Ala Wai Elementary Academic Plan (2017-20) - Hawaii DOE



1835158001016510000Three-Year Academic Plan2017-2020Three-Year Academic Plan2017-2020Submitted By: Michelle DeBuscaDate: May 1, 2017Signature:Approved by: Ruth SilversteinDate: Signature:571501093470Ala Wai Elementary503 Kamoku StreetHonolulu, Hawaii 96826(808)973-00700Ala Wai Elementary503 Kamoku StreetHonolulu, Hawaii 96826(808)973-0070Where are we now? Ala Wai Elementary School has a functioning ART with established ART leads and ART routines. Most ART leads attended at least one complex workshop/training to build capacity. The ART routines have included the quarterly monitoring of our Academic Plan. Each focus group has collected evidence to support implementation of the Academic Plan’s enabling activities. Based on the Assessment Framework, our overall likelihood of success is moderate to low. This year we have struggled with the use of data to drive instruction because the data team cycle has not been timely and aligned with the implementation of formative instructional strategies. The major area in need of focus is the analysis of the data and evidence collected and the determination of data-driven next steps. An aligned data collection system to monitor Common Core State Standards (CCSS) implementation will guide the school’s decisions to provide targeted supports for students and develop intervention and/or programs to impact student achievement.Our school continues to use the Victoria Bernhardt Continuous School Improvement Process (CSI) to analyze data to drive school initiatives. We use this ongoing process to build capacity within our school community. The continuous school improvement process supports Ala Wai’s ongoing plan, do, check, act cycle to ensure that all school programs are focused on student learning and achievement. All stakeholders have a shared commitment to develop the whole child through the GLOs, Leader in Me Program, and a relevant and rigorous curriculum for standards implementation.This year is the third year of Reading Wonders implementation. Besides focusing on the fidelity components, we are still striving for consistency within and across grade levels. Teachers are still working towards aligning the curriculum, instruction, and assessments with the shifts in the CCSS (Common Core State Standards) and Depth of Knowledge (DOK) for ELA. All grade levels have created curriculum maps for ELA. Grade levels are working on creating curriculum maps for Math to address curriculum alignment and standards. AWES is in the second year of implementation of Stepping Stones for our core math program. Newly hired teachers received training at the start of this school year in the Wonders and Stepping Stones program. Teachers also engaged in data review and analysis for sub-group populations. All classroom teachers implemented small group instruction as part of our Tier 1 and Tier 2 RTI system to support all learners. In addition, an ELO (Extended Learning Opportunity) program was piloted in 2015-2016 in the second semester to provide identified students with one hour of ELA and Math instruction twice per week for eight weeks.We continue to have a data team structure in place at AWES. This year, Grade Level Chairs took on the roles as Data Team Facilitators. The focus of data teams was on curriculum mapping for ELA, data analysis to inform instruction, and the implementation of GLAD (Guided Language Acquisition Design) strategies. As in many of our efforts, we still struggle with data analysis and action steps based on the data. For next school year, we will continue to focus on effective use of data to drive intentional planning and instruction. In addition to aligning standards and curriculum implementation, teachers participated in professional development to develop instructional strategies to support our ELL (English Language Learners) population. In 2016-2017, Teachers participated in year 1 of the GLAD project to provide a balanced language approach to language acquisition in the classroom. Teachers acquired effective strategies to differentiate and scaffold the development of academic language and literacy.As part of the Comprehensive Student Support System (CSSS), we continue our implementation of the referral process and the use of the referral documentation. We are developing our Positive Behavior Intervention and Supports (PBIS). This school year, we began our implementation of the Leader In Me program which focuses on social emotional learning and the whole child. Teachers attended trainings for the Leader In Me that include the Signature 4.0 7 Habits of Highly Effective People, Launching Leadership, and Creating Culture workshops. A lighthouse team was established to promote the Leader In Me program. We continue to recognize students with our Menehune of the Month who demonstrate the 7 Habits of Highly Effective People.Although STEM is not a state priority strategy, it remains to be a complex area priority. This year all grade levels implemented STEM inquiry projects, with some grade levels using the Engineering Design Process (EDP) using 21st Century Teaching and Learning Process developed at AWES. This year’s STEM projects were presented at a Learning Showcase in January 2017. Our school submitted five projects for the District Science Fair. Most grade level teachers have developed STEM assessments aligned to standards to monitor student learning. This school year teachers have been more consistent using our Student Referral Process Part 1 and Part 2. We continue to use our Universal Screener for STAR Reading and Math Assessments. This school year, Grades K-1 began implementing Smarty Ants to help support ELA Common Core Standards. Smarty Ants is a program used for primary grade levels to lead into Achieve 3000 for grades 2-5. Teachers are using Smarty Ants and Achieve 3000 data to inform their instruction. Teachers continue to struggle with progress monitoring and data analysis. For this school year, all teachers implemented a daily Small Group Instruction (SGI) block with supports from Title I and ELL PTTs. At this time, SGI implementation is consistent, however teachers are still exploring effective SGI strategies. We continue to work on this area as well as data collection and analysis. To align our Title I and parent involvement efforts, we established a Parent Involvement Coordinator and Title I coordinator position. We continue to work on monitoring the effectiveness of our Parent Involvement Plan. In the beginning of the year, teachers received professional development on the Individual Professional Development Plan as part of EES. This was the only requirement of EES for teachers with an effective/highly effective rating. We have increased the number of school level mentors this year with 2 teachers attending mentor training. We have also assigned trained teachers to mentor our Year 1/2 teachers. Currently our likelihood for both of these enabling activities is high. The 2015-2016 Strive HI Performance Report System did not give DOE schools an index score or a classification rating due to a transition to new requirements under the Every Student Succeeds Act. The 2015-2016 student achievement data in Math is 39% over the 37% in the previous school year. The ELA/Literacy achievement is 41% over the 38% in school year 2014-2015. Science achievement scores increased in 2015-2016 to 61% over the previous year’s 50%. Ala Wai’s Gap Rate in Math is 46% and ELA/Literacy is 50%. The gap rate in 2014-2015 was 34% in Math and 43% in ELA/Literacy. We will continue to be responsive to the needs of all students in our school improvement processes.Prioritize school’s needs as identified in one or more of the following needs assessments:Comprehensive Needs Assessment (Title I Schools)WASC Self StudyWASC Category B: Standards Based Student Learning: Curriculum, instructionWASC Category C: Standards Based Student Learning: InstructionWASC Category D: Standards Based Student Learning: Assessment and Accountability International Baccalaureate (IB) AuthorizationOtherNeed 1: A prioritized school need is to increase student proficiency in ELA and Math. Curriculum, Instruction and Assessment practices will include:Utilize powerful strategies to meet the needs of ELL students, socio-economic disadvantaged students, and other sub-group populations with identified needs.Utilize assessments and data to effectively identify strengths and needs of students as well as to intentionally plan differentiated instruction for CCSS implementation. Include goal setting by teachers and students through feedback utilizing formative instructional practices and the Data Team Cycle.Build instructional processes and programs to implement strategies that are research-based and impact student achievement.Need 2: A prioritized school need is to develop teacher capacity to provide differentiated instructional practices and interventions to address the learning gap in ELA and Math.Provide professional development to support teachers in learning and implementing effective instructional strategies to meet student academic needs as well as social and emotional needs.Continue to provide opportunities for teachers to collaborate on planning, aligning, and implementing of instructional strategies for CCSS.Need 3: A prioritized school need is to improve school climate through increased positive responses in the school quality and Tripod surveys. The areas of concern relate to student well-being and satisfaction in the SQS and Control in the Tripod Survey.Develop and utilize a Positive Behavior System.Implement effective school-wide programs and processes to empower learners and leaders in the school community.Improve awareness of all student needs in the classroom and understand how to best support students through a tiered Response to Intervention (RTI) system for academic and behavior supports.Addressing Equity: Sub Group IdentificationIn 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.All StudentsEconomically disadvantageEnglish Language LearnersStudents with DisabilitiesTeachersParentsORGANIZE: Identify your Academic Review Team Accountable Leads. Name and Title of ART Team Accountable LeadResponsible for implementation of the school’s strategies and initiatives1. Sara King, Title I Coordinator1. Common Core State Standards2. Amie Yee, SCC and Cruz Hatanaka, Counselor2. Comprehensive Student Supports3. Carla Cunningham, ELL Coordinator3. Formative Instruction/Data Teams4. Jennifer Moku, Librarian and Eric Kerr, DPUST4. STEM5. Michelle DeBusca, Principal5. Educator Effectiveness6. Michelle DeBusca, Principal6. Induction & Mentoring7. Michelle DeBusca, Principal7. HQT8. Michelle DeBusca, Principal8. Continuous School Improvement/Academic Review Team9. Marilyn Potter, Parent Involvement Coordinator9. Parent/Stakeholder Involvement10.10.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: By the end of SY 2019-2020, the number of students meeting standards in ELA and Math will increase by 15% on the Smarter Balanced Assessment. By the end of SY 2019-2020, AWES will lessen the achievement gap by 20% on STRIVE HI. By the end of SY 2019-2020, the percentage of students meeting proficiency will increase by 15% on the Hawaii State Assessment.In the second year of SBA assessments, Math proficiency scores increased from 37% in 2014-2015 to 39% in 2015-2016. The proficiency scores in ELA increased from 38% in 2014-2015 to 41% in 2015-2016. Math and ELA proficiency scores are still below Complex and State proficiency levels.Ala Wai’s Gap Rate in Math is 46% and ELA/Literacy is 50%. The gap rate in 2014-2015 was 34% in Math and 43% in ELA/Literacy. The student subgroups in 2015-2016 with the highest priority needs are the socio-economic disadvantaged with 32% proficiency in ELA/Literacy and 30% proficiency in Math and Pacific Islander with 27% proficiency in ELA/Literacy and 18% Math proficiency.STEM education remains a priority for the KMR complex area as a means to ensure inquiry, problem solving, and college and career readiness. Student HSA Science proficiency increased in 2015-2016 to 61%. This is an 11% increase from the 2014-2015 school year.PlanningFundingInterim Measures of ProgressDesired OutcomeEnabling Activities(Indicate year(s) of implementationin next column)School Year(s) of ActivityART Accountable Lead(s)Source of Funds(Check applicable boxes to indicate source of funds)Define the relevant data used to regularly assess and monitor progressBy the end of SY 2019-2020, the number of students meeting standards in ELA and Math will increase by 15% on the Smarter Balanced Assessment. 1.1.a Continue to develop and refine ELA and Math Curriculum Maps to ensure alignment between curriculum, instruction, and assessment with Common Core State Standards. Provide collaboration time for teachers to review and refine curriculum maps (Data teams, faculty meetings, substitute days, etc.) SY 2017-2020Sara KingX WSF ? Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcome: 100% completed ELA and Math Curriculum Maps for each grade level by the end of SY 2017-2018 (refine on-going).100% of classroom teachers will implement ELA and Math curriculum maps with fidelity as evidenced by common assessments, observations and/or walkthroughs in each semester. Secondary Outcome:80 % of students will show growth towards meeting standards for ELA and Math based on universal screener data between BOY-MOY and MOY-EOY*.By the end of SY 2019-2020, the number of students meeting standards in ELA and Math will increase by 15% on the Smarter Balanced Assessment. 1.1.b Implement researched–based powerful instructional strategies to address sub-group populations. Provide PD on research-based high impact instructional strategies (e.g. Project GLAD, Hattie’s Visible Learning, or Small Group Instruction with Dr. Mary Howard, Running Record with Reading A to Z, etc.)Implement/monitor instructional strategies to impact student learning, especially for sub-group populations.SY 2017-2020Sara KingX WSF X Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcomes:A completed PD plan for:SY 2017-2018 by September 2017.SY 2018-2019 by September 2018SY 2019-2020 by September 2019100% of teachers will receive PD on powerful instructional strategies as evidence of sign-in sheets. 100% of teachers will implement powerful instructional strategies in their classroom as evidence by student work, assessment data, observations, or walkthroughs.Secondary Outcome:80% of students will show growth towards meeting standards for ELA and Math based on universal screener data between BOY-MOY and MOY-EOY*. By the end of SY 2019-2020, AWES will decrease the achievement gap by 20% on STRIVE HI.1.2.a Complete Response to Intervention (RTI) Guide for Ala Wai School.Continue Universal Screener Provide professional development on Response to Intervention.Establish an RTI Team and create a schedule for meetings.Monitor Instructional Coherence through curriculum maps and targeted instructional strategies for differentiation and scaffolding supports for subgroup populations.Implement Tier 1 and Tier 2 classroom supports with fidelity and integrity. Continue to implement differentiated small group instruction (SGI) in Reading with supplemental support from Title I and ELL PTTs/EAs.Develop a plan to provide Tier 3 supports through extended learning opportunities for students of the highest need.SY 2017-2020Amie YeeX WSF X Title I ? Title II X Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcome: 100% of teachers will participate in RTI PD to increase understanding as evidenced by sign-in sheets and evaluations.RTI team and RTI meeting schedule completed by September 2017. 100% of teachers will implement Tier 1 and Tier 2 SGI with personnel supports as evidenced by SGI schedule and walkthroughs.Secondary Outcome: 80 % of students will show growth towards meeting standards for ELA and Math based on universal screener data between BOY-MOY and MOY-EOY*.By the end of SY 2019-2020, the number of students meeting standards in ELA and Math will increase by 15% on the Smarter Balanced Assessment. 1.3.a Effectively use assessments to monitor progress of all students to inform our instructional practices. Create a schedule to monitor student progress in ELA and Math, using the Universal Screener as well as other progress monitoring assessments.Use a data team process to analyze student data, specifically sub-group populations.SY 2017-2020Carla CunninghamX WSF X Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcomes: 100% of teachers will collect & analyze data (CFAs, progress monitoring, etc) & plan supports to monitor the progress of all students as evidenced by meeting minutes. A schedule for administration of Universal Screener by May 2017, 2018, 2019. Secondary Outcomes: 80 % of students will show growth towards meeting standards in ELA and Math standards based on a Universal Screener data, BOY to MOY and MOY to EOY. 80% of students will show growth on progress monitoring assessments in one cycle.By the end of SY 2019-2020, the percentage of students meeting proficiency will increase by 15% on the Hawaii State Assessment.1.4.a Continue Ala Wai School’s 21st Century Process to engage student curiosity and promote critical thinking and problem-solving through project-based inquiry that is standards-based.Develop/Revise Science Curriculum Maps and align to NGSS standards.Focus on Engineering Design Process and Scientific Design Process through inquiry. Provide teachers with PD on developing assessments that may support student learning of EDP/SDP inquiry as well as standards.SY 2017-2020Jennifer MokuX WSF ? Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcomes:100% K-5 grade levels Science curriculum maps aligned to NGSS standards by May 2017.100% of K-5 classrooms will participate in a school wide 21st Century Process as evidenced by Learning Showcase pleted K-5 grade level or teacher created science assessments aligned to standards and/or EDP/SDP process, by end of each semester.100% of teachers will participate in PD trainings as evidenced by sign-in sheet. Secondary Outcomes: 100% of K-5 students will engage in the 21st Century Process & EDP/SDP as evidenced by STEM projects and participation in Learning Showcase.80% of students will be proficient in teacher created assessments aligned to EDP/SDP and standards.* BOY- Beginning of the Year, MOY- Middle of the Year, EOY- End of the YearGoal 2: Staff Success. Ala Wai 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: For SY 2017-2020, 100% of AWES teachers will have an Effective and Highly Effective overall rating on the Educator Effectiveness System. For SY 2017-2020, 100% of all 1st thru 3rd year teachers will have an overall Effective or Highly Effective rating in the Educator Effectiveness System. By the end of SY 2019-2020, all students in core classes will be taught by highly qualified teachers. Teacher positive response in the 2016 Fall School Quality Survey (SQS) dimensions for Satisfaction was 64.7% and 66.6% for Involvement/Engagement.Provide professional development to support teachers in learning and implementing effective instructional strategies to meet student academic needs as well as social and emotional needs to develop the “whole child”.Continue to provide opportunities for teachers to collaborate on planning, aligning, and implementing of instructional strategies for CCSS. PlanningFundingInterim Measures of ProgressDesired OutcomeEnabling Activities(Indicate year(s) of implementationin next column)School Year(s) of ActivityART Accountable Lead(s)Source of Funds(Check applicable boxes to indicate source of funds)Define the relevant data used to regularly assess and monitor progressFor SY 2017-2020, 100% of AWES teachers will have an Effective and Highly Effective overall rating on the Educator Effectiveness System. 2.5.a Use TRIPOD Student Survey data and the Danielson Framework observation data to determine professional development opportunities for teachers.SY 2017-2020MichelleDeBuscaX WSF ? Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary: 100% of teachers will implement effective strategies for improving the culture for learning (2b) on the Danielson Framework as evidenced by observations/walkthroughs. Secondary:On the Fall 2017 Tripod Student Survey, the percent of positive responses will be at least 60% for Control.For SY 2017-2020, 100% of all 1st thru 3rd year teachers will have an overall Effective or Highly Effective rating in the Educator Effectiveness System.2.6.a Continue to provide school level mentoring by trained classroom teachers, curriculum coordinator, or instructional coach to Year 1-3 teachersSY 2017-2020Michelle DebuscaX WSF ? Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcomes:100% of Year 1-3 teachers will have trained school level mentors as evidenced by mentor logs. By the end of SY 2019-2020, all students in core classes will be taught by highly qualified teachers. 2.7.a Provide targeted supports such as content professional development, praxis prep classes, mentoring and regular monitoring for non-highly qualified teachers to become highly qualified.SY 2017-2020Michelle DeBuscaX WSF ? Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcomes:100% of the teachers at Ala Wai School will be HQT by the end of SY 2017-2018.For all non-HQ teachers, PDP plans will be inputted in PDE3 by the deadline, then monitoredGoal 3: Successful Systems of Support. The system and culture of Ala Wai Elementary School works to effectively organize financial, human, and community resources in support of student success.Outcome: By the end of three years, Rationale: By the end of SY 2019-2020, AWES will meet all of their STRIVE HI targets. In SY 2017-2020, AWES parent workshops/activities will show at least 90% positive responses/rating on evaluations.In SY2017-2020, AWES Teachers and Students will increase positive responses by 5% for the SQS Dimensions in Safety, Well-Being, Satisfaction, and Involvement/Engagement.In SY2017-2020, AWES Students will increase positive responses for the overall 7Cs in the Tripod survey by 5% and increase positive responses to 60% in the area of Control.Develop and utilize a Positive Behavior System to increase teacher and student positive responses on the SQS and Tripod surveys.Implement effective school-wide programs and processes to empower learners and leaders in the school community through the Leader in Me Program.Improve awareness of all student needs in the classroom and understand how to best support students through a tiered Response to Intervention (RTI) system for academic and behavior supports.PlanningFundingInterim Measures of ProgressDesired OutcomeEnabling Activities(Indicate year(s) of implementationin next column)School Year(s) of ActivityART Accountable Lead(s)Source of Funds(Check applicable boxes to indicate source of funds)Define the relevant data used to regularly assess and monitor progressBy the end of SY 2019-2020, AWES will meet all of their STRIVE HI targets. 3.8.a Utilize the Continuous Improvement Process effectively to strengthen our school systems and supports for students.Provide professional development on the CSI/RTI process, WASC, and/or Decision-Making for Results/Data Teams.Continue the ART process for monitoring the Academic Plan.SY 2017-2020Michelle DeBuscaX WSF X Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcome: 100% of teachers will participate in PD for CSI/RTI, WASC, and/or Decision-Making for Results/Data Teams, as evidenced by sign- in sheets.A schedule of CSI process and ART Routines will be completed by September 2017.Every quarter, ART will monitor the Academic Plan progress as evidenced by meeting agendas, meeting minutes, and ART Exercise 6: Summary.By the end of SY 2019-2020, AWES will decrease the achievement gap by 20% on STRIVE HI.1.2.b Continue to implement and develop a Positive Behavior Intervention and Support (PBIS) system through the Leader In Me program that aligns to our RTI system. Provide PD on Leader In Me program. Implement Universal Strategies for behavior with fidelity and integrity.SY 2017-2020Amie YeeX WSF X Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary Outcome: 100% of teachers will receive PD on Leader In Me program by end of SY 2017 - 2018 as evidenced by sign-in sheets.100% of teachers will implement the Leader In Me program immediately after PD as evidenced by observations/walkthroughs. Secondary Outcome:80% of all students taking the Fall 2017 TRIPOD will respond positively on the overall TRIPOD rating and increase positive responses in the area of Control. Increase the percentage of positive student responses by 5% for Safety and Well-Being for each school year (SY 2017-2018, SY2018-2019, and SY 2019-2020).In SY 2017-2020, AWES parent workshops/activities will show at least 90% positive responses/rating on evaluations. 3.9.a Continue and improve parent involvement programs that focus on student achievement. Continue the Parent Involvement Coordinator position. Utilize a school-wide survey for parent feedback of parent-involvement opportunities. Develop a coordinated plan/master calendar to include school-wide programs and grade level activities/workshops.Include workshops focusing on cultural diversity or targeting various cultural groups (ELL families) Grade levels to implement a parent-child interactive activity to increase parent involvement.SY 2017-2020Marilyn PotterX WSF X Title I ? Title II ? Title III ? IDEA ? Homeless ? CTE ? Other ? N/A Primary:Calendar of scheduled parent workshops for the 1st semester by the end of August of each school year. Calendar of scheduled parent workshops for 2nd semester by the end of December of each school year. By the end of the school year, 100% of grade levels will conduct at least one parent-child interactive workshop/activity as evidenced by flyers, newsletters, agenda, sign-ins, and evaluations. A coordinated plan/master calendar developed by grade levels, PCNC, Title I, ELL, Counselors, and Administration. On the Spring 2018 SQS, the overall parent positive responses will be at least 85% for the Satisfaction and Involvement/Engagement dimensions. Secondary:Increase the number of parents attending workshops/parent-child activities by 50% as indicated by sign-in sheets.At least 90% satisfactory ratings on all workshop evaluations. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download