Academic Plan

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

Where are we now?  
Prioritize school’s needs as identified in one or more of the following needs assessments:

  • Comprehensive Needs Assessment (Title I Schools)

  • Need:  Academic Achievement – increase literacy, math, science, and language arts proficiency, decrease gap rate
  • Rigor / Differentiation in instruction / Assessments
  • STEM Focus – NGSS
  • RTI
  • 504 and IDEA student programs
  • Need:  PLC – Time provided for teacher collaboration/ Data Team process
    • Data Teams – Data driven instruction / continued PD / Continued data cycles
    • Articulation – planning and collaboration
    • Vertical alignment
  • Need:  MTSS
    • Behavior expectations / PBIS
    • SEL / HĀ
Addressing Equity:  Sub Group Identification
In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs.

HLIP students – translated resources and assessments,  process for identifying 504 and IDEA students

 

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. Ipolani Medeiros 1. Formative Instruction / Data Teams, Common Core State Standards / HLIP Standards, Induction and Mentoring, Science Standards, RTI
2.  Sharon Look 2.  Common Core State Standards, Formative Instruction / Data Teams, Science Standards, RTI
3.  Kēhau Lu‘uwai 3.  EES, Common Core State Standards / HLIP Standards, Science Standards, MTSS, Formative Instruction / Data Teams, RTI, Induction and Mentoring, Parent / Community Partnerships, Positive School Climate
4. Cynthia Rothdeutsch 4.  EES, Common Core State Standards / HLIP Standards, Science Standards, MTSS, Formative Instruction / Data Teams, RTI, Parent / Community Partnerships, Positive School Climate
5.  Kiana Atkinson 5.  Science Standards,
6.  Julia Whiteley 6.  Comprehensive Student Supports, MTSS
7.  Laura Heller 7.  Comprehensive Student Supports, MTSS,

 

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 ChildAll 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 ResilientAll students transition successfully throughout their educational experiences.

 

Outcome:  By the end of three years, Rationale:  
Objective 1:  

By the end of the school year 2019 – 2020, the Science Proficiency rate will increase from 16% to 58%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in science.

Objective 2: Whole Child:

By the end of the school year 2019 – 2020, the School Climate rate will increase from 76% to 79% as measured by the % of students reporting a positive school climate as measured by the Safety Dimension of the School Quality Survey (SQS)

By the end of the school year 2019 – 2020, the Chronic Absenteeism rate will decrease from 18% to 9%.

Objective 3:  Well-Rounded:

By the end of the school year 2019 – 2020, the ELA Proficiency rate will increase from 39% to 59%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in language arts.

By the end of the school year 2019 – 2020, the Science Proficiency rate will increase from 16% to 58%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in science.

By the end of the school year 2019 – 2020, the Math Proficiency rate will increase from 26% to 55%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in math.  

By the end of the school year 2019 – 2020, the ELA, Math and Science Gap rate be minimal as determined by difference (%points) between High Need students and Non-High Need students meeting

Objective 4:  Prepared and Resilient:

By the end of the school year 2019 – 2020, the 3rd grade literacy rate will increase from 18% to 59%  as measured by the % of 3rd graders demonstrating reading of “At or Near” or “Above” grade-level expectation measured by the SBA / KĀʻEO reading claim.

Enabling Activities to Address this Outcome:

Begin implementation of Project Lead The Way to incorporate STEM and 21st Century skills into the curriculum. PLTW curriculum is project based, and aligned with CCSS and NGSS.

Develop criteria to evaluate effectiveness and use to evaluate effectiveness of PLTW in meeting NGSS and HLIP science standards especially as these connect to Hawaiian perspective.  Enhance / supplement as necessary such as ʻOhiʻa Project /Maui ʻAina Schools..

In alignment with Multi-Tiered Systems of Support (MTSS):

Behavior

  • Develop and implement student behavior system with consistent and standardized rules and consequences. (Behavior Expectations)
  • Revisit – survey – possibly expand/refine PBIS (Aloha Store) with clear expectations of implementation
  • Students will participate in school wide SEL (Social Emotional Learning) program, MindUP.
  • Incorporate HĀ with MindUP SEL program.

Attendance will continue to be monitored.

Review the attendance policy and revise if needed.

Discussion on what is the barrier to implementation of the policy.

Teachers will receive PD to learn more about formative instruction and data teams with the goal of moving toward more rigorous data driven instruction.

Differentiation PD

Increasing rigor  (This needs to be defined by staff – e.g. questioning or supporting your answer with evidence) / Higher DOK – taxonomy questions.

Teachers will be provided PLC time on the average 3 hours per  month to/for:

  • instructional program(s)
  • data analysis to drive instruction
  • instructional coherence

RTI (English and HLIP) program will continue to develop in structure and practice to include universal screening, progress monitoring, and tiered interventions.

 

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
Desired Outcome for this Strategy:

By the end of the school year, 2019 – 2020, 100% of the teachers will incorporate common literacy strategies across the curriculum and those strategies will be reflected in the pacing guides.

All teachers will continue implementing CCSS / HLIP  Standards with standards including SMP visibly posted.

  • English program will use Wonders and Stepping Stones.
  • HLIP will use He Aupuni Palapala and Stepping Stones.
    • Foundations and Framework training – reading strategies
    • Align strategies with Wonders reading strategies
  • Teachers will utilize the Bloom’s Taxonomy/Webb’s Depth of Knowledge vocabulary/process words within their classrooms (e.g. synthesize, evaluate, hypothesize, etc.)
  • Teacher expectations regarding standards will be shared.
2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Teachers will be provided sustained, job-embedded PD to enable teachers to implement CCSS/HLIP standards in the classroom. PD may include Stepping Stones, He Aupuni Palapala, Foundations and Frameworks, common reading strategies via crosswalk, scaffolding of reading strategies, teacher/ teacher observations, classroom management strategies, questioning, test taking strategies, CC lesson demonstration, small groups, and differentiated instruction.

Curriculum will be purchased  to enhance existing curriculum (Wonders) or additional curriculum (OHE).

Data to monitor:

  • PD logs
  • Sign in sheets
  • Walkthroughs / Classroom observations
Desired Outcome for this Strategy:

By the end of the school year 2019- 2020, 100% of the teachers will be utilizing pacing guides.

  • All teachers will utilize pacing guides with CCSS and HLIP Standards.
  • CCSS and HLIP Standards will be referenced in the pacing guide.
  • PLC time will be given to grade levels yearly to revise the pacing guide.
  • Teacher expectations regarding pacing guides will be shared.
2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

Subs for PLC

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PD articulation time will be provided during PLC to review / revise pacing guides as needed.

Pacing guides will be organized into common area in Google drive. Pacing guides will be posted in classroom near door and supplies will be provided as needed to ensure this occurs. Teachers will mark on pacing guide where they currently are.

Data used to monitor:

  • Regular administration walkthrough  and observation logs.
  • Pacing Guides
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, 100% of the HLIP teachers will be able to access a library of translated materials.

  • A library of Hawaiian translated core curriculum will be centrally housed online allowing access for all HLIP.
  • HLIP CC maintains library and liaises with grade levels to ensure the library is up to date.
  • Teacher expectations regarding translated and translating materials will be shared.
2017 – 2018

2018 – 2019

2019 – 2020

Medeiros

Atkinson

Luʻuwai

XX WSF  

XX Title I

PLC Subs

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Teachers may be provided time s during PLC for translating materials.

Library of translated material will be property of school to be shared by all kumu and stored in central folder in Google docs.

Peer review of materials at school and state level (OHE).

HLIP (HLIP CC and Principal) will create work flow chart by January of 2018  for translation process.

Data used to monitor:

  • HLIP translation process flowchart.
  • Catalog of translated resources.
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020, 100%  of the HLIP teachers will use a common vocabulary for math from the translated Stepping Stones curriculum.

  • HLIP teachers will be provided articulation time to review consistent use of vocabulary in translated Stepping Stones.
  • Vocabulary will be consistent with KĀʻEO statewide assessments and HLIP Standards.
  • HLIP teachers will participate in ongoing OHE PDs. HLIP CC will disseminate information about PD opportunities by subject (e.g. Mākau ʻŌlelo, Pili Helu, Akeakamai etc.)
  • Teacher expectations regarding vocabulary usage will be shared.
2017 – 2018

2018 – 2019

2019 – 2020

Medeiros

Luʻuwai

WSF  

XX Title I

PLC Subs

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PD articulation time during PLC or program meetings to review common vocabulary.

HLIP teachers will create a common vocabulary reference guide to be shared by all HLIP classes. This reference guide will be centrally housed and accessible by all – i.e. Google Drive.

Data used to monitor:

  • HLIP common Stepping Stones vocabulary reference guide
  • Walkthroughs and observations
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020 100% of teachers will incorporate speaking and listening standards (CCSS/HLIP Standards) everyday.

  • Rationale and definition will be shared with teachers as well as expectations regarding speaking and listening.
  • Teachers will be provided time to collaborate and share how they incorporate these standards into their everyday instruction including vertical alignment and assessment.
  • Teachers will be surveyed regarding PD needs in this area.
  • Teacher expectations will be shared.
2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

Luʻuwai

Rothdeutsch

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Wonders speaking and listening checklist will be shared with all teachers. English Program will examine the checklist to ensure they incorporate CCSS standards and revise as necessary.

HLIP will incorporate the speaking and listening standards checklist from OHE into their curriculum to guide student speaking and listening activities.

Data used to monitor:

  • Walkthroughs and observations by administration
  • Checklist of standards for the English and HLIP classes.
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the Science Proficiency rate will increase from 16% to 58%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in science.

  • Begin implementation of Project Lead The Way to incorporate STEM and 21st Century skills into the curriculum. PLTW curriculum is project based, and aligned with CCSS and NGSS.
  • Teachers will be provided PD in the PLTW curriculum.
  • Curriculum and kits will be purchased for classrooms
  • Develop criteria to evaluate effectiveness and use to evaluate effectiveness of PLTW in meeting NGSS and HLIP science standards especially as these connect to Hawaiian perspective.  Enhance / supplement as necessary such as ʻOhiʻa Project /Maui ʻAina Schools..
  • PTT as technology support for STEM, including PLTW Science support.
  • Teacher expectations will be shared regarding rollout, scheduling, assessments and implementation.
2017 – 2018

2018 – 2019

2019 – 2020

Atkinson

Look

Medeiros

Luʻuwai

Rothdeutsch

XX WSF  

XX Title I

STEM PTT

PLTW – training, participation and module kits

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Teachers will continue to be provided PD for NGSS and HLIP Science standards including modeling and opportunities for teacher to teacher observations including pre- and post- conference meetings.

Data used to monitor:

  • PD sign in sheets
  • Science pacing guides
  • Classroom walkthroughs and observations
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the Math Proficiency rate will increase from 26% to 55%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in math.

By the end of the school year 2019 – 2020, the ELA Proficiency rate will increase from 39% to 59%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in language arts.

Aimsweb will be used as a universal screener for Math (all programs) and ELA (English Program only).

Teachers will be provided PD regarding data entry, accessing data reports, and progress monitoring during PLC. Teachers will use this data and resources including Stepping Stones and Wonders (English program)  to design instruction to meet the needs of their students. Other data collected to drive instruction will include IXL, eValuate, and Achieve 3000.

Aimsweb process (rationale, roles, responsibilities, timelines, expectations, etc.) will be centrally housed in a SCHOOL PROCESSES Google folder.

Teacher expectations and responsibilities regarding assessment will be shared.

2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

Luʻuwai

Rothdeutsch

WSF  

XX Title I

Aimsweb

IXL, eValuate, Achieve 3000  

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Aimsweb will continue to be translated and implemented. PD to be provided to staff.

  • Data will be analyzed by grade level/teachers to drive instruction during PLC / data team meetings (monthly)

Data used to monitor:

  • Sign in sheets
  • Articulation notes from program / PD days.
  • Classroom walkthroughs / observations.
  • Student data reports
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the School Climate rate will increase from 76% to 79% as measured by the % of students reporting a positive school climate as measured by the Safety Dimension of the School Quality Survey (SQS)

In alignment with Multi-Tiered Systems of Support (MTSS):

Behavior

  • Develop and implement student behavior system with consistent and standardized rules and consequences. (Behavior Expectations)
  • Staff will develop a tiered discipline referral system that includes clarification of teacher referral vs administration referral, and location of paper discipline referrals.
  • Revisit – survey – possibly expand/refine PBIS (Aloha Store) with clear expectations of implementation
  • Roles and responsibilities will be clearly defined. Process documents will be housed in the PAIA SCHOOL PROCESSES Google folder.
2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

Heller

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

In alignment with MTSS, Behavior system will be revised and disseminated (PD) with all staff including office and custodial staff. Students will be provided information about new behavior system.

  • Monitoring of behavior referrals (data collection)
  • Service (counselor / teacher) log for students to reflect and change behavior
  • Staff will work with students to model appropriate behaviors throughout the  year. (example/non-example)
  • Review of rules quarterly for staff and students.

Data used to monitor:

  • Sign in sheets for PD
  • Behavior referrals data
  • PBIS (Aloha Store) data
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the School Climate rate will increase from 76% to 79% as measured by the % of students reporting a positive school climate as measured by the Safety Dimension of the School Quality Survey (SQS)

In alignment with Multi-Tiered Systems of Support (MTSS):

Students will participate in school wide SEL (Social Emotional Learning) program, MindUP.

Incorporate HĀ with MindUP SEL program.

SEL will be shared with parents through items on website, newsletters, parent workshops, and Open House

2017 – 2018

2018 – 2019

2019 – 2020

Medeiros

Whiteley

Luʻuwai

Rothdeutsch

Heller

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

A SEL program will be implemented and integrated by all teachers in their classes.

HĀ PD will be provided by OHE and HLIP teachers, and articulation time provided to incorporate with SEL program.

  • SEL/HĀ focus areas chosen by staff.
  • Calendar of SEL/HĀ focus areas/lessons established by end of first semester.
  • Sharing of SEL/HĀ lessons in program meetings. Evidence in minutes.

Continued use of MindUP in classroom instruction and as a school focus.

  • Teachers follow lesson schedule
  • Evidence of lessons displayed on campus
  • Sharing of lesson concepts with parents.

Data used to monitor:

  • Sign-in sheets for PD
  • Classroom walkthroughs and observations
  • Parent communications
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the School Climate rate will increase from 76% to 79% as measured by the % of students reporting a positive school climate as measured by the Safety Dimension of the School Quality Survey (SQS)

Develop a system for cafeteria and playground supervision and behavior management (large gatherings). Establish structured activities for student free time.

Revisit Peaceful Playgrounds

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Staff will be utilized to supervise students.  Staff will collaborate to implement  behavior management system.

  • Establish supervision schedule before 1st day of student attendance each school year. Communicate changes to the schedule in timely manner. Schedule to be centrally housed on Google Drive.
  • Explore structured activities for playground
  • Place behavior management matrix in centralized Google folder.

Data used to monitor:

  • Supervision Schedule for playground and cafeteria
  • Playground behavior expectations matrix
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the Chronic Absenteeism rate will decrease from 18% to 9%.

Attendance will continue to be monitored.

Review the attendance policy and revise if needed.

Discussion on what is the barrier to implementation of the policy.

Roles and responsibilities will be clearly communicated to all staff.

2017 – 2018

2018 – 2019

2019 – 2020

Whiteley

Luʻuwai

Rothdeutsch

WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Attendance will be monitored.

Data used to monitor:

  • Attendance letter log.
  • Quarterly attendance report.
  • Student Support Team meetings documented
  • Comparison of chronic absenteeism data
  • Review of school’s attendance policy and collection and documentation of data (doctor’s note, etc.).
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the ELA, Math and Science Gap rate will be minimal as determined by difference (%points) between High Need students and Non-High Need students meeting achievement standard / proficiency on statewide assessments.

* Due to Paia School’s small number of students counted for testing (SBA only in past years), we do not currently have baseline data.

An after school-tutoring program will be continued for the English Program and HLIP.

A coordinator position will be created to recruit teachers and manage the program. The coordinator position shall have a job description and be a paid position (PTT).

Classes will use school resources for remediation / enrichment which include IXL and Achieve (Achieve 3000 and Smarty Ants) as well as materials from Stepping Stones and HLIP language arts curriculum.

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

PTTs

IXL, Achieve 3000

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

The after school-tutoring program will be an 8-week program to help at-risk students needing additional support. Students will participate in the program 2x per week for 8 weeks **.  Program will run for both semesters.  

  • Teachers will meet and create program together.

Data used to monitor:

  • Attendance sheets
  • Student progress reports

** Depending on funding available.

Desired Outcome for this Strategy:

By the end of the school year, 2019-2020 a system will be developed to identify and assess HLIP students needing Special Education services.

Develop school plan for HLIP to identify special needs students to ensure students receive services. 2017 – 2018

2018 – 2019

2019 – 2020

Whiteley

Luʻuwai

Rothdeutsch

Heller

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

  • Time provided for SSC, HLIP teachers and SPED teachers to meet and explore evaluation assessments in Hawaiian including those used at other HLIP schools.
  • The plan also includes allocation of resources (e.g. a larger number of SPED than time available by SPED teacher).

Data used to monitor:

  • Meeting notes
  • Assessment guidelines developed
Desired Outcome for this Strategy: By the end of the school year 2019 – 2020, the ELA, Math and Science Gap rate be minimal as determined by difference (%points) between High Need students and Non-High Need students meeting achievement standard / proficiency on statewide assessments.

*Due to Paia School’s small number of students counted for testing (SBA only in past years), we do not currently have baseline data.

A summer tutoring program will be established for the English Program and HLIP.

Create a coordinator position to plan, recruit and manage.  

Pursue grants to provide transportation.  

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

PTTs

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

The summer school-tutoring program will be a 4 -week program to help at-risk students needing additional support.  

  • Teachers will meet and create program together.

Data used to monitor:

  • Attendance sheets
  • Student progress reports

** Depending on funding available.

Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the ELA, Math and Science Gap rate be minimal as determined by difference (%points) between High Need students and Non-High Need students meeting achievement standard / proficiency on statewide assessments.

Due to Paia School’s small number of students counted for testing (SBA only in past years), we do not currently have baseline data.

Teachers will be provided PLC time on the average 3 hours per  month to/for:

  • instructional program(s)
  • data analysis to drive instruction
  • instructional coherence

Explore options for vertical articulation

Roles and responsibilities will be clearly communicated to all teachers.

Administration will collaborate with other schools to learn more about funding, etc.

2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

Luʻuwai

Rothdeutsch

WSF  

XX Title I

Subs for PLC

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Student proficiency will  increase 3-5% each semester through targeted assessments in ELA and Math.

  • Adopt/create formative assessments and rubrics.

Data used to monitor:

  • Meeting Notes
  • Proficiency increase as evidenced by targeted assessments
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the ELA Proficiency rate will increase from 39% to 59%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in language arts.

By the end of the school year 2019 – 2020, the Math Proficiency rate will increase from 26% to 55%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in math.

Teachers will receive PD to learn more about formative instruction, differentiation and data teams with the goal of moving toward more rigorous data driven instruction.

PD for teachers regarding Google (Docs, Drive, etc.) to ensure all teachers have access to all curricular resources stored there.

Teachers will be surveyed to create common definition and focus of rigor.

Teachers will be periodically surveyed regarding PD needs.

Create a system for teacher-to-teacher observations and way for teachers to share best practices. System will include an observation document created by teachers and consider CCs (English/HLP) starting off with lesson demonstrations. The system will include a standard pre- and post-observation form used in both lesson demonstrations and observations.

2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PD will be provided for data teams, reteaching/action planning, and data monitoring and analysis and other topics as determined by teachers. PD provided by CC and school and district personnel.

Data used to monitor:

  • Sign in sheets
  • PD logs  / agendas
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the 3rd grade literacy rate will increase from 18% to 59%  as measured by the % of 3rd graders demonstrating reading of “At or Near” or “Above” grade-level expectation measured by the SBA / KĀʻEO reading claim.

RTI (English and HLIP) program will continue to develop in structure and practice to include universal screening, progress monitoring, and tiered interventions. Comments from SY 2016-17 feedback will be incorporated. Specific focus should also include developing a system of monitoring and reporting student progress that is clearly communicated to all teachers.

Explore expanding RTI program:

  • RTI Coordinator teacher position
  • Expanding to include math – and possibly writing
2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

Luʻuwai

Rothdeutsch

WSF  

XX Title I

RTI PTTs (4)

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PD will be provided for teachers focused on defining RTI and its purpose during staff meetings and/or PLC.  Continued PD for PTTs, a list of consistent RTI strategies by grade level and program will be created during the PD and teachers will monitor results using module and weekly assessments, unit tests and eValuate (K-5 English Program and 5th grade immersion), module and grade level common formative assessments (HLIP).  Data will be analyzed during monthly Data Team meetings.

Data used to monitor:

  • RTI scheduled strategies list
  • PD Log
  • Sign in sheets
  • Progress monitoring
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the ELA Proficiency rate will increase from 39% to 59%  as measured by the % of students who meet achievement standards / proficiency on statewide assessments in language arts.

Identify common lesson strategies and classroom routines  for ELA / HLA.  Teachers to use training from Wonders (ELA) and Foundations and Frameworks (HLIP)

HLIP

Foundations and Framework -He Aupuni Palapala

  • Attend training provided by HLIP CC for new teachers.
  • Classroom observation  (with pre- and post-observations facilitated by HLIP CC)
  • Teacher-to-teacher observations (including pre and post observations facilitated by HLIP CC)

English Program

  • Teacher-to-teacher observations – Wonders lessons – including pre- and post-observations facilitated by English Program CC
2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

XX WSF  

XX Title I

PLC Subs

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Teachers will meet during Program meetings and examine strategies and classroom routines and determine training needs.

Teachers will meet during PLC to discuss and plan common strategies and routines used in their data cycles.

Data used to monitor:

  • Meeting Notes
  • Sign in sheets
  • Data cycle record sheets and reflections.
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020, 100% of Paia School classes will be using a common writing rubric that aligns to statewide testing rubrics for writing.

Develop a school wide writing rubric and activities/programs.

  • Teachers will collaborate together in choosing a school wide writing rubric.
  • Teachers will discuss and choose writing activities or program and create implementation timeline (focus areas, etc.).
  • Teachers will discuss and implement handwriting and fine motor activities as needed and agreed.
2017 – 2018

2018 – 2019

2019 – 2020

Look

Medeiros

Luʻuwai

Rothdeutsch

XX WSF  

XX Title I

PLC subs

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Teacher will be provided collaboration time to choose a school wide writing rubric, discuss writing activities and programs. Teachers will meet by grade levels to share and score student work to develop inter-rater reliability.

Data used to monitor:

  • Minutes
  • PLC Data Sheets
  • School wide writing rubric
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020, Paia School will have developed and implemented a continuum for technology skills.  100% of the classes will be implementing technology into their curriculum following the continuum.

Explore and discuss technology skills needed by our students.  

Explore use of ISTE student standards.  

Develop a school-wide continuum of technology skills.

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

STEM PTT

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Once continuum is created, staff will work on scaffolding skills needed at each grade level.

Support from STEM PTT to work with classes in integrating technology into curriculum.  

Data used to monitor:

  • Meeting notes
  • Continuum of technology skills
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, the Inclusion Rate will increase from 82% to 89% as measured by the % of students receiving special education services who are in general education classes for 80% of more of the school day.

Revisit/clarify the process to identify students with special needs or potentially may have special needs.

Tiered array of services will be created.

Monitor the increased number of Section 504 students and examine supports needed. Clear roles and responsibilities will be communicated to all teachers. PD will be provided as needed.

Time will be provided for teachers and service providers to collaborate as the IEP/Section 504 plans are developed.

2017 – 2018

2018 – 2019

2019 – 2020

Whiteley

Luʻuwai

Rothdeutsch

Heller

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PD on process to identify and provide services to students with special needs or students that potentially may have special needs.  

Written document to explain to parents of the difference of the services.

Staff input on tiered array of services.

Data used to monitor:

  • Sign-in sheets
  • Meeting Notes
  • Array of services

 

Goal 2: Staff Success. Paia 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:  
Objective 1: Focused Professional Development:

By the end of the school year 2019 – 2020, 100% of teachers and support staff (EAs / PTTs) will be trained on Section 504 and SPED.

By the end of the school year, 2019-2020 Paia School will utilize the New Teacher Center guidelines for Induction and Mentoring and create procedures to mentor and support long term substitutes.

Enabling Activities Include:

Professional development will be provided for school staff that work with students with special needs (IDEA/504) including how to identify and what to do once student is identified (referral process).

Continue implementing existing program including new teacher orientation and new teacher support from mentor teacher. Support long-term subs with mentoring including opportunity to “shadow” a licensed / tenured teacher.

Recruit additional mentors, encourage those trained to participate again, and attend Mentor Forums.

 

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

Desired Outcome for this Strategy:

By the end of the SY 2019 – 2020, 100% of the  teachers on Evaluation cycle will be evaluated in accordance with DOE policy and HSTA contract.

Administration will conduct EES observations and work with teachers to complete EES cycle.

Teachers will be given collaboration time to develop and analyze PDP or SLO including data and lesson plans, if applicable.

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

☐ XX  WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Administration will schedule EES observations including pre- and post-conference meetings.  Administration will work with teachers on completing EES cycle.

Data used to monitor:

  • PDE3

Principal will  provide teachers with collaboration time to work on PDP or SLOs.

Data used to monitor:

  • Schedule of collaboration times
  • PDP or SLOs on PDE3

 

Desired Outcome for this Strategy:

By the end of the school year, 2019-2020 Paia School will utilize the New Teacher Center guidelines for Induction and Mentoring and create procedures to mentor and support long term substitutes.

Continue implementing existing program including new teacher orientation and new teacher support from mentor teacher. Support long-term subs with mentoring including opportunity to “shadow” a licensed / tenured teacher.

Recruit additional mentors, encourage those trained to participate again, and attend Mentor Forums.

2017 – 2018

2018 – 2019

2019 – 2020

Medeiros

Luʻuwai

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Existing and/or new mentors will continue/begin to support new teachers.

Data used to monitor:

  • Survey to gauge support and gain feedback about orientation.
  • Mentor teachers’ documentation on meetings, visitations, and modeling quarterly.
  • PDE3 mentoring and induction forms will be used when appropriate.
  • PDE3 forms will be uploaded into PDE3.
Desired Outcome for this Strategy:

By the end of the school year 2019 – 2020, 100% of teachers and support staff (EAs / PTTs) will be trained on Section 504 and SPED.

Professional development will be provided for school staff that work with students with special needs (IDEA/504) including how to identify and what to do once student is identified (referral process).

Professional Development for staff on Section 504 /SPED and also chart on difference in service. Clearly delineate duties between classroom teacher, SPED teacher and EA/PTT.

Create system of PD for EAs that includes a process for EAs to share their expertise – e.g. Google Doc “What I wish I knew as an EA…”

2017 – 2018

2018 – 2019

2019 – 2020

Whiteley

Heller

Luʻuwai

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Professional development will be provided for IEP development, evaluation, eligibility process, accountability, roles and responsibilities, and inclusion.

Professional development for all teachers on CCSS IEP and implementation of IEP and 504 plan, and understanding student disabling conditions and strategies, interventions, accommodations to address the areas of concern.  Resources to include District SPED personnel as well as school personnel.

Data used to monitor:

  • Sign in sheets
  • PD log

 

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

Outcome:  By the end of three years, Rationale:  
Objective 1: Innovation –

By the end of the school year, 2019-2020, the percentage of staff responding positively on the SQS in the categories of Satisfaction, Involvement / Engagement, and Well-Being will increase from present levels to 65%.

Objective 2:  Adequate and expanded resources –

By the end of the school year, 2019-2020 Paia School will see an increase in parent involvement as measured by the percentage of parents that participate in school events. Baseline participation rates determined by SY 2017-2018 data.

Objective 3:  Efficient and transparent supports:

By the end of the school year, 2019-2020, the percentage of teachers responding positively on the SQS in the categories of Satisfaction, Involvement / Engagement, and Well-Being will increase from present levels to 65%.

Staff will be surveyed to prioritize school-wide initiatives such as growth mindset. Staff will also engage in activities to incorporate HĀ into teacher/staff culture.

System to improve culture – growth mindset and willingness to collaborate/share/open doors/break down silos. Positive school culture (HĀ)

PCNC and school staff will establish and strengthen state, community, and parent relationships.

  • Families will be surveyed regarding their interests or needs. Family Workshops focused on Student Achievement (or skills needed to achieve) will be provided.
  • Encourage parent and family involvement through regular communication between home and school.

Communications Systems

All school actions/initiatives will include – (What are we doing, why are we doing it, what are the metrics of success (i.e. how are we measuring success, what will we do if the initiative is less than successful)? – to improve communications and messaging to all stakeholders.

Processes

Processes (e.g. teacher-to-teacher observations, etc.) shall be centrally located online and shared with all staff.

 

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
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020 Paia School will see an increase in parent involvement as measured by the percentage of parents that participate in school events. Baseline participation rates determined by SY 2017-2018 data.

PCNC and school staff will establish and strengthen state,

community, and parent relationships.

Families will be surveyed regarding their interests or needs. Family Workshops focused on Student Achievement (or skills needed to achieve) will be provided.

Encourage parent and family involvement through regular communication between home and school.

Families will be supported with Papa ʻŌlelo classes.

PCNC – school newsletter

  • principal message
  • class notes

Teachers will be surveyed regarding suggested frequence of newsletter – e.g. monthly, etc.

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

Workshops: refreshments, supplies

PTT – Parent language classes

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

PCNC and school staff will work with agencies to support our students.  

Explore other grant opportunities for low SES students.  

PCNC and school staff  will work to involve parents in school and provide support.

  • Parent Newsletters
  • School and class
  • School Website
  • Letters from Admin sent home
  • Parent Language Classes
  • Open House
  • SCC Meetings Community Meetings
  • Parent Workshops
    • 1 per semester
    • based on parent interest and specified needs of students

Data used to monitor:

  • Sign in sheets.
  • Parent Survey / evaluation of workshops
  • Meeting Notes
Desired Outcome for this Strategy:

By the end of the school year, 2019-2020 100% of students entering K / PM will participate in Kindergarten transition when entering at the beginning of the school year.

Transition plan for preschool or non-preschool students to kindergarten

  • Kindergarten parent orientation meeting
  • Kindergarten transition plan during first week of school

Transition summer school classes for incoming K / PM students will be offered for 1 week – 3.5 hours per day.  

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

WSF  

XX Title I

PTTs for transition summer school

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Kindergarten parent orientation meeting(s)

Data used to monitor:

Parent Orientation Meeting

  • Sign in Sheet
  • Survey/Feedback

Kindergarten parent letter explaining 5 day plan

  • Written plan
  • Schedule

Attendance records from transition summer school classes.

 

Desired Outcome for this Strategy:

By the end of the school year, 2019-2020, the percentage of staff responding positively on the SQS in the categories of Satisfaction, Involvement / Engagement, and Well-Being will increase from present levels to 65%.

Communications Systems

All school actions/initiatives will include – (What are we doing, why are we doing it, what are the metrics of success (i.e. how are we measuring success, what will we do if the initiative is less than successful)? – to improve communications and messaging to all stakeholders.

System where changes regarding strategies in dealing with specific students(how to approach and deal with students) are shared with appropriate staff, including supervision times.

Expectations Systems

Job descriptions are centrally located and accessible by all to ensure all stakeholders have a clear understanding of each person’s role within the school.

Opening Packet and EES (explanation) – include expectations.

System of providing PD or information to those absent on these particular days.

Processes

Processes (e.g. teacher-to-teacher observations, etc.) shall be centrally located online and shared with all staff.

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Utilize the Paia School Processes folder to store documents and communicate with staff.

Data used to monitor:

  • Paia School Processes folder documents
  • SQS survey data

 

Desired Outcome for this Strategy:

By the end of the school year, 2019-2020, the percentage of staff responding positively on the SQS in the categories of Satisfaction, Involvement / Engagement, and Well-Being will increase from present levels to 65%.

Staff will be surveyed to prioritize school-wide initiatives such as growth mindset. Staff will also engage in activities to incorporate HĀ into teacher/staff culture.

System to improve culture – growth mindset and willingness to collaborate/share/open doors/break down silos. Positive school culture (HĀ)

2017 – 2018

2018 – 2019

2019 – 2020

Luʻuwai

Rothdeutsch

XX WSF  

Title I

Title II

Title III

IDEA

Homeless

CTE

Other

N/A

Survey staff to prioritize school-wide initiatives.

Collaborate to determine activities to incorporate HĀ into teacher/staff culture.

Administration will plan team building activities once a quarter.

Data used to monitor:

  • SQS data
  • Staff survey(s)