makaha elementary school · to impact the rising volume of students with trauma-related issues and...

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Three-Year Academic Plan ~ / .· 2017-2020

Makaha Elementary School 84-200 Ala Naauao Place

Wai'anae, HI 96792 808-695-7900

makaha.nwcomplex.org

Submitted by Prlnclpal Nelson Shigeta Date

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{f A ' > olf-/ r I ) 19

Approved by Complex Area Superintendent Ann Mahl Date

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Makaha Elementary School - Academic Plan SY 2019-2020 4/11/2019

https://makaha.nwcomplex.org

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

Where are we now?

To impact the rising volume of students with trauma-related issues and academic deficits that Miikaha Elementary School (MES) is experiencing due to issues beyond the school's control such as poverty, transience, and homelessness, MES will continue to focus on adjusting our structures and systems to address the changing needs of our community. Creating an aligned system of support ( academic, behavioral, social emotional) that promotes and utilizes research-based effective practices, but also provides flexibility to address changing student needs will be the focus of how we create and utilize our internal support systems/structures.

MES has established a school improvement framework to increase school-wide participation and ownership and the creation of our own school-wide support system. The ART Team, Instructional Leadership Team, WASC Focus and Home Groups, Behavior Committee, Relationship Committee, Technology Committee, and Grade Level Data Teams involved all teachers and are tasked with creating and supporting an aligned school-wide system to ensure MES attains our Vision, Mission and Beliefs. Teacher and staff representation on school-wide teams/committees will increase teacher/staff involvement, ownership and understanding ofK-6 (school), K-12 (NW Complex), and Hawaii DOE initiatives.

Miikaha Elementary Scbool 's vision, mission, and belief statements guide the work we do for our students and school community as a whole. We envision an ongoing (learning) culture that will help us accomplish our vision of Miikaha Elementary School as a community of learners who inquire, reflect and apply knowledge to become responsible, well-rounded citizens.

Miikaha Elementary School's mission is to create a school community and culture that supports learning through effective instruction, standards-based classrooms, and an array of learning opportunities that impact student achievement and the development of the whole child. Our fundamental belief is that all students can learn, and the support of our children's academic, social, emotional, and physical needs are essential for their success, which will only be accomplished through the collected efforts of all stakeholders (students, parents, faculty, staff, community) working together.

Miikaha Elementary School is introducing a Miikaha STRONG framework for Continuous School Improvement which consists of five components; l) Aligned Instructional Systems, 2) High Perfonnance Management, Leadership, and Organization, 3)Professional Leaming Community, 4} Parent/Guardian and Community, 5) Standards and Assessments. This is a roadmap to how we, as a school community, will utilize our strengths to ensure all students arc provided with a quality learning experience.

Mlkaha Elementary School Academic Plan Page I 2 SY 2019-2020 I 04-11·2019


Makaha Strong Framework How do we strengthen Relationships, Relevance, and Rigor to impact student achievement?

Mission Malcaha Elementary School's mission Is to create a

school community and cultun that supports leamlni: through effective Instruction. standardsbased dassrooms. and an array of opportunldes

that Impact student achievement and the development or the whole child.

Parent/Guardian & Community Invotvement

• PCNC coordinate volunteers • Partnerships: Head Start, Kelk! Steps, Kamehameha

Schools, PALS, RJF, Hoa Ahia O Malcaha (Fann] • Health Support Dental, Vision, Flu. Registered Nurse

vta Hawaii Kelld • Teacher Academy at Walanae HS • School Events: Ohana Hour/Nli:ht. Culture Day,

Ohana Fair, Parent/Teacher Conferena, career Day • College Teacher Ed Partnership with UH, UHWO,

Whitworth College. Marlst College

Standards & Assessment • ART: Oversees framework - data monitoring • Unpacking standards • Grade Level Curriculum Maps • Formative Assessments • STEM via Fann/PBL • SMART Goals via ILT and Grade Level IRA

Vision

Makaha Elementary School is a community ofleamers who inquire, reflect, and apply knowledge to become responsible, well

rounded individuals .

Professional Leaming Community • IRA (grade level ardculadon): focused

on school•wlde topics, record keeping. goal setting.

• Instructional Strategies: close reading • Grade Level Data Teams • Visible Leaming: Effect Size • PBIS and MTSS Strategies

Beliefs The Makaha Elementary School community believes

that: 1) All stlldent! can learn. 2) The support of out students' needs (academic, sodaL emodonal,

and physical) Is essendal for success. 3) All stakeholders (students, parents, faculty, staft and

community] shall work together as a tnam.

Aligned Instructfonal System • Student Centered Classrooms (Danlelson-Dlsdngulshed} • Workshop Model: Maximizing use orlnstructlonal dme • Rituals and Routines: CHAMPS • Small Group lnstn1ctlon: Instructional Based Groupings • Common Curriculum: Read WelL Readlllg Wonders, Stepping

Stone5, and SprtngBoard • Common Instructional Blocks (K·l, 2·3, 4-6) • Muld-dered (academic and behaYloral) support system • SEL Curriculum: Tier I, Second Step • 17 Proactive PBIS Strategies

High Perfonnance Management, Leadership, and Organization

• School-wide Systems to build leadership capacity: ART, ILT, BLT, RLT, TLT

• Teacher Instructional Support: Coaches (]RA Framework}, S rotadon Faculty Meetings, Sp Ed SUpport System, STEM Support

• School Wide lnldadves: RRPP (Behavior El(J>Ktatlons}, ICU [Behavior Reinforcement System), Reading Campaign (academic)

• PSIS: RTI Sysmm (academic and behavior) • Enrichment: PALS Partnership, After school programs (lnttfVl!ndon

Block}, 21 • Century Grant (]ntramurals, Student Council, Cubs)

Miikaha Elementary School's realization is the need to focus on the whole child.

Mllkaha Elementary School Academic Plan Page 13 SY 2019-2020 I 04-11-2019


Addressing Equity: Sub Group Identification Behavioral and social-emotional issues that are impacting student achievement are a precursor to academic sub-group identification and improving academic next steps. To impact academic growth, MES realizes we first need to address students with behavior issues and provide appropriate suppo~ and interventions for the increased number of students who may have unaddressed social-emotional needs.

MES is focused on identifying and supporting Behavioral-Social/Emotional subgroups for students with externalizing, internalizing and both externalizing/internalizing behaviors.

To impact academic sub group improvement, MES will continue to implement a school-wide RTI Block to address the needs of academic sub-group students, and will utilize the Grade Level Data Team process to identify academic need areas, relevant instructional practices and strategies, and goal setting outcomes. Academic sub-group improvement will also be addressed through consistent Tier l instructional implementation of the Workshop Model to improve small group instructional practices (student grouping based on student academic and specific instructional needs}, conferencing, reflective practice, and hands-on experiences to activate learning experiences to address all students' needs.

Mlkaha Elementary School Academic Plan Page 14 SY 2019-2020 I 04-11-2019


ORGANIZE: Identify your Academic Review Team Accountable Leads.

Name and Title of ART Team Accountable Lead

I. Nelson Shigeta

2. Cecile LaMar

3. Elson Barba

4. Myles Ayakawa

5. Annalyn Mesina

6. Shanna Laa

7. Jennifer Lee

8. Mariko Thompson

9. Eugene Pascual

10. Francine Kodama

M:lkaha Elementary School Academic Plan

Responsible for implementation of the school's strategies :ind initiatives

l. Fiscal, Recruitment and Retention, PBIS, Comprehensive School

Improvement, MTSS

2. Behavior Leadership Team - PBIS, Chronic Attendance, MTSS

(SpEd)

3. Relationship Leadership Team, Community Engagement

4. Curriculum, Assessment and Instruction, 3-6 (Math lead), MTSS

5. Curriculum, Assessment and Instruction K-2 (ELA lead), MTSS

6. Curriculum, Assessment and Instruction 3-6 {ELA lead), MTSS,

Inclusion

7. Curriculum, Assessment and Instruction K-2 (Math lead), MTSS,

Inclusion

8. Behavior Leadership Team, PBIS, MTSS

9. Technology Leadership Team, SpEd Mentoring and Coaching,

Inclusion

10. SpEd Mentoring and Coaching, Inclusion

Page 15 SY 2019-2020 l 04-11-2019


11. Kelly Sceppe 11. Chronic Absenteeism, MTSS C'

12. Dane Toyama 12. Behavior Leadership Team-PBIS, MTSS

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

121 Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future.

121 Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities.

0 Objective 3: Well Ro11nded - A II students are offered and engage in rigorous, well rounded education so that students are prepared to be successful in their post-high school goals.

121 Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

I Gutcome: By the end ofischool )'.'Car 2019-2020 , ... I Ra tionale:

Milkaha Elementary School Academic Plan Page 16 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Outcome l: The chronic absenteeism rate will be reduced from 27% (in 201s.2016) to 19.5%, as evidenced by the Strive HI report.

Outcome 2: The percentage of students reporting positive school climate will increase from 72% (in201s.2016) to 79%, as measured by the safety dimension of the School Quality Survey.

Outcome 3: The inclusion rate will increase from 62% Cin201s--2016) to 69 .5%, as measured by Least Restrictive Environment (LRE) data provided by OCISS.

Outcome 4: The third grade literacy rate will increase from 35% (in 201s-2016) to 42.5%, as evidenced by the Strive HI report.

Outcome 5: The ELA proficiency rate will increase from 26% (in 201s-2016)to 33.5%, and the ELA gap will decrease from 15% (in201s-2016) to 12%, as evidenced by the Strive HI report.

Outcome 6: The math proficiency rate will increase from 24% (in 201s-2016) to 31.5%,and the math gap will decrease from 21% (in:ZOJs.2016) to 18%, as evidenced by the Strive HI report.

Outcome 7: The science proficiency rate will increase from 45% (in

201s-2016) to 52.5%, and the science gap will decrease from 36% (in 2015.2016) to 33%, as evidenced by the Strive HI report.

, 1 . .PJannlng

Desired Enabling Activities Outcome

High transience and the increase in trauma related issues (poverty, social-emotional, physical, homeless, etc.) as well as the increase in the number of children and families in distress impact chronic absenteeism, SpEd identification, literacy development, and ultimately academic achievement MES is working to provide appropriate supports for students and families to effect all concerns impacting student academic progress. MES has established a system of instructional grouping, coaching, professional development, and technology integration.

The increase in children and families that are experiencing trauma related issues has caused a huge increase in the number of students with behavioraVsocial-emotional needs. Innovative needs based grouping of students and place-based, hands-on educational experiences are being implemented to engage students and provide valuable background for learning. Focusing on student needs first, by focusing on establishing positive relationships and meeting emotional needs, serves as the foundation upon which academic achievement can be built.

For the next 3 years the following goals for our projected outcomes:

Outcome l : decrease chronic absenteeism by 2.5% each year. Outcome 2: percentage of students reporting positively on the survey by 2.5% yearly. Outcome 3; increase the inclusion rate by 2.5% each year based on existing clientele Outcome 4: increase 3rd grade literacy by 2.5% each year. Outcome 5: increase the ELA proficiency rate by 2.5% each year, decrease the ELA proficiency gap rate by I% each year. Outcome 6: decrease the Math proficiency gap rate by l % each year. Outcome 7: decrease the Science proficiency gap rate by I% each year.

Funiling

School ART Define the relevant data Source of

I

Year(s) of Accountable used to regularly assess and Funds

Activity Lead(s) monitor progress

Mllkaha Elementary School Academic Plan Page 17 SY 2019~2020 I 04-11-2019

- - -

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 1) Chronic absenteeism will be reduced by 2.5% yearly in order to meet Outcome 1: reduce chronic absenteeism rate from 27% to 19.5% by the end of school year 2010-2020.

~nolrig

support the building of positive classroom environments.

2) Utilize PBIS/DBW (Diana Browning Wright) multi-tiered systems ofsupport (MTSS) model. Establish PBIS Leadership Team.

• MTSS plan (implement Tier 1 behavioral strategies school-wide and begin Tier 2)

· PD (school-wide strategies)

3) Implement Social Emotional Leaming (SEL) curriculum (Second Steps).

4) Utilize Miikaha Behavioral Leadership Team (BLT) vertical K-6 support team to identify school-wide need areas and the development and implantation of school-wide support strategies to increase positive student behaviors that are coMected to attendance, and to build clear and consistent expectations for students. (eg. CHAMPS. RRPP slips)

• Continue implementation EA #14 2018-2019

• C'ontmuc implementation EA #1-4 2019-2020

-·- -

I I

School

)) Implement and monitor classroom initiatives to 2017-2018 Counselor 1 l!!!IWSF

□ Title I D Title II

Counselor2 □ Titlem

□ IDEA 0 Homeless

□ CTE D Other

□ NIA

Vice Principal 1

2017-~0-lH target. chronic :1b~i:n1i:c1~m rate 24.5''~.

Infinite Campus and/or LDS reports . Strive m (summative) report

20]8-J0!C) lpr~£1, chron ic absi:111.:i:ism rate '.?2° 0

2019-2020 !ar~cl. chrome ahsentce,~m rate 19.:511

0

Funding , Interim Mesasures-of P~ gres s -

ART Define the relevant data used to Desired Outcome Enabling Activities Year(s) of Accountable Source of Funds regularly assess and monitor

Activity Lead(s) progress


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 2) School climate l) Utilize the Miikaha Relationship 2017-2018 Vice Principal tmWSF 2017-:!0rn t:trgel:

will increase by Leadership Team (RLT) vertical (K-6) support 2 ~chool cl illl:ite rate 7-t.5'1/., □ Title I

2.5% yearly in system to identify student need areas and the D Title II order to meet development and implementation of SQS (summative)

Outcome 2: school-wide support initiatives to improve □ Title Ill

increase school schooVstudent culture. (cg. reading campaign, □ IDEA Tripod Survey

climate rate from health and wellness initiatives, positive SBA D Homeless 72% to 79% by the supports) BEISY

□ CTE end of school year Use the ILT structure to increase grade • D Other 2019-2020. level input in the comprehensive

□ NIA needs assessment process (CNA) to identify need areas. Coordinate with RLT, BLT and TLT • committees to develop, deliver and monitor implementation of a positive culture building school-wide system. (roll-out assemblies, celebrations, support systems eg: reading campaign, SBA buddy classrooms/mentors, etc.)

RLT monthly meetings:

- Identify need areas

- Establish RLT school-wide initiatives & strategies and/or SMARTe goals

- Plan school-wide kick-offs, celebrations

- Monitor progress and/or learning cycles

Identify areas for professional development/improvement

. . 2) Utilize the Makaha (K-6} Technology SpEd Mentor 2 Leadership Team (TLT) to build teacher capacity and a school-wide technology support system. TLT will coordinate and monitor school-wide technology supports for teachers, staff and students.

Identifv student (tcchnolol!V) need • Mlkaha Elementary School Academic Plan Page I 9 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 areas and the development and implementation of strategies to enhance student learning. Use TLT structure to increase grade • level input (CNA process) for technology initiatives.

' TLT monthly meetings:

- Identify need areas - Establish TLT school-wide initiatives & strategies and/or SMARTe goals

- Continue designing and aligning GLO descriptor #6 (Effective User of Technology) and rubrics.

- Monitor progress and/or learning cycles SSC

3) Utilize Maka.ha Behavioral Leadership Team (BLT) vertical K-6 support team to identify school-wide need areas and the development and implantation of school-wide support strategies to increase positive student behaviors, and to build clear and consistent expectations for students. { eg. CHAMPS, RRPP slips)

Use the BLT structure to increase • grade level input in the comprehensive needs assessment process (CNA) to identify focus areas. Develop, deliver and monitor • implementation of an aligned school-wide behavioral support system and strategies. {Integrate the PBIS/OBW Leadership Team with BLT to build teacher leadership capacity and understanding of a multi-tiered school-wide sunnort

MJlkaha Elementary School Academic Plan Page t 10 SY 2019-2020 I 04-11-2019

Thre~-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 system within the BLT committee.)

BLT monthly meetings:

- Identify need areas . - Establish BLT school-wide initiatives &

' strategies and/or {short cycle) SMARTe goals {eg: 7Cs - improve control, SQS - improve safety, etc.)

- Continue designing and aligning GLO descriptors and rubrics

- Monitor progress and/or learning cycles {also review Tier I strategies and roll out, Tier 2 roll out)

- Identify areas for professional development/improvement

2018-2019 .2018-2019 1:1r~c1.

;;'cho1)] climate rate 77'¼, Continue implementation EA # 1-3 •

2019-2020 20 I lJ-2020 1,m•c1 · schul>l cl11u:itc rate 79'1/r,

Continue implementation EA #1-3 • .

Miikaha Elementary School Academic Plan Page I II SY 2019-2020 I 04-11-2019


-Planning - - F unding Interim Measures of Progress

School ART Define the relevant data used to Desired Outcome Enabling Activities Year(s) of Accoontable Source of Funds regularly assess and monitor

! Activity Lead(s) progress

3) Inclus ion raJe l) Implement a school •wide Intervention I 2017-2018 Coaches (all} IHI WSF I 2017-::!0lR 1ar~c1. will increase by 2.5% yearly in order to meet Outcome 3:

Block (tentative 8:00-8:30 a.m.) to provide consistent RTI instructional block to address student reading deficits and learning gaps (reading, math) .

' '

l

0 Title I 0 Title II

0 Titl e III

111clusio11 rate <,-t.5""

iReady (reading, math • pre, mid,

increase the inclusion rate from 2) Implement the Workshop Model (reader's,

I

Coa ches (all) 0 IDEA

D Homeless

post)

62% to 69.5 % by the end of school year 2019-2020 .

writer's, math) as a Tier 1 initiative in all classrooms to increase instructional opportunities (sm11:H group, conferencing, etc.)

0CTE

D Other

ECSSS and Jnfinite Campus Inclusion data

to address various student instructional needs □ NIA and levels. Tier 1 foundation to support an instruct ional inclusion model.

Coaches (all) 3) All grade levels (reg ed. and sped assigned SpEd mentors grade level teachers) implement Grade Level (all) Data Teams (OT) to provide consistent time for all grade level (GL} teachers to engage in the data team process: review student data, I

identifying need areas, targeting students , monitoring progress to

. Grade levels to create (short cycle} . SMART goals (ELA, Math)

. MES to change DT cycles to odd numbered IRAs (ELA) and even numbered IRAs (math) to increase time for GL teachers to go deeper with planning, delivery of strategies , and mon itoring of progress. (eg, PBL, interdisciplinary, real-world learning) I


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 - Monitoring of instructional goals/targets

and student progress.

Continue implementation EA #1-3 2018-2019 20 I S-2019 1,1r~.:1 • 111cl11s101 67'1/., rate

Updated: Additional EA for SY 2018-2019

4) Continue to utilize the LISC (learning intentions - success criteria) process to build teacher capacity . . 5) Build teacher understanding of Early Leaming initiatives that address trauma related issues in lower grades. Build understanding of PBL (engagement, alternative assessment) to address trauma related issues in upper grades.

6) Continue to build and develop trauma sensitive schools and MTSS understanding to improve supports for students with social-emotional/behavior needs that will

' increase participation in inclusion settings.

7) Continue to build understanding and implementation/instruction of executive functioning skills, foundational and adaptive skills and the connection to critical thinking, reasoning and problem

. solving .

Makaha Elementary School Academic Plan Page I 13 SY 2019-2020 I 04-11-2019


• Continue implcmcnttition EA #1-7 2019-2020 ">0 I 9-20~0 1ar~ct: rnclus 1on rate 69.s'~u

Uvdntcd: Additional EA for SY 2019-2020

8) Utilize funding sources (Title I, Article VI) to purchase additional teaching positions {gen. ed., SpEd) to increase inclusion opportunities for students.

MAkaha Elementary School Academic Plan Page t 14 SY 2019-2020 I 04-11•2019

- - -


-_P.l~nlng

~ ·,.Rynd~ g _ ln terj_m Measures ,of.Rrog~~ . . ----~

School ART Define the relevant data used to

Desired Outcome Enabling Activities Year(s) of Accountable Source of Funds regularly assess and monitor Activity Lcad(s) progress

4) Third grade I) Emphasize instructional reading skills 2017-2018 Coach K-1 181 WSF .1017-::!(l I~ l.trl!Cl:

literacy will acquisition and development in K-1 to address 3rd grade lilcrncv mtt: - 37.5'1/c, □ Title I

increase by 2.5% Gr K reading gaps based on Gr K screener. , D Title 11 yearly in order to Implement skills block (LC Phonics, Read Read Well assessments

0 Title 111 meet Outcome 4 : Well, etc.) as a Tier I initiative to narrow iReady (reading) increase the third reading gap. □ IDEA

grade literacy rate Coach K-1. D Homeless ORA (tentative) from 35% to 42.5% 2) Use K-3 grade level rotation structure to Coach 2-3 □ CTE

by the end of provide consistent time for teachers to plan D Other school year and progress monitor curriculum maps and 2019-2020 . pacing guides (review, identify, develop: □ NIA

curriculum maps & pacing guides, assessments, small group/individualized instructional strategies, teacher/coach ing cycles, etc.).

Principal 3) Support early childhood education opportunities through the establishment of pre-school community on-campus partnerships in order to provide and increase kindergarten readiness opportunities for our Makaha community .

Head Start

Keiki Steps/KSTK summer ramp up ,

program

- SpEd Preschool

Miikaha Elementary School Academic Plan Page I 15 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Continue implementation EA #1-3 2018--2019 20 I 8-2012 ta~ •

1rd grade lw:r,,cv rate 40%

Continue implcmcntnt1on EA #1-3 • Updated: Additional EA for SY 2019-2020

2019-2020 '.1019-2020 targl't

1rct grade ht~rni:J rate 42.5%

4) Utilize fonding resources (WSF, Title I, Art VO to crente Reading Specialist position(s) 10

provide additional RTI reading support for students .

Mlka~a Elementary School Academic Plan Page I 16 SY 2019-2020 I 04-11-2019

- - --


- ·-,., l@n~ing

~

!Funcll111 Inter.im.Me~i!_res ofH?~.s

I School ART Define the relevant data used to

I Desired Outcome Enabling Activities Year(s) of Accountable Source of Funds regularly assess and monitor I Activity Lead(s) progress

5) ELA profic iency 11) Implement an aligned ELA instructional 2017-2018 coaches (all) 2017-201!1. turg-ct: 181WSF [LA profic.:i..:-11cv 28.5"., will increase by system (K-6) to provide students with r.itc 181 Title I

2.5% yearly and consistent language and increased supports for f-LA ~ap - 14% the ELA gap will learning. Provide relevant P.D. for teachers. 2.0 FTE

iRcady (pre , mid, post) be reduced by l % - Workshop Model (opening, work-time, Class-size yearly in order to closing) reduction meet Outcome 5: DRA (tentative)

- Instructional strategics (close reading, etc.) : teachers -increase the ELA $153,600 - Aligned (instructional) schedule (Gr . K- 1, proficiency rate (approx . salary + 2-3 , 4-6) lo increase leveled instructional from 26% lo fringe) support for students in ELA. 33.5%, and decrease the ELA - Monitor (systems/structure) progress

□ Title II gap from 15% to through feedback gathered through GL

12% by the end of rotation cycles □ Title III school year - Purchnsc/implcmcnl supplemental □ IDEA 2019-2020. materinls lcurriculum/rcsourccs (Lucy Calkins. coaches (all) D Hom eless

gmdcd reading c1c.) that support the workshop Dern model and brain research (lcnming) strategics D Other (cg. play, movement, conversation. language dcvclopmcm, etc.) □ NIA

2) Implement grade level Data Teams (DT) to • I

provide a consistent schedule for all grade level (GL) teachers to engage in the data team process : review student data, identifying need areas, targeting students, monitoring progress.

- GL to create {short cycle) SMART goals (ELA)

- GL to Dian and orol?t'ess monitor curriculum

Mlkaha Elementary School Academic Plan Page J 17 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 maps and pacing guides (review, identify, develop: curriculum maps & pacing guides, assessments, small group/individualized instructional strategies, teacher/coaching cycles, etc.)

3) Identify personnel needed to create/support system (eg. workshop, inclusion) for teachers/students.

- Coaches (K-2. 3-6)

- Grade Level Rotation support positions (IRA teachers)

• class-size reduction teachers

4) Use Instructional Resource Augmentation (IRA) Teacher Team to provide student instructional supports for grade level content/skill specific instructional need areas. (cg.) test taking skills, problem-solving, technology based skills: keyboarding, highlighting, navigation; organizational skills: researching, mapping, charting; content area enrichment supports: health, language, extended science-robotics, maker-space, gaming, performance arts.

5) Utilize the Instructional Leadership Team {ILT) structure/process to identify and monitor school-wide instructional strategies to support student achievement.

. • Identify (student) instructional need areas . Establish ILT school SMARTe goals (target, strategy, etc.) . Establish and monitor learning cycles . Establish and monitor school structures

Principal

Principal

•

Principal,

Coaches

. Mlkaha Elementary School Academic Plan Page I 18 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 (schedule)

- Identify areas for professional development/improvement (eg. PBL, interdiscip linary, real-world learning opportu nities)

6) Provide extended learning time (ELT) to increase ELA instructional supports and enrichment opportunities for students.

· Intercession, after-school, summer rutorial/enrichment programs. (Robotics, etc.)

· Homework/Breakfast Club.

- PALS

- Tutoring (strategic plann ing)

Continue implementation EA #1-6 • 2018-2019 2018-20!9 t:1rgl't: ELA pru1ic1cncy ratl' JI'½,

ELA gar 13'½,

Continue implementation EA #1-6 • 2019-2020 2019-2020 tmgct f-LA prnficil'ncy rate JJ.5'1/.,

Updated: Additjon;d EA for SY 2019-2020 r-LA gJfl 12'1/,,

7) Utilize filnding resources (\VSF, Title I, Ari VI) to ere.ire Reading Specialist position(s) to provide additional RTI reading support for students . (Sec DO 4, EA 4) -

MJlkaha Elementary School Academic PJan Page I 19 SY 2019-2020 I 04-11-2019

- -


Planning .Fundlqg • - J l !J.te~iil Measure~ of P-rqgress ~ - · r - ~ ,. -

School ART Define the relevant data used to Desired Outcome Enabling Activities Year(s)of Accountable Source of Funds regularly assess and monitor

Activity Lead(s) progress

6)Math I) Implement an aligned Math instructional 2017-2018 coaches (all) 2017-2018 liJl!::Cf' IBIWSF proficiency will system (K-6) to provide students with mn1h protici.:nt y rate - 2<1,5%

IBI Title I increase by 2.5% consistent language and increased supports for m:ith gap 20% yearly and the math learning . Provide relevant P.D. for teachers. (see previous) gap will be reduced iReady and/or iXCEL {pre, mid, - Workshop Model (opening, work-time, by 1 % yearly in post) closing) □ Title II order to meet - Instructional strategies (RIIlNOS, etc.) Outcome 6: □ Title ill

- Aligned (instructional) schedule (Gr. K-1, increase the math □ IDEA 2-3, 4-6) to increase leveled instructional proficiency rate D Homeless support for students in Math. ftom24 % to

□ cTE 31.5%, and - Monitor (systems/structure) progress

decrease the math through feedback gathered through GL D Other

gap from 21% to rotation cycles □ NIA . 18% by the end of - Purchase , implement supplementa l school year matcrials •curriculum/rcsourccs (cg. Everyday coaches (all) 2019-2020. Math, math manipulativcs, etc.) that support

the workshop model and brain research (lciiming) strategics (cg. games . play, conversation, language development . etc .)

2) Implement grade level Data Teams (DT) to provide a consistent schedule for all grade -level (GL) teachers to engage in the data team process: review student data, identifying need areas, targeting students, monitoring progress.

- GL to create (short cycle) SMART goals (Math)

- GL to plan and progress monitor curriculwn maps and pacing l!llides (review, identify,

MAkaha Elementary School Academic Plan Page 120 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 develop: curriculum maps & pacing guides, assessments, small group/individualized instructional strategies, teacher/coaching cycles, etc.)

3) Identify personnel needed to create/support system (cg. workshop, inclusion) for teachers/students . . - Coaches (K-2. 3-6) • - Grade Level Rotation support positions (IRA teachers)

- class-size reduction teachers

4) Use Instructional Resource Augmentation (IRA) Teacher Team to provide student instructional supports for grade level content/skill specific instructional need areas. {cg.) test taking skills, problem-solving, technology based skills : keyboarding, highlighting, navigation; organizational skills: researching, mapping, charting; content area enrichment supports: health, language, extended science-robotics, maker-space, gaming, performance arts.

5) Utilize the Instructional Leadership Team (ILT) structure/process to identify and monitor school-wide instructional strategies to support student achievement. . - Identify (student) instructional need areas

- Establish ILT school SMARTe goals (target, strategy, etc.)

- Establish and monitor learning cycles

- Establish and monitor school structures

Mfikaha Elementary School Academic Plan

Principal

Principal

. •

•

Principal

Coaches (all)

•

Page I 21 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 (schedule) . Identify areas for professional development/improvement

6) Provide extended learning time {ELT} to increase Math instructional supports and enrichment opportunities for students.

· Intercession, after-school, summer tutoriaVenrichmcnt programs. (Robotics, etc.)

· Homework/Breakfast Club.

• PALS

- Tutoring {strategic planning)

Continue implementation EA # 1-6 2018-2019 ;!018-2019 ta1i;cr; • math profil'lrncy 1:11,= 29% math sap - 111'1/.,

Continue implementation EA #1-6 2019-2020 20 I 9-~020 t.trg~t. • m,llh protic1cnc ~ r:llc 31.5%, m.ith g:tp 18° ~

Mlkaha Elementary School Academic Plan Page I 22 SY 2019-2020 I 04-11-2019


'Pl! nii lng

Desired Outcome

7) Science proficiency will increase by 2.5% yearly and the science gap will be reduced by I% yearly in order to meet Outcome 7: increase the science proficiency rate from 45% to 52.5%, and decrease the science gap from 36% lo 33% by the end of school year 2019-2020.

.. --

Enabling Activities

l) Use grade level rotation structure to provide consistent time for teachers to plan and progress monitor science curriculum maps and pacing guides.

2) Grade 4 teachers to implement a Science Data Team to engage in the review of student data, identifying need areas, targeting students, monitoring progress

- Gr 4 to create (short cycle) SMART goals (Science) and monitoring of instruct ional goals/targets

3) Provide extended learning time (ELT) to increase science/STEAM instructional supports and enrichment opportunities for students.

· Intercession, after-school, summer tutoriaVenrichment programs. (Robotics, etc.)

· PALS

- Tutoring (strategic planning)

4) Create STEAM & Farm IRA posilion{s) lo provide grade level planning support for teachers, and instructional support for students in order to increase real-world community-based projects for students.

· Maker Space/PBL related lessons

- STEAM activities/projects

School ART Year(s) of Accountable Activity Lead(s)

2017-2018 coaches (all}

coach4-6

coach (CSI)

Princip al

Juniling

Source of Funds

mlWSF 181 Tille I

□ Title II

□ Title III

□ IDEA D Homeless

□ CTE D Other

□ NIA

j Interim Measures or•Pn,gress

Define the relevant data used to regularly assess and

monitor progress

2017-~0lX lar\;ct: . science prnffoicncy rate-'--47.S'¼, ,cie11cc gc1p 35'1/,,

iRcady (non-fiction, science)

~

Mffkaha Elementary School Academic Plan Page I 23 SY 2019-2020 I 04-11-2019


• Continue implementation EA # 1-4 2018-2019 20 I R-20 J Q 1:ir~ct . ,.;c1cncc profiucncy r.itc ~11%

c1enc1.: gap 34"o

Continue implementation EA #1-4 2019-2020 201 CJ-2020 l,H"',lCl. • ~c,cncc prot1c1cncy rn1c -52.5'1/4, s.:icncc gap 33%

'



Goal 2: Staff Success. Miikaha Elementary School has a high-perfonning culture where employees have the training, support and professional

development to contribute effectively to student success.

Outcome: l~) rhc .:nd of ,ciw,il ~ ~·:n 2 (1 J LJ-:0:0.

Outcome I: The percent of licensed teachers will increase from 95% (201s-2016)

to 100%, as evidenced by the Trend Report and School Status and Improvement Report.

Outcome 2: The percent of new teachers retained after five years of service will increase from 50% (fn 2015-2016) to 59%, as evidenced by the Trend Report and School Status and Improvement Report.

R:1tin11ale: MES has been fortunate to attract a high percentage licensed teachers despite its

geographic distance. Although 50% teachers stay and are retained for 5 years,

and given the emphasis on developing relationships with students , there is a

need to provide the supportive, professional school environment that

encourages them to stay. The continuation of induction and mentoring at both

the complex and school level and the establishment of school level coaches who

work directly with teachers to improve instruction, will also impact teacher

retention.

For the next 3 years the following goals for our projected outcomes:

Outcome 1: increase the teacher licensing rate 2% each year to 100% by 2019-20 Outcome 2: increase retention rate by 3% each year.

Mllkaha Elementary School Academic Plan Page 125 SY 2019-2020 I 04-11-2019

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

Desired Outcome

I) The rate of teachers who are licensed will increase by 2% yearly in order to meet Outcome 8: the percent of licensed teachers will increase from 95% to 100% by the end of school year 2019-2020.

.

.

Funding lnlt'rim ,1t- :1s11res of l'rngres~

Enabling Activities School

Year(s) of Activity

ART Accountable

Lead(s)

Source of Funds

Define the relevant data used to regularly assess and monitor

progress

l) Recruit (and retain) highly qualified (college srudent teacher trained program) teachers through partnerships with colleges. eg: UH Miinoa, UH West O'ahu, Marist University {NY), Whitworth University (WA), etc.

Establish relationships through • Miikaha (teacher) visits.

• Provide support for teachers to participate in concurrent Masters of Education (MEd) programs so they are able to accept vacant teacher positions.

1017-2018 Principal

Complex IM RT

IBIWSF

□ Title I

□ Title II

□ Title III

□ IDEA D Homeless

□ CTE D Other

□ NIA

School Trend Report

2) Establish early relationships with new teacher candidates.

Principal

- Promote recruitment of HQ teacher candidates through complex recruitment presentations (UH, UHWO, Chaminade) and school campus visitations (local, mainland) •

• Participate in Ventures intake interviews of new applicants, and in out-of-state recruitment trips to identify teacher candidates for Miikaha Elementary and NW Complex schools. .

3) Provide all teachers with support for HQ plans and relevant professional development.

Complex IM RT

Mlkaha Elementary School Academic Plan Page I 26 SY 2019-2020 I 04-11·2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 2018-2019 Continue implementation EA # 1-3 •

Pla1111i11g

Desired Outcome

2) Teacher retention rate will increase by 3% yearly in order to meet Outcome 9: the percent of new teachers retained after five years of service will increase from 50% to 59% by the end of school year 2019-2020.

Continue implementation EA #1-3 •

EnabUng Activities

I} Provide first year teachers with an induct ion program to introduce new teachers to the Hawaii Department of Education system, Nanakuli Wai'anae Complex indicators/in itiatives, and Miikaha Elementary School school-wide focus areas/school-wide agreements.

- Introduction ofEES, state/complex/school focus areas, data teams process, etc.

2} Provide first and second year teachers with a mentoring support system : NW Complex PD sessions, school level support system (modeling, technical assistance, PD)

2019-2020

School Year(s) of Activity

2017-2018

ART Accountable

Lead(s)

Complex IM RT,

Principal

Complex IM RT,

coaches (all)

SpEd mentors (all)

runcling

Source of Funds

181 WSF

□ Title I

□ Title II

□ Title III

□ IDEA D Homeless

OCTE D Other

□ NIA

Interim :\leasures of Progress

Define the relevant data used to regularly assess and monitor

progress

School Trend Report

,..

Mlkaha Elementary School Academic Plan -Page 127 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Continue implementation EA #1· 2 2018-2019 . •

. • Contmue implemcntat10n EA #1-2 2019-2020

MAkaha Elementary School Academic Plan Page I 28 SY 2019-2020 I 04-11-2019

- - - -

.I


Gopl 3: Successful Systems of Support. The system and culture of Milka ha Elementary School works to effectively organize financial, human ,

and community resources in support of student success. .. .

Outrnnw: By the ::nd ofsclwol year ]019-2 020. ...

Outcome l: Ongoing professional development will provide benefits for teacher growth and improvement and also provide additional retention benefits. The percentage of teachers reporting positive school climate will increase from 60% (in 201s-2016) to 67.5%, as measured by the satisfaction dimension of the School Quality Survey.

Outcome 2: The percentage of parents reporting positive school climate will increase from 77% ( in 201s-2016) to 84.5%, as measured by the satisfaction dimension of the School Quality Survey.

.. .

n:H1io11a!c: Providmg teachers with opportumt1es to develop their craft and to model

continuous learning through active participation in national conferences,

workshops and institutes will help impre\re teacher practice and increase overall

teacher satisfaction. Additionally, learning new and innovative instructional

practices, provides each participant more strategies for meeting student needs .

MES will, therefore, improve the teacher satisfaction rate by 2.5% each year.

MES has been working at encouraging parents to become partners in their

child's education . Providing parents with opportun ities to interact with the

school will improve their understanding of how they can help and support their

child's academic success and positive working relationsh ips with teachers and

MES. MES will increase the school climate rate by 2.5% each year.

For the next 3 years the follow ing goals for our projected outcomes:

Outcome l : increase the teacher satisfac tion rate 2% each year lo l 00% by 2019-20 Outcome 2: increase school climate rate by 2.5% each year .

MAkaha Elementary School Academic Plan Page I 29 SY 2019-2020 I 04-11-2019


-

I Planning Fund ing lnlcrim Measures of Progress

School ART Define the relevant data used Desired Outcome Enabling Activities Year(s) of Accountable Source of Funds to regularly assess and

Activity Lead(s) monitor progress

l) Teacher response I) Implement Naniikuli-Wai'anae Complex 2017-2018 Principal SQS 181 WSF on school climate will (K-12) initiatives that support Miikaha Ill Title I increase by 2.5% Elementary School's community building yearly in order to meet efforts, the building of a teacher/staff support Outcome I 0: increase system, and improving teacher/staff school climate rate by instructional/behavioral consistency and

0 Title II 2.5% yearly from 60% capacity across the complex. (eg. HI AWARE, to 67.5% by the end of 2111 Century- enrichment-extended supports, □ Title Ill school year · ASCA, CCDM 1:1/TIPS, PBIS/MTSS, etc.) □ IDEA 2019-2020. D Homeless

2) Participate in NW Complex Principal □ CTE initiatives-workshops, national conferences □ Other and institutes (to involve out-of-state travel)

□ NIA ~Pt~lflc foe SX 2!U1-21U8l a) Attendance at the American School Counselor Association (ASCA) conference will help to build a framework for school counseling teams to define their role in improving student achievement Miikaha Elementary School's Counseling Department has been preparing to apply for the Recognized ASCA Model Program (RAMP) certification. Attendance at the 2018 ASCA conference will define and support the continued development ofa systems framework to support students' various academic and behavioral needs. (July I

2018) I

I

b) Attendance at the ISTE 2018 conference

Mllkaha Elementary School Academic Plan Page I 30 SY 2019w2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 will support the NW Complex and Miiknha Elementary School's efforts to gather new learning technologies to enhance the CCDM I : I roll out (ipads, Chromebooks). Teacher attendance and participation in the conference will drive new ideas for technology usage as well as the identification of support programs (skills , behavior etc.) to narrow and bridge achievement gaps for students. {June 2018)

c) Attendance at the PBIS 2017 Conference will support the development and implementation ofa Multi-Tiered System of Supports (MTSS) system at Miikaha Elementary School. Attendees will continue to provide Makaha Elementary staff with P.O. ( during SY 20 l 7-18) and will lead school-wide coordination of a systems framework (to include Makaha Behavior Matrix, BEISY screener) in order to support students' various behavioral needs . (Oct. 2017)

d) Attendance at the 2017 Advancing School Mental Health Conference will support Makaha Elementary School's building of a PBIS/MTSS framework to support the range of students' behavioral needs. (Oct. 2017)

e) Attendance at the 2017 Fab Learn Conference will support school-wide PBL, NW STEAM and student engagement initiatives; connection to MTSS/PBIS alternative classroom assessments, and the on-going implementation of the NW Complex CCDM I: l initiative . (Oct 20 I 7)

Miikaha Elementary School Academic Plan Page f31 SY 2019-2020 I 04-ll -20l9


t) Attendance at the 20 l 8 PBL World Conference will support the implementation of project-based learning initiatives. (June 2018)

g) Attendance at the 2018 STEM Forum will support NW STEM and school-wide PBL initiatives. (July 2018)

. Supplemental P.D. to support NW Complex and Milkaha Elementary systemic

r.i. initiatives:

h) Attendance at the Columbia University's Teacher College (Summer) Reading and Writing Institutes will support MES 's implementation of the readers and writers workshops and student work sample evidence. (June, July 2018)

i) PD through Heinemann Workshops-Institutes {Lucy Calkins model) will support the implementation ofliteracy workshops at MES: Writers, Readers Workshop: Day Oct 2017, Mar 2018, June 2018

j) PD at Visible Leaming Workshops-Institutes {Leaming Intentions-Success Criteria) will . support the implementation of the workshop instructional model at MES and the learning impact of school programs/instructional focus • areas/strategies. Oct 2017, Mar 2018, June 2018

MAkaha Elementary School Academic Plan Page 132 SY 2019-2020 I 04-11-2019


k) Attendance at Visible Leaming Institutes, and Conferences will support development of Leaming Intentions/Success Criteria and to how to measure the success and impact of school programs/instructional focus areas . VL Institutes and Conferences (June/July 2018)

1) Attendance at Leaming Forward Conference will help to strengthen MES's professional learning systems and support the development of solutions to professional development challenges that impact student achievement. (Dec 2017)

m) Attendance at the Middle Level Education . Conference and institutes will support the upper grade teachers in addressing social emotional, behavioral, and specific academic issues of 10-11 year old students, and the development of appropriate systems and supports. (Nov 2017)

o) Attendance at Leaming and the Brain workshops, conferences and institutes will support the ongoing development of Makaha Elementary and NW Complex initiatives to build and sustain a systems framework to address and support various students' learning needs.

.. - The Science of How We Learn: Feb 2018

- Promoting Positive Mindsets: Apr 2018

- The Newoscience of Reading: July 2018

- The Neuropsycholol!V of Learning

Miikaha Elementary School Academic Plan Page I 33 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Disabilities ; July 2018

Continue implementation EA #1-2 2018-2019 • 5Ju:i:ifil: for S}'.'. 2~UH!U 9 2) Participate in NW Complex initiatives-workshops, national conferences and institutes (to involve out-of-state travel)

a) Attendance at the 2019 American School Counselor Association (ASCA) conference will help to build a framework for school counseling teams to define their role in improving student achievement. Miikaha Elementary School 's Counseling Department has earned ASCA Mode l Program {RAMP) certification. Attendance at the 2019 ASCA conference will define and suppo n the . continued development of a systems framework to support students ' various academic and behaviora l needs . (June 20 19)

b) Attendance at the Maker Ed Summer . Institute will support school-wide PBL, NW STEAM and student engagement initiatives; connection to MTSS/PBJS alternative classroom assessments, and increase opportunities for student choice/voice. (June

2019)

c) Attendance at the Columbia University 's Teacher College (Summer) Reading Institute will support MES's implementation of the readers workshop and Tier 1 instruction (small group instruction, reading conferences, etc.). (June 2019)

Mlkaha Elementary School Academic Plan Page t 34 SY 2019-2020 I 04. 11.2019


d) Attendance at the Columbia University's Teacher College Lifting the Level of Student Writing through Goals and Feedback Institute will support MES's ongoing implementation of the writers workshop and student achievement. (Feb 2019)

c) Attendance at Leaming and the Brain Educating with Empathy Conference will support the ongoing development ofMiiknha

~

Elementary School and NW Complex initiatives to build and sustain an MTSS (system) framework to nddress and support various students' learning needs. (Feb 2019)

f) Attendance nt the National Association for the Education of Young Children (NAEYC) Eorly Leaming Conference will help to strengthen MES 's professional learning systems and support the development of solutions to professional development challenges that impact student ach ievement. (Nov 2018)

g) Attendance at the National Council of Teachers of Mathematics (NCTM) Conference will support the ongoing development of teacher understanding and implementation of PBL (maker-space) products as alternative fonns of assessments: math skills and conceptual understanding; and the ongoing , planning and implementation of an MTSS framework to address student instructional and behavioral needs in math. RTI-A, RTI-B, Tier 1 (engagement-emotion brain based) instructional practices. (Aor2019)

Milkahn Elementary School Academic Plan Page I 35 SY 2019-2020 I 04-11-2019


• Continue implementation EA #1-2 2019.2020 (pending availability of funds)

snecific for SY 2019-2020

2) Participate in NW Complex tmtintives-workshops, national conferences and mstttutes {lo involve out-of-state travel)

•· (pending availability of funds)

a) Attendnncc at 1hc Columbia University's Teacher College Rending nnd Writing Institutes (eg~ Enrly Leaming - Phonics instniction, etc.; Reading- Small group instmction & conferencing, Digital ond Media Literacy, ere.; Writmg - Effective fccdbuck and conferencing, etc. ) will support MES 's ongoing implementation of the readers workshop. writers workshop, and skills block to improve school-wide Tier I instrnctionnl foundation and consistency in all classrooms to supporl inclusion and overall student achievement. Dates TBD (pendmg availability of funds)

U[!dated: Additional EA for SY 2019-2020

3) Coordinate On-Site PD tramings (ELA and Mnth) cg. Columb111 University Teachers

Mikaha Elementary School Academic Plan Page 136 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 College Renders Workshop & Writers Workshop; Evctyday Math, etc .

, (pending nvnilabtlity of funds)

a) Lucy Calkins Reading Workshop & Writing Workshop PD (tentative Aug 2019}

' b) Everyday Malh PD (tcn1:11ivc Aug 2019)

2) Parent response on 1) Provide parent educational opportunities. 2017-2018 Principal BWSF SQS

school climate will Open House Vice - 181 Title I increase by 2.5% Principal 1 Family event sign-in sheets - Kindergarten orientation yearly in order to meet and/or end of even evaluations

Vice . Parent-Teacher-Student conferences Outcome t t : increase Principal 2 □ Title II school climate rate - PCNC workshops □ Title ta from 77% to 84.5 % by - 'Ohana Nights - Grade level parent

the end of school year involvement activities (workshops: common □ IDEA 2019-2020. core, literacy, reading, math, technology, PBL) D Homeless

Preschool trans ition workshop - □ CTE - Head Start trans ition workshop D Other

- Kciki Steps to Kindergarten orientation □ NIA . - Fann Open House (partnership w/ Hoa Aina 0 Miikaha)

Contin ue implementation EA #I 2018-2019 •

Mllkaha Elementary School Academic Plan Page ] 37 SY 2019-2020 I 04-11-2019

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Continue implcmcntntion EA #I 2019-2020 •

•

..

Milkaha Elementary School Academic Plan Page 138 SY 2019-2020 I 04-11-2019

makaha elementary school · to impact the rising volume of students with trauma-related issues and...

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