Hanalei Elementary Academic Plan SY

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1 1. Reflect. Briefly summarize your school s progress on implementing all six of the Department s priority strategies/other Complex-wide and/or School strategies, and meeting key performance targets set in the prior year Academic Plan. Hanalei School continues to address all six priority strategies. However, improvement is needed to meet the expectations outlined in each continuum. 1. Common Core State Standards (CCSS) The majority of teachers received training and used the state s adopted curriculums for SY All teachers still need sufficient PLC time to discuss what was learned, make sense of the information, and deepen their understanding of the curriculums through collaborative conversations. Teachers will also benefit from ongoing job-embedded training and support from the Curriculum Committee/Curriculum Coordinator, in addition to their Grade Level Chairs (GLCs). Creating pacing guides for Math and English Arts (ELA)/Literacy during Professional Learning Community (PLC) time will help teachers to streamline their efforts with a focus on key concepts and skills. 2. Comprehensive Student Supports Proactive student supports are currently in place at our school to promote positive behavior and good choices. Our Primary Student Adjustment Program (PSAP) Educational Assistant (EA), School Counselor, and School Based Behavior Health (SBBH) Team (Mokihana) also provide support to identified students. Our Student Services Coordinator (SSC) helps to ensure that procedures are followed to meet requirements for students to be screened to receive Tier IV special education services under the Individuals with Education Act (IDEA). We have a Tier III Barton Reading program for reading intervention to identified students. Our school needs to establish a similar program to support students in their attainment of basic math skills. We also need to strengthen the methods of identifying students for Tier I, II, and III supports, and establish progress monitoring systems. 3. Formative Instruction/Data Teams Formal and informal methods of formative assessments are implemented by our teachers. Time for data teams has been very limited during School Year (SY) PLC time built into the school day (12:30-2:00pm) will help provide time for these types of discussions. 4. Educator Effectiveness Our teachers, Counselor, Tech Coordinator, and SSC received training and are participating in the Educator Effectiveness System (EES) evaluation process as applicable. Student Learning Objectives (SLOs) have been created with grade level collaboration, and School System Improvement Objectives (SSIOs) have been created based upon school needs. The classroom observation cycle incorporates reflection, feedback, and discussion relating to the Charlotte Danielson Framework. PLC time built into the school day will help provide time to discuss SLOs and Danielson components, while freeing more Wednesdays to address other student, teacher, and school needs. Ongoing job-embedded PD and support will be provided during PLC by the Curriculum Committee/Curriculum Coordinator. 5. Induction & Mentoring Informal Induction & mentoring supports are provided by our Grade Level Chairs (GLCS) and other tenured teachers. We would like to continue to build capacity and expertise within our school to have the Curriculum Committee/Curriculum Coordinator also serve as a mentor/coach during PLC. GLCs and other tenured teachers will continue to play an integral role in providing on-going support to teachers as needed and on a day-today basis. 6. Academic Review Team (ART) All members of the school s Leadership Team participate on the ART, including GLCs, Tech Coordinator, SSC, Counselor, and Principal. A Curriculum Committee/Curriculum Coordinator will be responsible for reporting on two of the six priorities. GLCs will also play an integral role in establishing goals for PLC, monitoring and supporting the effective use of PLC time, and sharing progress at ART meetings. GLCs will continue to play an integral role in participating in and leading collaborative decision making, facilitating Grade Level Group (GLG) meetings (K-2, 3-4, 5-6), and leading GLG initiatives. The following activities are designed to better enable us to help our students learn as much as possible. We are hopeful that our efforts will result in an increase in their learning growth rate to be equal to, or more than their like peers with similar scoring histories. Updated 4/14/15 1

2 2. Organize. Identify your Academic Review Team members, assign them specific strategies or activities to oversee, and set the cycle for the Academic Review Team to monitor implementation quality. Number of strategies/activities will vary across schools. Name of lead who is responsible for reporting during ART process (can change if roles change) 1. Curriculum Committee/Curriculum Coordinator 2. Betty Steed 3. Curriculum Committee/Curriculum Coordinator 4. Lisa McDonald 5. Grade Level Chairs 6. Lisa McDonald Responsible for (link to strategy) 1. Common Core State Standards 2. Comprehensive Student Supports 3. Formative Instruction/Data Teams 4. Educator Effectiveness 5. Induction & Mentoring 6. Academic Review Team (ART lead needs to be on the team, yet the strategy doesn t need its own page in the plan) Goal 1 Student Success: All DOE students demonstrate they are on a path toward success in college, career and citizenship. State Priority Strategies to Improve Student Achievement and Reduce Achievement Gaps (Required, and defined within the Implementation Continuums) Does your Financial Plan support this strategy? If not, why? 1. Fully implement the Hawaii Common Core Standards YES 2. Tier and provide comprehensive student supports for all students YES 3. Implement data teams process within each grade span/content area and formative instruction within classrooms YES Additional Strategies (Optional) Does your Financial Plan support this strategy? If not, why? YES Data Driven Rationale for Additional Priorities: Updated 4/14/15 2

3 Goal 1, Strategy 1: Common Core State Standards Desired Outcome for this Strategy: Hanalei Elementary School s desired outcome for this strategy is to have school-wide implementation of the Common Core State Standards curriculums implemented systemically with clarity and rigor. It is our goal to move our school from the Integrating Level to the Systemizing Level on the Common Core State Standards continuum by the end of SY Enabling Activities 1. Our school will utilize the state approved programs as the core curriculum: A. Grade Level PLC time will be provided during the school day one afternoon every other week to discuss content and strategies in the grade level Math and ELA programs (Gr. K-5 Stepping Stones and Reading Wonders, Gr. 6 Springboard and Go Math). B. Simple pacing guides for Math and ELA will be agreed upon during bi-weekly PLC to focus instruction on key concepts and skills addressing grade level standards. ELA pacing guides will ensure a balance between literary and informational text (K-5-50 % literary and 50% informational; 6 th Grade 55% literary and 45% informational). C. Job-embedded Professional Development (JEPD) in the areas of Common Core aligned instructional strategies will be provided by the Curriculum Coordinator and teacher peers. JEPD on the effective use of technology will be provided by the Tech Coordinator and teacher peers. Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Curriculum Committee/ Curriculum Coordinator Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. a) Goal: All teachers will participate in collaborative biweekly PLC discussions that strengthen their knowledge and skills in using the CCSS curriculums. Evidence: PLC meeting notes and teacher end-of-quarter surveys. b) Goal: All teachers will develop pacing guides to help streamline instruction and provide students with practice reading literary and informational text. Evidence: Pacing guides c) Goal: All teachers will increase their knowledge and skills in teaching the CCSS and use of technology. Evidence: PLC meeting notes. Updated 4/14/15 3

4 2. Our school will continue to teach literacy (reading, writing, speaking, listening, and use of technology) in all content areas: A. All students will use the writing process, graphic organizers (thinking maps), and the Write Reflections strategies/tools in all content areas. B. All students will engage in conversations about what they are learning using academic vocabulary, supported by a print rich classroom environment (i.e. word walls, illustrations, reference charts, targets, exemplars). C. All students will form opinions supported by facts or details from pictures, text, audio, or video verbally and/or in writing in all content areas. D. All students will learn to use technology in the computer lab, classroom, and/or media room. E. All students will create/complete an end of year Bare Book with pictures and/or text. F. Discovery Education will be used as a resource for teaching literacy in Science. Curriculum Committee/ Curriculum Coordinator Updated 4/14/15 4 WSF a) Goal: All students will improve B-3502 by one rubric level their ability Discovery Ed. to write effectively for a Streaming $2,450 variety of purposes. Evidence: Student work Discovery Ed. samples (beginning of year Science $1,895 baseline & end of year/post). b) Goal: All students will use conversation as a method to mentally process what they are learning. Evidence: Walkthrough and observation notes. c) Goal: All students will be able to state opinions supported by facts or details. Evidence: Student work samples and/or walkthrough and observation notes. d) Goal: All students will become effective users of technology. Evidence: Technology summary completed by Tech Coordinator and Curriculum Coordinator with input from teachers. e) Goal: All students will develop confidence to publish and share their writing with others. Evidence: Completed Bare Books. f) Goal: 60% of teachers will use Discovery Education as a resource at least twice per quarter. Evidence: Teacher sharing/plc notes.

5 Goal 1, Strategy 2: Comprehensive Student Supports Desired Outcome for this Strategy: Hanalei Elementary School s desired outcome for this strategy is to use provide students with differentiation, targeted instruction, and academic supports needed to succeed. It is our goal to move our school from the Integrating Level to the Systemizing Level on the Comprehensive Student Supports continuum by the end of SY Enabling Activities 1. In class intervention support will be provided for struggling students: A. Flexible small group instructional routines - Tier I (Differentiated delivery methods, activities, and tools) B. Targeted Instructional skills Tier II (Individual or small groups, approximately minutes per day, 3 times per week, 8-10 weeks, with baseline, monitoring, and post data collected) C. Achieve 3000 (KidBiz and TeenBiz) will continue to be used as an instructional tool for all students, as well as for Tier I and Tier II interventions when targeting reading comprehension. (RazKids will continue to be used in Kindergarten.) Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process SSC Source of Funds, and list amounts WSF C Achieve 3000 $16,785 (250 students list price) RazKids $ year What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. a) Goal: All teachers will use small group instruction strategies to support struggling students. Evidence: PLC meeting notes indicating sharing of small group strategies, and walkthrough and observation notes. b) Goal: All teachers will use differentiation strategies to support struggling students. Evidence: PLC meeting notes indicating sharing of small group strategies, and walkthrough and observation notes. c) Goal: All students identified as struggling in reading will use Achieve3000 three times per week. Evidence: Achieve3000 reports. Updated 4/14/15 5

6 2. Targeted out of class intervention support will be provided for students who continue to struggle in identified areas. Methods of identifying students, specific skills that need to be reinforced and monitoring of students progress will be clarified and implemented. A. Barton Reading Program Tier III B. Math Workshop Tier III 3. ELL services will be provided to students who need specialized instruction to acquire English proficiency to help them succeed in the general education classroom. SSC WSF A During school Reading intervention PTT $15,293 (17 hr/wk x 40 wks) A During school Math intervention PTT $8,972 (4x/wk x 2.5 hr/day x 40 wks = 400 hrs) WSF A $4,486 ELL PTT (1hr/day x 5 hr/wk x 40wk) a) Goal: All students receiving Barton Reading Tutoring will advance by at least one level. Evidence: Barton Reading Tutor records. b) Goal: All students participating in Math Workshop will demonstrate improvement in targeted skills. Evidence: PTT Tutor records. c) Goal: All students participating in Reading/Writing Club will demonstrate improvement in targeted skills. Evidence: PTT Tutor records. Goal: 20% of ELL students will make progress towards monitoring status within the time frame of attending Hanalei School. Evidence: ELL teacher records and WIDA assessment reports. Updated 4/14/15 6

7 Goal 1, Strategy 3: Formative Instruction/Data Teams Process Desired Outcome for this Strategy: Hanalei Elementary School s desired outcome for this strategy is to utilize the Data Teams process more frequently to guide our instruction. The Teachers will collaborate, share ideas, and discuss best practices on a regular basis. It is our goal to move our school from the Integrating Level to the Systemizing Level on the Formative Instruction/Data Teams continuum by the end of SY Enabling Activities 1. Grade Level PLC meetings will be provided during the school day one afternoon every other week to complete Data Team routines. A. Agree upon common formative and summative assessments. (In addition to Wonders/Stepping Stones work/assessments, Kindergarten will use STAR Early Literature three times a year.) B. Agree upon common rubrics and exemplars. C. Analyze student work. D. Discuss and select instructional strategies for students who are struggling. E. Discuss and select rigorous activities for students who excel. F. Discuss and select activities for students who need extra practice. Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Curriculum Committee/ Curriculum Coordinator Source of Funds, and list amounts WSF A 3502 STAR $ (100 licenses + annual fee) What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Goal: All students will learn a variety of CCSS concepts and will acquire the skills needed to demonstrate and apply their knowledge independently, unless prompting and support is stated in the standard. Evidence: STAR Early Learning reports, student work, SLO data sheets, Data Team records, and SGP reports. Updated 4/14/15 7

8 Goal 1, Optional Additional Strategy: Desired Outcome for this Strategy: Enabling Activities Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Updated 4/14/15 8

9 Goal 2 Staff Success State Priority Strategies to Improve Student Achievement and Reduce Achievement Gaps (Required, and defined within the Implementation Continuums) Does your Financial Plan support this strategy? If not, why? 4. Provide all teachers with evaluation and feedback based on student growth and teaching practice YES 5. Fully implement beginning teacher induction and mentoring standards YES Additional Strategies (Optional) Does your Financial Plan support this strategy? If not, why? YES YES YES YES Data Driven Rationale for Additional Priorities: Updated 4/14/15 9

10 Goal 2, Strategy 4: Educator Effectiveness Systems Desired Outcome for this Strategy: Hanalei Elementary School s desired outcome for this strategy is to implement the Educator Effectiveness Systems (EES) with guidance, feedback, and timely support. It is our goal to move our school from the Applying Level to the Integrating Level on the Educator Effectiveness Systems continuum by the end of SY Enabling Activities 1. Our school will continue to use the EES observation process to engage in discussions on how to meet proficient and/or distinguished ratings based on the Charlotte Danielson Framework that will also help students to meet the expectations of the Common Core State Standards. 2. Our school will provide teachers with afternoon PLC time to create and write a Student Learning Objective (SLO/SSIO), including time to select assessments, determine scoring guides, and analyze student work. Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Principal Principal Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Goal: All teachers will be provided with feedback to better understand the correlation between the CCSS and the Danielson Framework, while supporting professional growth. Evidence: Observation notes and reflections. Goal: All teachers will implement SLOs that meet CCSS, as well as students individualized needs. Evidence: Completed SLOs, scoring guides, student assessments, and data sheets. Updated 4/14/15 10

11 Goal 2, Strategy 5: Induction and Mentoring Desired Outcome for this Strategy: Hanalei Elementary School s desired outcome for this strategy is to ensure that teachers new to our school and all 1 st and 2 nd year teachers receive ongoing support. It is our goal to move our school from the Applying Level to the Integrating Level on the Induction and Mentoring continuum by the end of SY Enabling Activities 1. A variety of supports will be made available to all new teachers. A. Encourage all new teachers to participate in the complex area New Teacher Orientation. B. Encourage all new teachers to participate in the complex area Mentor and Kahua programs. C. Provide a voluntary new teacher orientation on a teacher workday at the beginning of the school year. D. Provide bi-weekly support from the Curriculum Committee/Curriculum Coordinator during afternoon PLC meetings. E. Provide ongoing support from the GLCs as needed. Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process GLCs Source of Funds, and list amounts WSF A $3,938 (6 new teachers x 1 sub per quarter) What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Goal: 100% of new teachers will feel supported at our school. Evidence: End-of-year New Teacher Survey results. Updated 4/14/15 11

12 Goal 2, Optional Additional Strategy: Desired Outcome for this Strategy: Enabling Activities Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Updated 4/14/15 12

13 OPTIONAL: Goal 3 Successful Systems of Support Optional Strategies to Improve Student Achievement and Reduce Achievement Gaps Does your Financial Plan support this strategy? If not, why? YES YES YES Data Driven Rationale for Additional Priorities: Updated 4/14/15 13

14 OPTIONAL Goal 3 Optional Strategy: Desired Outcome for this Strategy: Enabling Activities Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Updated 4/14/15 14

15 OPTIONAL Goal 1, 2 or 3, Additional Strategy: Desired Outcome for this Strategy: Enabling Activities Planning Capacity Evidence of Progress Name of lead responsible for reporting during ART process Source of Funds, and list amounts What leading indicators will you monitor progress against during your ART routine that will show progress against your goal? Please include any short term measurable objectives. Updated 4/14/15 15

16 Title I Addendum (for Title I schools only) Title I School Requirements for Schoolwide Components Schoolwide Components The plan must Covered in the Academic Plan/ School Plan? If so, where? If not, how will the school address the schoolwide components? Accountable School Lead SW 1: Incorporate a comprehensive needs assessment of the entire school (including taking into account the needs of migratory students) that is based on information that includes student achievement relative to the State s academic content and achievement standards SW 2: Identify schoolwide reform strategies that - a) Provide opportunities for all students to meet proficiency b) Use effective methods and instructional strategies c) Include strategies to address the needs of all students in the school, but particularly the needs of low achieving students and those at-risk of not meeting the State s student academic achievement standards d) Address how the school will determine if such needs have been met e) Are consistent with, and are designed to implement the state and Complex Area/Charter Governing Board improvement plans, if any SW 3: Provide instruction by highly qualified teachers (location in Academic Plan/Schoolwide Plan, page #, section) SW 4: Provide high quality and on-going professional development for teachers, principals, paraprofessionals, and if appropriate, pupil services personnel SW 5: Implement strategies to attract high quality, highly qualified teachers SW 6: Implement strategies to increase parental involvement, such as family literacy services What strategies are being used to recruit and to retain highly qualified teachers? Updated 4/14/15 16

17 Title I School Requirements for Schoolwide Components SW 7: Incorporate transition plan for assisting preschool children from early childhood programs, such as Head Start, Early Reading First, or a State-run preschool program to local elementary school program SW 8: Include teachers in the decisions regarding the use of academic assessments in order to inform and improve individual student achievement and the overall instructional program SW 9: Ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement shall be provided with effective, timely, additional assistance. This assistance shall include measures to ensure that students difficulties are identified on a timely basis and provide sufficient information on which to base effective assistance SW 10: Coordinate and integrate federal, state, and local services and programs, including programs supported under No Child Left Behind: violence prevention program, nutrition program, housing programs, Head Start, adult education, vocational and technical education, and job training Updated 4/14/15 17

18 Focus Schools Academic Plan Addendum PRINCIPAL SIGNATURE AND DATE CAS SIGNATURE AND DATE Key Findings/Contributing Causes of Strength and Challenges from Needs Assessment Enabling Activity(ies) Include all that apply Measureable Outcome/Evide nce of Progress Applicable Federal Turnaround Principle(s) Select all that apply Strong Leadership Effective Teachers Redesigned day/week/year Strengthen instructional program Use data to inform instruction Improve safety and discipline Engage families and communities Strong Leadership Effective Teachers Redesigned day/week/year Strengthen instructional program Use data to inform instruction Improve safety and discipline Engage families and communities Strong Leadership Effective Teachers Redesigned day/week/year Strengthen instructional program Use data to inform instruction Improve safety and discipline Engage families and communities Accountable Lead Funding Request (Description of Expenditures and Cost) and Justification Updated 4/14/15 18