three-year academic plan 2017-2020

Honoka’a Elementary School Three-Year Academic Plan Page | 1 Version

Honoka’a Elementary School 45-534 Pakalana Street Honoka’a, HI 96727

808-775-8820

Principal: Rory Souza Date

Complex Area Superintendent: Arthur Souza Date

Three-Year Academic Plan 2017-2020

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

Honoka’a Elementary School Academic Plan Page | 2 Version

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)

Complex Area Superintendent Visits

• Other

1. Need: Continue on going PD in Reading Wonders, Stepping Stones, GLOs, writing, and others to strengthen Tier 1 RtI strategies. (Comprehensive Needs Assessment) Differentiate instruction to meet the learning needs of all students (PTT/PPT support).

2. Need: Chronic Absenteeism (Strive Data 19% in 2015-2016 SY; previously SY was 21%) o School will implement a system for monitoring and addressing absenteeism

1. Implement a system that aligns School Vision/Mission and supports a culture where attendance is valued, encouraged, and supported. All stakeholders will promote attendance as an important life skill that is necessary for students to achieve and grow academically as well as socially.

3. Need: Engage all stakeholders in the process of developing a positive School Climate (Safety Dimension of SQS

of grade 4 and 5 students.) a. Increase the student dimension of SQS Safety from 67.5% to 80% by 2020

i. *note Parent (90.1%) and Teacher (81.8%) are markedly higher 1. Student dimension consistently has 15-20% of student responses in the neutral category.

b. Further develop procedures, protocols and guidelines to promote communication i. Use of google calendar and other features

c. PBIS i. Continue to implement and further develop Dragon STARRS program

d. AVID organization 4. Need: Increase the frequency, consistency and quality of RtI and Inclusive Practices to support all students in all

settings (Comprehensive Needs Assessment)

5. Strengthen Tier 1 core instruction in both reading and math (offer PD and resources). (Comprehensive Needs Assessment)

a. Systemetize Tier 2 and 3 Interventions and Data Collection b. Professional Development to consider a wide range of modalities when designing instruction c. Behavior supports

6. Need: Continue student / teacher engagement (CAS Walk Throughs) a. Improve common formative assessments through Data Teams b. Establish school wide strategies to promote engagement c. Continue ILT structure to implement school wide strategies



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. All Students Economically Disadvantaged IDEA / Students with Disabilities



ORGANIZE: Identify your Academic Review Team Accountable Leads.

Name and Title of ART Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives

1. Lisa Abarcar (Title I / Tech)

1. ILT / ART

2. Brenda McDonald (Curriculum Coordinator)

2. Data Teams / Formative Instruction

3. Melissa Turner (Student Services Coordinator)

3. Comprehensive Student Support

4. Brenda McDonald (Curriculum Coordinator)

4. Common Core State Standards

5. Rory Souza (Principal)

5. Effective Educator System

6. Robin Matsumura (Counselor) & Josie Acob-Lawrence (SBBH) Kori Takaki (VP)

6. Student Mental Health / Well Being

7. Rory Souza (Principal) Kori Takaki (VP) Brenda McDonald (Curriculum Coordinator)

7. Response to Intervention

8. 8.

9. 9.

10. 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:

All students will be empowered through relevant, rigorous learning opportunities, and a quality standards-based education that incorporates student voices. They will apply their learning through life experiences, practice creative problem solving, and see themselves as part of a community effort to solve complex questions and challenges that impact our islands and the world.

When transitioning to the seventh grade all students will demonstrate growth General Learner Outcomes and have the knowledge to set and achieve their goals.

We will provide a learning environment that is safe, caring, and supportive of high quality learning. We will have programs and partnerships with families, community organizations, and government agencies that support students’ well-being, and a culture where school attendance is valued.

Students become motivated and engaged when learning is relevant and builds on their strengths. Students’ voice and curiosity are nurtured, which prepares them to exercise positive choices for their learning, their future, and their contributions to family and community.

We will prepare students for the future by ensuring they have the skills and knowledge necessary to navigate in an unknown and complex world.

Students need social emotional learning supports to access curriculum and programs in physically and emotionally safe environments.



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

All Students demonstrate they are on a path towards success in college, career, and citizenship A. All students will be empowered through relevant, rigorous learning opportunities, and a quality standards-based education that incorporates student voices. They will apply their learning through life experiences, practice creative problem

1. All students are exposed to content rich nonfiction through Achieve 3000 KidBiz, Smarty Ants, iReady, Reading Wonders, Digital Library and library print collections

2. Utilize computers and iPads to enhance instruction in Wonders and Stepping Stones/Go Math to accommodate multiple formative and summative assessments.

2017-20 2017-20

Teachers Teachers

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

1a. Observations from walkthroughs; program progress data.

2a. Useage of all tech equipment in classrooms and mobile labs (grade K) 2b. Improvement in scores from STAR, SBA and iready. 2c. Improvement in student keyboarding



solving, and see themselves as part of a community effort to solve complex questions and challenges that impact our islands and the world.

3. Teachers implement and differentiate instruction in the core ELA curriculum, and ILT powerful instructional practices. Some teachers also implement Wonder Works (RtI), the corresponding intervention reading program as needed. (Teachers provide additional 25-30 minutes of reading intervention block to Tier 1/2/3 students)

4. In weekly RtI reading

and math blocks, teachers will work with identified students in small groups while support is also provided by Part Time Teachers.

5. Teachers implement and differentiate instruction in the core math curriculum, Stepping Stones/Go Math.

2017-20 2017-20 2017-20

Curr Coord Teachers RtI Curr Coord Teachers RtI Curr Coord Teachers

skills

3a. Students work samples, word walls, AVID strategies ie:Close Reading, marking the text, etc. 3b. Data from Data Teams feedback. 3c. Scores from STAR , iReady and SBA interim and testing. 3d. As a result of teachers implementing agreed upon powerful instructional practices and core ELA and Math programs, STAR and iReady scores will increase from fall to winter and winter to Spring. 4a. Sharing out by grade levels in Data Teams and in Walk Through Observations 5a. Data Team Minutes 6a. iReady progress monitoring data



B. When transitioning to the seventh grade all students will demonstrate General Learner Outcomes and have the knowledge to set and achieve their goals.

6. Teachers provide a math intervention block of 25-30 minutes for low achieving students.

7. Students will participate in universal screening (STAR) / iReady 3 times a year for progress monitoring / testing.

8. Implement RtI to provide additional instructional support for at-risk students.

9. Provide opportunities for students to engage in resource classes in library, garden, art foreign language, Hawaiian studies, computer skills, and music. (possible offerings)

10. Engage students in the learning process via student self assessment, goal setting, and student self reflections, tracking and sharing their learning.

2017-20 2017-20 2017-20 2017-20 2017-20

RtI Team RtI Team Admin Leadership Teachers

7a. School wide testing calendar. 8a. School wide intervention block schedule. 8b. 10% reduction in students needing tier 3 intervention 9a. School Articulation Schedule. Show casing of school offerings at school or family events. 10a. Student led conferencing. 10b. Development of a seventh grade transition program with Intermediate and High School.



C. We will provide a learning environment that is safe, caring, and supportive of high quality learning. We will have programs and partnerships with families, community organizations, and government agencies that support students’ well-being, and a culture where school attendance is valued.

11. Conduct parent meetings and possible home visits to address attendance issues.

12. Counselor will implement lessons to inform, prevent and address bullying.

13. School Counselor works with classroom teachers to address students who are at risk for not meeting academic and social expectations.

14. The school will maintain

a PBIS system for positive behavioral supports and develop procedures for behavioral interventions.

2017-20 2017-20 2017-20 2017-20

Admin Leadership Counselor Counselor PCNC Counselor SSC Counselor

11a. School Attendance Data / Data from counseling and court procedures. 12a. School Quality Survey Results, Victoria Bernhardt Survey Results 13a. Counseling Notes / PBIS involvement / Social Emotional Learning 14a. Behavioral Intervention checklist and RtI resources and monitoring. 14b. As a result of implementing a PBIS plan and counseling services, at risk students for behavior will be identified and will receive intervention for tier 1 / 2 / 3.



Goal 2: Staff Success. Honoka’a Elementary School has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success.

Outcome: By the end of three years,

Rationale:

We will use professional development resources to support student success: relevant lesson, social-emotional learning, language development, instructional strategies to address all learners, and quality classroom assessments. This is especially true for students that need diverse instructional methods, including special education students and English Language Learners.

Professional development will be aimed at developing caring educators who provide a consistent learning experience of quality instruction that will enable students to progress toward becoming ready for career, college, and community in our global society.

We will provide support for new employees through effective mentoring and guidance programs.

Teachers and administrators are the heart of our instructional system. However, 50% of educators leave the profession before completing five years of teaching. We are also facing a crisis in teacher shortages across the nation. Issues in “compensation, working conditions, the loss of autonomy are all contributing to the acceleration of this dramatic attrition rate. We must address this crisis through systemic and visionary policy shifts that will elevate the profession of teaching and create a pipeline of experienced and pedagogically grounded educators to deliver engaging and effective instruction in the classroom.”







ART Accountable

Lead(s)



progress

Public Schools have a high-performing culture where employees have the training, support, and professional development to contribute effectively to student success. A. We will use professional development resources to support student success: relevant lesson, social-emotional

1. Data Teams utilize data driven problem solving process to diagnose and plan for intervention for identified students.

2. Data Teams develop and administer common formative assessments in

SY 2017-20 SY 2017-20

Curr Coord Curr Coord

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

1a. Sharing out by grade levels in Data Teams and in Walk Through Observations

2a. Data Team Minutes



learning, language development, instructional strategies to address all learners, and quality classroom assessments. This is especially true for students that need diverse instructional methods, including special education students and English Language Learners.

B. Professional development will be aim at developing caring educators who provide a consistent learning experience of quality instruction that will enable students to progress toward becoming ready for career, college, and community.

reading and math. CFA results are used to set grade level goals and agreed upon instructional strategies.

3. Provide instruction and support that enable students to access free and appropriate education in the least restrictive environment.

4. Provide substitute funding (when available) teachers to attend professional development, collaboration and observation.

5. Provide PD opportunities on the school level and cross grade levels for teachers to discuss curriculum, strategies and best practices…..what was learned from PDs attended and to work towards vertical

SY 2017-20 SY 2017-20 SY 2017-20

Teachers Admin Admin

3a. Students in SPED, ELL and Enhanced Learning support in place – student data from STAR and iReady to increase from fall to winter and winter to spring. 4a. Professional Development sharing at full faculty meetings 4b. Data Team Meeting Minutes 5a. Professional Development sharing at full faculty meetings 5b. Data Team Meeting Minutes



C. We will provide support for new employees through effective mentoring and guidance programs.

alignment.

6. Participate in professional development trainings offered by state, district, complex, school or outside educational sources.

7. All year 1 and year 2 “new to the profession” teachers are matched with an instructional mentor, and receive ongoing professional growth and developments

8. Administrators encourage and support veteran teachers who have demonstrated successful teaching and leadership practices to pursue opportunities to become fully trained instructional mentors.

9. Mentors and beginning teachers participate in quarterly forums sponsored by the complex area’s I&M team to support professional development and growth.

SY 2017-20 SY 2017-20 SY 2017-20 SY 2017-20

Admin Curr Coord Teachers Teachers Admin Teachers Teachers

6a. PDE3 registration rosters / sign up sheets

7a. Current roster of beginning teachers and assigned mentors.

7b.Mentors keep documentation of meetings and coaching sessions. 8a. Continuous recruitment of school level mentors and certified mentors

9a. I&M program training rosters provide evidence of veteran teachers trained through the New Teachers Center model with accompanying dates of trainings.



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

Outcome: By the end of three years, Objective 1: Foster innovation and scaling of effective instructional operational practices to meet and exceed our educational goals. Objective 2: Secure adequate resources to support school and community-based plans for student success. Objective 3: Increase efficiency and transparency of instruction and operational supports to promote student learning and help schools while stewarding public school resources.

Rationale: It is recognized that the authority and decision making for students should be placed with those who work at the schools. The system should be one of support for teachers, administrators, and support staff who work directly with students.

In fostering a culture of innovation, the school will partner with families and community to engage relationships, resources, and expertise to support student success.

The school will continue to focus on strengthening a culture of continuous school improvement, and promoting understanding and engagement of stakeholders through improved communication.

In our continuing efforts to create an exemplary learning environment, we are dedicated to collaborative decision-making, financial transparency and authentic learning and assessment.

We will also continue to have a high regard for, and trust in the professionalism of our administrators, teachers, staff, and community members.

We can also “see the need to redefine success and develop a broader definition of student and school success”.







ART Accountable

Lead(s)



progress

The system and culture of the public education work to effectively organize financial, human, and community resources in support of student success.

In fostering a A. culture of innovation, the school will partner with families and community to engage relationships, resources, and expertise to support student success.

1. Develop a school wide AVID plan.

2. Implement ILT school wide powerful instructional practices / strategies, rituals, routines and best practices.

3. Provide opportunities for staff to celebrate successes and team building.

4. Utilize PCNC resource and trainings to provide high quality family engagement events.

2017-2020 2017-2020 2017-2020 2017-2020

Admin Teachers Leadership Whole School PCNC

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

1a. Progress in school level AVID scope and sequence. 2a. ILT Guided Visit Feedback Data and Network Sharing Data

3a. Student and Staff Celebrations 3b. School and Complex Team Building Activities 4a. PCNC sign in sheets of Family Engagement Events.



B. The school will continue to focus on strengthening a culture of continuous school improvement, and promoting understanding and engagement of stakeholders through improved communication.

5. Increase school attendance by implementation of a rewards program along with clarifying school attendance policies and processes to families.

6. In addition to the quarterly report cards, teachers communicate with parents to keep them informed of their child’s progress.

7. Provide opportunities for all teachers to give input into the CNA and the Academic and Financial Planning.

8. Establish school wide processes to improve communication.

2017-2020 2017-2020 2017-2020 2017-2020

Admin Attendance Committee Teachers Admin Admin Leadership

5a. Improvement in school attendance data. 5b. Reduction in number of chronically absent students. 6a. Development of mid quarter reporting system. 7a. Faculty, SCC, and Family Event sign in sheets. 8a. Continue to use a google calendar for organizing meetings and building efficiency.

three-year academic plan 2017-2020

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