERI, LFL, REWARDS, Big Brainz, Achieve 3000

2. Lisa Grinder, Curriculum Coordinator

Kindergarten GLC

Grade 3 GLC

2 . Closing the Achievement Gap with GLAD

3. Seiko Naumu, Data Specialist 3. Closing the Achievement Gap with DIBELS

4. Stacy Miyashiro, Counselor

Nicole Higa, Counselor/Title I

Lisa Zenigami-Lau, SSC

4. Closing the Achievement Gap with ABC Wall

5. Nicole Higa, Counselor/Title I 5. Social-Emotional Learning - TLIM


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020Sachini Guruluwana, Student Leader Coach

6. Nicole Higa, Counselor/Title I

Stacy Miyashiro, Counselor

Lisa Zenigami-Lau, SSC

Darlene Paahana, PCNC

6. Non-Cognitive Data (ABC and HN/NHN Targeted Students)

7. Lisa Grinder, Curriculum Coordinator 7. Increase Learning Opportunities


Lower GLC

Upper GLC

8. CCSS (Math Fluency and Writing)

9. Lisa Grinder, Curriculum Coordinator 9. Induction & Mentoring


Katherine Balatico, Principal

10. ART

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.


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


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020● we will close the Achievement Gap between all students: High

Needs and Non High Needs;

● we will focus on Social-Emotional Learning (SEL) & transitions between grades levels and between elementary and middle school;

● we will continue to increase learning opportunities: (ie. STEAM, News writing and Broadcasting, Specials, TLIM Student Leaders, Afterschool Clubs)

● we will have personalized the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction

● Experience and research show that inclusive practices are best for high-needs students. Students who are most severely impacted by our achievement gap, including those receiving special education services and English Learners, deserve high-quality education in a regular classroom setting

● Students’ physical, social, mental, emotional, and cognitive development are critical as they move from early childhood to adolescence to adulthood. Students’ well-being and health increase their readiness to learn. Students succeed when their individual needs are met and their innate gifts and abilities are nurtured.

● Well-rounded, standards-based education should be engaging and relevant to students and build on their strengths. statewide training, clear standards in all content areas, learning networks, assessments, and resources will focus on helping students develop the rigorous skills and joy for learning that will serve them throughout their lives.

● Students should experience the interdisciplinary nature of education, and develop the abilities and skills necessary to have a “breadth of knowledge that leads to joy in learning, respect for others, and a lifelong spirit of inquiry...”

Planning Funding Interim Measures of ProgressLanakila Elementary School Academic Plan Page | 6 Version #1 5/1/2017


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

We will close the Achievement Gap between all students: High Needs and Non High Needs;

Close monitoring of students in RtIi-ReadyAll teachers will analyze i-Ready student progress to adjust individual student learning paths (lessons), groupings, and access to additional intervention (ie. afterschool)

● Yearly i-Ready subscriptionDIBELSAll teachers in K-3 analyze student data for strengths and weaknesses of phonics and reading comprehension to differentiate and develop action plan for individual studentsImagine LearningTeachers will move their students on and off Imagine Learning and i-Ready based on teacher recommendation and i-Ready diagnostic scores.Achieve 3000Grade 4 teachers will use Achieve 3000 to enhance their teaching.Big BrainzTeachers will use Big Brainz to enhance their teaching.PFR, ERI, Language for Learning, REWARDSTeachers will determine if students need additional intensive

2017-2020Lisa Grinder

Seiko Naumu

x WSFx Title I☐ Title IIx Title III☐ IDEA☐ Homeless☐ CTE☐ Other☐ N/A

Diagnostic Test results 3x a year

DIBELS results 3x a year

i-Ready diagnostic scoresImagine Learning scores

Achieve3000 usage and data

Big Brainz usage and data

Intervention results after each post test


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020intervention and action plans using PFR, ERI, Language for Learning, and REWARDS during Reading blockGLADTeachers with ELL students will implement GLAD strategies to benefit all studentsABC WallBoth counselors will collect ABC data once a month and analyze longitudinal strengths and needs for individual students; design action plan for targeted students with teachers

Spring CampSummer SchoolKinder CampSummer InterventionSummer EnrichmentTechnology integration

K GLCGrade 3 GLC

Nicole HigaStacy MiyashiroLisa Zenigami-Lau

Quarterly walkthroughsACCESS for ELL data

Monthly ABC Wall data

We will focus on Social-Emotional Learning (SEL) & transitions between grades levels and between elementary and middle school;

TLIMAll teachers will teach integrated GLOs and 7 Habits during Leadership block; increase leader opportunities for students to be in leader roles in/out of the classroom; goal setting; Leadership Binders/folders; celebrate students for demonstrating Habits throughout the school year; data wall to track student leader opportunities for all students

Transitions

2017-2020 Nicole HigaStacy Miyashiro

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

Semester student leader roles on campus


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020Ensure smooth transitions between grade levels and between elementary and middle school (ie. transition meetings, vertical articulation, communication with middle school, 5th grade specialization, middle school orientation, guidance lessons, and middle school expectations).

GLADAll teachers will teach the 3 Personal Victories (First 3 Habits)Non-Cognitive DataBoth counselors will collect ABC data once a month and analyze longitudinal strengths and needs for individual students; Counselors will schedule sessions, group, check-ins with targeted students; Counselors will articulate between grade levels and elementary/middle schools; Title I Coordinator will provide appropriate team members with HNS/NHNS data at start of the SY; Team members will take actions to increase parent and community engagements for targeted students

Notification letters sent home to parents for signatures as required by protocol

Continue to implement and refine the attendance protocolAfter three unexcused absences

Quarterly walkthroughs

Monthly ABC Wall data

Documentation in communication logs between teachers and counselor to keep an open communication


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020within a quarter, teacher will contact parents and send notification home.

After five unexcused absences, counselor will call home and send notification home, requiring parent’s signature.

If no improvements are made, a conference is held with parents, principal, counselor, and at times, a social worker. Home visits (sometimes with a school social worker) are also done if a conference cannot be held.

Training for all staff on the referral process.

Spring CampSummer SchoolKinder CampSummer InterventionSummer Enrichment

between all parties

Absentee documentation archive of all letters sent to parents for the school year

We will continue to increase learning opportunities: (ie. STEAM, Newswriting and Broadcasting, Specials, TLIM Student Leaders, Afterschool Clubs)

Admin will continue to hire qualified educators to teach to the whole child (ie. STEAM, Hawaiiana, Art, Hula, Choir, Ukulele, Afterschool Clubs, etc.)

Maintain gifted and talented services at Lanakila

2017-2020 Lisa Grinder x WSFx Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE☐ Other☐ N/A

Semester student leader roles on campus

We will have Writing 2017-2020 Lisa Grinder x WSF Quarterly walkthroughsLanakila Elementary School Academic Plan Page | 10 Version #1 5/1/2017

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020personalized the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction

● Continue to implement DOL grammar program daily

● Each grade level to use Write Tools Continuum to design quarterly Performance Assessment Essays

●Grades 1-5 10 day Write Tools lessons rollout from beginning of year

●Grade K 10 day Write Tools lessons rollout from second quarter

●Grade 1 10 day Write Tools lessons rollout from September

● Schoolwide Pre and Post writing assessments with rubrics

● Continue to address schoolwide math fluency strategies

● Pre-assessment and post assessment (i.e. i-Ready) for whole school on math fluency

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

By the end of the 2020 SY, 100% of the teachers will use formative and summative assessments to inform and drive classroom instruction through the data teams process.

Continue Data Teams to analyze student data through structure of data review in order to close the achievement gaps and increase the gap reduction rate.

Continue weekly formative and summative assessments to inform and drive classroom instruction.

● SBAC Assessments (grades 3-5)

●Kindergarten Checklists (grade K)

2017-2020 Lisa Grinder x WSF☐ Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE☐ Other☐ N/A

AssessmentsCFAs


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020● Reading Assessments● Stepping Stones Unit

Assessments● CFAs●Writing Assessments

Goal 2: Staff Success. Lanakila 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 close the Achievement Gap between all students: High

Needs and Non High Needs;

● all new teachers to the DOE, new teachers to Lanakila, and teachers new to their grade levels will have received once a week mentoring for a mentor.

● Experience and research show that inclusive practices are best for high-needs students. Students who are most severely impacted by our achievement gap, including those receiving special education services and English Learners, deserve high-quality education in a regular classroom setting

● Lanakila teacher thrive when they are supported by another teacher at the school. The pairs are able to meet once a week and talk about strengths and any needs that may arise.

Planning Funding Interim Measures of Progress






ART Accountable

Lead(s)



progress

By the end of the 2020 school year, 100% of the teachers will implement differentiated strategies to meet the ELA and Math needs of all HN/NHN students.

Provide all teachers with professional development including substitutes or stipends on differentiated instruction (especially in the areas of flexible grouping, tiering, etc.)

Provide appropriate PTTs with professional development in universal screener, reading, writing, and math programs.

● PTT support

2017-2020 Lisa Grinder x WSF☐ Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE☐ Other☐ N/A

Quarterly walkthrough forms and pacing plans.

By the end of the 2020 school year, 100% of the teachers will implement math fluency strategies to ensure that students acquire the math skills in their current grade level.

Ensure all teachers are trained in powerful practices and provided time to observe peers implementing school-wide math fluency strategies

● Teachers/staff to attend NCTM trainings and registration fees for teachers and/or staff

2017-2020 Lisa Grinder ☐ WSF☐ Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTEx Other☐ N/A


Next steps, share outs, implementation ideas from trainings

By the end of the 2020 school year, 100% of the teachers will implement each integrated GLOs and 7 Habits during Leadership block; increase leader

Ensure all teachers are trained in TLIM professional development including substitutes or stipends on social-emotional strategies and supports

● Teachers/staff to visit AB Combs’ (in North Carolina) Leadership Day and

2017-2020 Nicole Higa ☐ WSFx Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE☐ Other

Next steps, share outs, implementation ideas from trainings


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020opportunities for students to be in leader roles in/out of the classroom; goal setting; Leadership Binders; celebrate students for demonstrating Habits throughout the school year; data wall to track student leader opportunities for all students.

registration fees for teachers and/or staff

☐ N/A

By the end of the 2020 school year, 100% of the teachers will personalize the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction

Provide all teachers with professional development and planning days that include substitutes or stipends on integrated unit design. Planning days will include: Semester 1 Full day, Semester 2 Full day, 2 Quarterly DT converted to planning days

2017-2020 Lisa Grinder x WSFx Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE☐ Other☐ N/A


By the end of the 2020 SY, 100% of the first, second, and third year teachers, teachers new to Lanakila, and teachers new to their grade levels will be

First, second, and third year teachers, teachers new to Lanakila, and teachers new to their grade levels will be provided induction and mentoring support by the complex, grade level teacher(s)

2017-2020 Lisa Grinder x WSFx Title I☐ Title II☐ Title III☐ IDEA☐ Homeless☐ CTE

Mentoring communication logs


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020supported by at least one grade level teacher and/or curriculum coordinator.

and/or curriculum coordinator.● Observations● Coaching● Reflections● Debriefing

☐ Other☐ N/A

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

Outcome: By the end of three years, Rationale:● we will have a system for tracking HN/NHN students with low

performance, behavioral issues, or little to no parental support and will have effective ways to increase parent and community engagement for these targeted students to be be ready to join and contribute our community.

● we will make decisions for the Academic Plan based on the monitoring of schoolwide strategies/programs and their effectiveness in increasing student achievement and/or meeting the needs of the whole child.

● Lanakila’s systems are in place to help everyone (students, teachers, staff, parents, and community) to work together cohesively. Everything is done systematically to ensure that all parties help to support student success.

Planning Funding Interim Measures of Progress




ART Accountable

Lead(s)



progress


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020At the end of each quarter, Lanakila will use the ART process to effectively monitor Lanakila’s schoolwide goals/strategies and the Academic Plan.

Lanakila’s ART will meet once a quarter to monitor the effectiveness and quality of strategies and programs implemented throughout the school years. The ART will collect input and feedback from stakeholders, and as a decision-making body will assist in the writing of the Academic Plan each year.

2017-2020 Lisa Grinder

Katherine Balatico

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

Quarterly ART meeting agenda and minutes

By the end of each SY, there will be a 10% increase of participation of high needs families in school activities and/or student support.

Ensure quality services that meet the needs of all families.● Have more student performances

at parent nights● Have parent training and ELL

parenting classes● Hand out Parent SQS in the

parking lot

2017-2020 Nicole HigaStacy MiyashiroLisa Zenigami-Lau

Darlene Paahana

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


Lanakila Elementary Academic Plan (2017-20) · Web viewAdmin will continue to hire qualified...

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