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: The school administration, working with the Complex Area Personnel develop mechanisms to enhance the function of the Data Teams designed to provide appropriate data on student achievement leading to greater academic success for all students. (WASC Critical Area of Focus)
2.  Need: The Ka‘iulani staff, work with the community and parents investigate ways to improve parental participation in the life of the school in order to better support students and their education. (WASC Critical Area of Focus)
3.  Need: The school administration and staff, working with the Complex Area Personnel develop a management systems matrix for all administrative and support personnel responsibilities in order to clearly show the management structure of the school. (WASC Critical Area of Focus)
4.  Need: The Ka‘iulani staff work to develop consistency within Grade Level Teams, vertically and horizontally, in the use and delivery of instructional strategies to provide the very best education possible for their students. (WASC Critical Area of Focus)
5.  Need: The school administration, working with staff to develop systems to ensure that all stakeholders are involved in future WASC accreditation efforts to ensure adherence to WASC expectations and protocols.
(WASC Critical Area of Focus)
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.
Sub Groups: What has happen with their numbers? GAP? Achievement? Attendance?
ELL - 42.4%
SES - 91.5%
Pacific Islanders:
Micronesian - 30%
Asian:
Filipino - 25%
Chinese - 9.5%
Hawaiian - 10.8%
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.  T. Icarangal - ELA Lead / 1.
2. L. Okinaka - Science Lead / 2.
3. K. Ono - ART Lead / 3.
4. L. Wall - Math Lead / 4.
5. / 5.
6. / 6.

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:
1)  By the end of 3 years, student achievement will increase in proficiency to meet the state’s target of 61% in ELA, 54% in Math, and 64% in Science.
a)  All students will show growth that will be reflected in STAR and Evaluate data.
2)  By the end of 3 years, chronic absenteeism will decrease to 9% by increasing parent involvement at our school as measured by chronic absenteeism data and SQS data.
3)  By the end of 3 years, teachers will be implementing and using strategies consistently as measured by Tripod Data (Captivate, Confer, Clarity), CPA Classroom Use Data, and completed Data Team Templates. / 1)  Student achievement in ELA, Math, and Science continue to decline due to lack of alignment of CCSS as a result of inconsistency in the use instructional strategies and ineffective data teams.
2)  Increase family’s value of education as evidenced by the SQS data. Our current participation rate is 44.5%. The more our parents value education, the more involved they will be.
3)  Instructional strategies are not consistently being used school wide.
Planning / Funding / Interim Measures of Progress
Desired Outcome / Enabling Activities
(Indicate year(s) of implementation
in next column)
Key: Goal.Enabling Activity.Year (17 =SY17-18, 18 = SY18-19, 19 =SY 19-20) / 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
Prepare our students for the next grade level.
Increase our proficiency in ELA, Math, Science, and WIDA.
Proficiency Targets: ELA
Initial - 24%
SY17-18 - 38%
SY18-19 - 50%
SY19-20 - 62% (State target or Potential target)
3rd Grade Literacy Proficiency Targets
Initial - 31%
SY17-18 - 48%
SY18-19 - 60%
SY19-20 - 66% (State target or Potential target)
Math
Initial - 20%
SY17-18 - 30%
SY18-19 - 50%
SY19-20 - 60% (State target or Potential target)
Science Proficiency
Intial - 16%
SY17-18 - 25%
SY18-19 - 45%
SY19-20 - 55%
WIDA Overall Score
+.5 Growth / 1.1.17-1 - Develop consistency within grade levels in the use and delivery of note-taking skills. (Language Acquisition)
1.1.17-2 - Create a common understanding of what non-linguistic representation looks like and sounds like for all stakeholders. (Language Acquisition)
1.1.17-3 - Explore and use various forms of non-linguistic representation strategies. (E.g. Graphic Organizers, Sketches, Pictographs, Concept maps, dramatization, skits, charades, flow charts, computerized simulations, realia, manipulatives, vocab pictures, pictorial input charts, total physical response) / SY 17-18 / ☐ WSF
〿 Title I $78,019 Tchr + $1,880 sub days = $79,899; $6,000 STAR; $10,340 Evaluate; $16,620 Catapult Support
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Walkthrough data gathered by classroom teachers and resource teachers. Data to be used during Articulation to support Grade level conversations regarding common instructional strategies. Student work samples gathered each semester.
Documented in SCC minutes, faculty minutes.
Documented in the data teams template as a common instructional strategy in data teams.
Effectiveness of these strategies will be monitored by looking at the STAR, Evaluate, and WIDA data.
Increase our proficiency in ELA, Math, Science, and WIDA. / 1.1.18 - Develop consistency within the grade level by selecting and implementing a common form of non-linguistic representation. / SY 18-19 / ☐ WSF
☐ Title I $40,000 Part-Time Teachers
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Students will be able to independently use the selected non-linguistic representation strategy by 4th quarter. Student work samples will be reviewed during data teams and documented in the minutes.
Effectiveness of these strategies will be monitored by looking at the STAR, Evaluate, and WIDA data.
1.1.19 - Scaffold selected grade level non-linguistic representation strategies vertically. / SY 19-20 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Students will be able to independently use the selected non-linguistic representation strategy from previous grade levels. Student work samples will be reviewed during data teams and documented in the minutes. Effectiveness of these strategies will be monitored by looking at the STAR,Evaluate, and WIDA data.
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
Proficiency Target: ELA
SY17-18 - 38%
SY18-19 - 50%
SY19-20 - 62% (State target or Potential target) / 1.2.17 - Science will be added to the required posted Learning Targets.
1.3.17, 1.3.18, 1.3.19 - Learning targets will be posted as as an “I can” statement in the core subject areas (ELA, Math, Science) so students can articulate their learning targets, provide feedback, set goals, and track their learning. / SY 17-18
SY 17-18
SY 18-19
SY 19-20 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Data will be collected to determine if students know what they need to learn and if they are able to self-assess once a semester.
●  Data Team Walkthrough Form
(E.g. ___ out of ____ students can articulate their learning targets)
●  Data from snapshot walks.
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
80% of our students will be proficient or exceeds in our school wide writing assessment. / 1.4.17-1 - Teachers will consistently implement the Write Tools Process.
1.4.17-2 - Teachers will help to develop a Write Tools Process progression for Narrative Writing from K-5. / SY 17-18 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Students will be able to demonstrate an understanding of each of the steps of the Write Tools Process.
Completed Write Tools Process progression for Narrative Writing.
80% of our students will be proficient or exceeds in our school wide writing assessment. / 1.5.18 - Teachers will implement the Write Tools Process progression for Narrative Writing from K-5. / SY 18-19 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Writing data will be
collected, analyzed, and compared to SY 17-18 data once a quarter by teachers and the ELA Focus group to determine next steps to move our students towards/in proficiency. Students will increase their writing scores to proficient or above in at least 2 prioritized components in the school wide writing rubric. (Narrative Writing)
80% of our students will be proficient or exceeds in our school wide writing assessment. / 1.5.19 - Students will continue to use the Write Tools process to increase their writing scores. / SY 19-20 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Writing data will be
collected, analyzed, and compared once a quarter by teachers and the ELA Focus group to determine next steps to move our students towards/in proficiency. Students will increase their writing scores to proficient or above in at least 2 prioritized components in the school wide writing rubric.
1.6.17-1 - Teachers will review the school wide narrative writing rubric by the end of the first month.
1.6.17-2 - Students will write a narrative piece each quarter. / SY 17-18 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Teachers will submit quarterly writing scores for narrative pieces using the school-wide writing rubric. The ELA focus group will analyze those scores looking for school wide trends. Trends will be shared with all stakeholders to determine next steps.
Students will be expected to achieve greater proficiency in their writing according to the school-wide writing rubric / 1.6.18-1 - Teachers will integrate the narrative writing into multiple content areas.
1.6.18-2 - Students will write a narrative piece in multiple content areas per semester. / SY 18-19 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Teachers will submit quarterly writing scores for narrative pieces using the school-wide writing rubric. The ELA focus group will analyze those scores looking for school wide trends. Trends will be shared with all stakeholders.
Teachers will indicate which content area the narrative piece is aligned to.
1.6.19 - Students will write a informative/explanatory piece and a narrative piece each semester. / SY 19-20 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Teachers will submit quarterly writing scores using the school-wide writing rubric. The ELA focus group will analyze those scores looking for school wide trends. Trends will be shared with all stakeholders to plan next steps for greater proficiency.
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
Increase ELA Proficiency from 24% to 38%.
Increase 3rd grade literacy Proficiency from 31% to 48%. / 1.7.17-1 - Within the first 10 days of school all teachers grades 1-5 will implement the Start Smart section of Wonders to lay the foundation of Work Stations and small group instruction. Kindergarten teachers will do this within the first 15 days of school.
1.7.17-2 - Teachers will continue to use the 5-day implementation cycle for Wonders consistently across grade levels. / SY 17-18 / ☐ WSF
〿 Title I $35,533 Part-Time Teachers
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Discussion to happen during grade level articulation.
Grade Levels will increase the amount of instruction completed in Wonders as compared to SY16-17. Status of implementation will be monitored as a part of Articulation.
Increase ELA Proficiency from 38% to 50%.
Increase 3rd grade Literacy Proficiency from 48% to 60%. / 1.7.18 - Teachers will use small group instruction as a part of the Language Arts period and will meet with a goal of two small groups per day. / SY 18-19 / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Discussion to happen during grade level articulation.