2014 Academic Plan #2

8/12/2019 2014 Academic Plan #2

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Academic Plan SY 2014-15

Hale Kula Elementary Strive HI 2012-13 Step: Continuous Improvement

Metric 2011-2013 Data Possible Targets All Schools Distribution

MathProficiency

Math Growth

ReadingProficiency

ReadingGrowth

61 - State Median 62

52 - State Median

42

77

73 - State Median

52 - State Median

47

63

+5%

No change

-30%

+5%

No change

-30%

School

65.1

62.0

43.4

80.8

77.0

53.9

66 7

Set Target

No Target Necessary

Set Target

No Target Necessary

Set Target

Set Target

62%

No TargetNecessary

77%

No TargetNecessary

8/12/2019 2014 Academic Plan #2


School 66.7 Set Target


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1. Reflect. Briefly summarize your school’s progress on implementing all six of the Department’s priority strategies and meeting key

performance targets set in the prior year Academic Plan.

a) Academic Review Team – Our ART meets quarterly, and members are responsible to share data and progress on our school’s Academic Plan. As we review the data,

our members share challenges and make recommendations on how we can continue to demonstrate progress on our goals. (Present rating = 3)

b) Common Core State Standards – We have been implementing the CCSS for three years now. Grade level teachers are using a variety of resources, both print and on-

line, to address the standards. Our focus this year is on Mathematical Standards of Practice #1, Make Sense of Problems and Persevere in Solving Them. Grade level

teachers are creating a Problem-Solving Bank, and a common rubric is being used for all grade levels to evaluate student work. Our present rating reflects our teachers’

perception that they are still making sense of the standards and understand what the standards are asking for. We have been focusing on mathematics, and most grade

levels have identified persuasive writing or comprehension of non-fiction material as one of their grade level goals. These will continue to be our focus for the next

school year. (Present rating = 2)

c) Comprehensive Student Support System – We provide support for all of our students, and our Response to Intervention system is well-established at our school. Our

RTI coaches do universal screening using Aimweb, work with teachers in their classrooms so they can differentiate their lesso ns to fit the need of all students, and work

with those students who are struggling in the classroom due to skills deficits. A strong documentation system has been implemented to monitor the progress of these

students. (Present rating = 3)

d) Formative Assessments/Data Teams- Grade level teams have been provided with many hours of planning and collaboration time to meet in Data Teams and to go

through the process of evaluating student work, analyzing data, and agreeing on instructional strategies. Data Teams have fo cused on math problem-solving this school

year, and rich discussions are taking place in grade levels as teachers examine student work more closely to analyze students’ mathematical understanding, reasoningand process, communication, and perseverance. (Present rating = 3)

e) Educator Effectiveness System – The Complex Area Support Team trained all teachers on the Educator Effectiveness System. Teachers and administrators have

diligently completed the required expectations for the EES. However, there are still questions about how EES will impact teachers. We continue to work on the

different components of the EES, and as needed, we will provide additional guidance/training to ensure that the system is positively impacting teaching and learning.

(Present rating = 2)

f) Induction/Mentoring – We have designated a Mentor Teacher position at Hale Kula. This teacher works with all first, second, and third-year teachers, providing

support, offering professional development opportunities, going into the classroom to observe or to co-teach a lesson. Because we have a large number of new teachers,

it is important to have a full-time mentor to work with these teachers. (Present rating = 4)

2. Organize. Identify your Academic Review Team members, assign them specific strategies or activities to oversee, and set the cycle for theAcademic Review Team to monitor implementation quality. Number of strategies/activities will vary across schools.

Name of lead who is responsible for reporting during ART process (can change if roles change)

Responsible for(link to strategy)

1. Instructional Coaches (Lynele Basug and Tami Sego) and Librarian/MediaResource Teacher (Michelle Colte) 2. Student Services Coordinator (Jennifer Sueoka), Response to InterventionCoaches (Dina Lee), Counselors (Jason Kawaguchi)

1. Common Core State Standards 2. Comprehensive Student Supports3. Formative Instruction/Data Teams4. Educator Effectiveness5. Induction & Mentoring

8/12/2019 2014 Academic Plan #2



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3. Instructional Coaches (Lynele Basug and Tami Sego) and Data Manager (LeeAnn Grunenberg)4. Administrators (Jan Iwase and Agnes Leinau)5. Mentor Teacher (Michelle Lau)6. Administrator (Jan Iwase)

6. Academic Review Team(ART lead needs to be on the team, yet the strategy doesn’t need its own page in the plan)

Goal 1 Student Success: All DOE students demonstrate they are on a path toward success in college, career and citizenship.

State Priority Strategies to Improve Student Achievement and Reduce

Achievement Gaps (Required, and defined within the Implementation

Continuums)

Does your Financial Plan

support this strategy?If not, why?

1. Fully implement Common Core State Standards YES NO☐

2. Tier and provide comprehensive student supports for all students YES NO☐

3. Implement data teams process within each grade span/content area and formativeinstruction within classrooms

YES NO☐

Goal 1, Strategy 1: Common Core State StandardsDesired Outcome for this Strategy: The Common Core State Standards will be implemented in all classrooms.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead

responsible for

reporting during

ART process

Target

Population(s)

Choose all that

apply

Source of

Funds

Choose all

that apply

What leading indicators willyou monitor progress against

during your ART routine thatwill show progress against your

goal?

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Provide opportunities throughout the day for students to gain

literacy and writing skills and to improve their reading

comprehension and fluency based on the Common Core State

Standards for English-Language Arts using a variety of fiction

and non-fiction resources.

Lynele Basug

Tami Sego

Michelle Colte

All Students

☐ Economically

Disadvantaged

☐ English

Language

Learners☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other☐ N/A

Teach differentiated reading

skills and strategies

throughout the day to address

comprehension of fiction and

non-fiction material in all

content areas as evidenced by

walkthrough data.

Implement interdisciplinaryunits which focus on essential

questions and enduring

understandings as evidenced

by grade level IDUs and/or

walkthrough data

Infuse inquiry in instruction

to develop students’ higher

level thinking skills as

evidenced by student

interactive journals, learning

logs, student projects, or

walkthrough data. Teach students to use

Thinking Maps to organize

their think ing and “take it off

the map” as evidenced by

student work and

walkthrough data.

Provide opportunities daily for students to gain competency on

the Common Core State Standards for mathematics.Lynele Basug

Tami Sego

All Students

☐ Economically

Disadvantaged

☐ English

LanguageLearners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Teach mathematics skills and

strategies (including the use of

Thinking Maps and other

organizational tools) to

effectively solve problems and

communicate thinking asevidenced by student work,

grade level problem-solving

assignments, and walkthrough

data.

Integrate math concepts

throughout the day in all

content areas so students can

see the relevance of math in

their lives as evidenced by

walkthrough data, student

work, and classroom

observations

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Goal 1, Strategy 2: Comprehensive Student Supports

Desired Outcome for this Strategy: All students will receive supports to be successful in school under the school’s

Comprehensive Student Support Array of Services.



responsible for

reporting during

ART process

Target

Population(s)

Choose all thatapply

Source of

Funds

Choose allthat apply

What leading indicators will

you monitor progress againstduring your ART routine that

will show progress against your

goal? Closely monitor student attendance and encourage students to

come to school on-time, ready-to-learn. .Jason Kawaguchi All Students

☐ Economically

Disadvantaged

☐ EnglishLanguage

Learners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA☐ CTE

☐ Other

☐ N/A

Follow the school procedures

for working with parents to

ensure they are aware of their

child’s absences as evidenced

by communication with parents (phone calls, letters,

etc.)

Provide incentives for

students with Perfect

Attendance for the quarter as

evidenced by quarterly

bulletin board for attendance.

Work to develop a plan to

improve attendance with

students who are chronically

absent as evidenced by

individualized student plans. Promote positive student behavior and social and emotional

relationshipsJason Kawaguchi All Students

☐ Economically

Disadvantaged

☐ English

LanguageLearners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Embed Tribes and the General

Learner Outcomes school-

wide in all locations at all

times during the school day as

evidenced by walkthrough

data.

Implement ongoing character

education and anti-bullying

lessons school-wide as

evidenced by counselor and

teacher lesson plans.

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Provide RTI targeted support services to students focused on

essential needs based on data ( Aimsweb, Measuring Up Live! and

Hawaii Bridge Assessment).

Dina Lee ☐ All Students

☐ Economically

Disadvantaged

☐ English

LanguageLearners

☐ Students with

DisabilitiesOther: Tier

II and Tier III

students

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Interventions will be

provided in small groups or

individually including on-line

programs as evidenced by

RTI data.

Provide a 30-minute

intervention period four times

a week (twice for ELA and

twice for math) during the

school day to address specificneeds of all students as

evidenced by teacher lesson

plans or walkthrough data.

Provide specialized instruction to students who are identified as

English Language Learners, students for whom English is not

their native language.

Lee Ann Grunenberg

(with Lynn Okazaki)

☐ All Students

☐ Economically

Disadvantaged

English

LanguageLearners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Instruction will be provided

in a pull-out program or in

the classroom using a variety

of resources to enable

students to improve their

language skills as evidenced by ELL data and reports.

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Provide specialized instruction to students who are identified as

Students with Disabilities.

Jennifer Sueoka ☐ All Students

☐ Economically

Disadvantaged

☐ English

Language

LearnersStudents with

Disabilities

☐ Other:

☐ WSF

☐ Title I

☐ Title III

IDEA

☐ CTE

☐ Other☐ N/A

Students will receive

instruction in the least

restrictive environment as

evidenced by walkthrough

and Individualized Education

Program data.

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Goal 1, Strategy 3: Formative Instruction/Data Teams Process

Desired Outcome for this Strategy: All teachers will use data to positively impact student learning.



responsible for

reporting during

ART process

Target

Population(s)

Choose all that

apply

Source of

Funds

Choose all

that apply


during your ART routine thatwill show progress against your

goal?

All teachers will analyze data to inform instruction. Lynele Basug

Tami Sego

Lee Ann Grunenberg

All Students

☐ Economically

Disadvantaged

☐ English

LanguageLearners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE☐ Other

☐ N/A

Grade level teachers will

meet as Data Teams on a

regular basis to review and

analyze data, to agree on

instructional strategies, and to

share resources as evidenced by meeting minutes and

individual, classroom, and

grade level data.

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Goal 2 Staff Success

State Priority Strategies to Improve Student Achievement and Reduce

Achievement Gaps (Required, and defined within the ImplementationContinuums)


support this strategy? If not, why?

4. Provide all teachers with evaluation and feedback based on student growth andteaching practice

YES NO☐

5. Fully implement beginning teacher induction and mentoring standards YES NO☐

Goal 2, Strategy 4: Educator Effectiveness Systems

Desired Outcome for this Strategy: All teachers will receive descriptive feedback to improve their professional practice.



responsible for

reporting during

ART process

Target

Population(s)

Choose all that

apply

Source of

Funds

Choose all

that apply

What leading indicators willyou monitor progress againstduring your ART routine that

will show progress against yourgoal?

Teachers with identified need areas will set goals to improvetheir professional practices.

Jan Iwase

Agnes Leinau

☐ All Students

☐ Economically

Disadvantaged

☐ English

LanguageLearners

☐ Students with

Disabilities

☐ Other:

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Teachers will review their

Educator Effectiveness

System data to self-reflect

and set next steps as

evidenced by teacher

reflections and plans for

improvement.

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Goal 2, Strategy 5: Induction and Mentoring

Desired Outcome for this Strategy: All probationary or non-tenured teachers will receive support from a qualified mentor

teacher.



responsible for

reporting during

ART process

Target

Population(s)

Choose all thatapply

Source of

Funds

Choose allthat apply



will show progress against your

goal? Provide mentoring support and professional development (PD) to

new and probationary teachers to help them become highly

effective.

Michelle Lau ☐ All Students

☐ Economically

Disadvantaged

☐ EnglishLanguage

Learners

☐ Students with

Disabilities

Other:

Teachers

WSF

☐ Title I

☐ Title III

☐ IDEA☐ CTE

☐ Other

☐ N/A

New and probationary

teachers will meet with the

mentor teacher, attend PD

sessions, and/or observe

master teachers in action asevidenced by teacher

reflections and/or

professional development

plans.

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Goal 2, Optional Additional Strategy: Professional Development Opportunities

Desired Outcome for this Strategy: All teachers will participate in trainings based on school-wide areas of focus.



responsible for

reporting during

ART process

Target

Population(s)

Choose all that

apply

Source of

Funds

Choose all

that apply




Provide professional development opportunities which focus on

school-wide areas of focus to positively improve teaching practices.

Jan Iwase ☐ All Students

☐ Economically

Disadvantaged

☐ English

Language

Learners

☐ Students with

Disabilities

Other:

Teachers

WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other

☐ N/A

Teachers will participate in

PD and will implement new

strategies learned as

evidenced by teacher

reflections and walkthrough

data. Topics will include 21st

century teaching and learning

strategies, CCSS

Mathematical Practices,

CCSS, and Thinking Maps

(for new teachers only).

OPTIONAL: Goal 3 Successful Systems of Support

Optional Strategies to Improve Student Achievement and Reduce

Achievement Gaps


support this strategy?If not, why?

1. Use the Focus on Learning self-study process to collect evidences to YES X NO☐

No additional funds required

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indicate progress from our last WASC Accreditation report.

2. Monitor progress on the Academic Plan. YES X NO☐ No additional funds required

OPTIONAL Goal 3 Optional Strategy:

Desired Outcome for this Strategy: We will communicate with all members of our school community about school

improvement efforts.


Enabling Activities Name of leadresponsible for

reporting during

ART process

TargetPopulation(s)

Choose all that

apply

Source ofFunds

Choose all

that apply


during your ART routine that


Use the self-study process for our Western Association of

Schools and Colleges (WASC) accreditation report and six-year

revisit in Spring 2015.

Lynele Basug

Jason Kawaguchi

(WASC Focus on

Learning co-chairs)

☐ All Students

☐ Economically

Disadvantaged

☐ English

Language

Learners

☐ Students with

Disabilities

X Other: Staff

☐ WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE☐ Other

☐ N/A

Focus groups will meet

regularly to discuss and

update any recommendations

from the previous visit. All

documentation will be

included as evidences on our

WASC website.

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The Academic Review Team and School Community Council

will monitor progress on the Academic and Financial Plan.Jan Iwase ☐ All Students

☐ Economically

Disadvantaged

☐ English

Language

Learners

☐ Students with

Disabilities

X Other: School

Community

☐ WSF

☐ Title I

☐ Title III

☐ IDEA

☐ CTE

☐ Other☐ N/A

Multiple means of

communication will be used

to inform the community as

evidenced by parent bulletins,

a Hale Kula Highlights blog,

Virtual School Community

meetings, and other social

media.

OPTIONAL Project Management Worksheet

Strategy Enabling Activity Short-term

Outcome

Intermediate

Outcome

Start Finish Accountable

Lead

Completed?

CCSS

CSS

FI/DT

EES

I&M

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Documents

2014 Academic Plan #2