Academic Plan SY 2014-15

Complex

19.9

State

19.7

School

18.0

Kaiulani Elementary Strive HI 2012-13 Step: Continuous Improvement

Metric 2011-2013 Data Possible Targets All Schools Distribution

Math Proficiency

Math Growth

Reading Proficiency

Reading Growth

Science Proficiency

Chronic Absenteeism

Current Gap

61 - State Median

58

52 - State Median

50 73 - State Median

58

52 - State Median

46

35 - State Median

20

18 - State Median

+5%

No change

-30%

+5%

No change

-30%

Complex

School

State

Complex

School

60.9

58.0

40.6

60.9

58.0

40.6

45.0

25.3

20.7

Set Target

No Target Necessary

Set Target

No Target Necessary

Set Target

Set Target

Set Target

30 - State Median

2011 2012 2013 2014 2015

State

P F CI R

Set Target

40.6%

No Target Necessary

Set Target

25%

Set Target

40.6%

No Target Necessary

Set Target

18%

Target Optional

32

17

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Academic Plan SY 2014-15 1. Reflect. Briefly summarize your school’s progress on implementing all six of the Department’s priority strategies and meeting key

performance targets set in the prior year Academic Plan.

Academic Review Team (ART)-We have an established team consisting of Principal, Title 1 Coordinator, ELL Coordinator, Curriculum Coordinator, and GLC’s from each grade level. Each lead is assigned to the State’s 6 + 1 Priority Strategies. Each lead is responsible to monitor the implementation and progress of our initiatives in our Academic Plan. Educator Effectiveness System (EES)-School wide implementation of each component of EES (Danielson Observation, Tripod Survey, SLOs, Working Portfolios, and Core Professionalism) to support teachers to improve teaching practices and enhance their professional growth. Appropriate PD was provided to our faculty to bring awareness and understanding of the different EES components, processes, and timeline. Further PD to gain understanding of Student Growth Percentile (SGP) needed, upon SGP results being released shortly. Data Teams/Formative Instruction (DT/FI)-We have designated Articulation days and times for each grade level (K-2 and 3-5 alternates weekly). Time is dedicated for the Data Teams process in which grade levels are encouraged to plan and facilitate. Sharing of Formative instruction, pre/post assessment data, research based strategies are discussed during the Data Team process. Common Core State Standards (CCSS)-All teachers in all 6 grade levels have fully implemented CCSS. We use Write Tools, AVID, Marzano, GLAD strategies in Grades K-5 to adhere to the grade level progressions in the CCSS Writing standards. Comprehensive Student Support System/ Response To Intervention (CSSS/RTI)-After receiving training on the RTI process, we are in the development of a process to ensure that the support and growth of a child will lead to improved student achievement. Induction and Mentoring (IM)-We are in the developmental process to create a system for our school to mentor second and third year teachers. Science, Technology, Engineering, Mathematics (STEM)-We are in the process of requiring integration of STEM lessons with other content areas which will lead to increased student achievement College and Career Readiness (CCR)-In our efforts to promote college and career readiness, our school is committed to implementing GLAD, Marzano, Write Tools, and AVID strategies as part of our school wide instructional practices.

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)

Responsible for (link to strategy)

1. *Gwen Kanemura (ELA) and Kara Ono (Math) 2. *Judy Nakamura and Phoebe Suh 3. Kay Matsushige 4. Rodney Moriwake 5. Debra Masden 6. JoAnn Eckert 7.* Leighton Kuwaye and Georgia Blas 8. Lynn Tsuzaki *Lead

1. Common Core State Standards 2. Comprehensive Student Supports 3. Formative Instruction/Data Teams 4. Educator Effectiveness 5. Induction & Mentoring 6. Academic Review Team 7. STEM 8. College and Career Readiness

2

Academic Plan SY 2014-15 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 Common Core State Standards YES x NO ☐

2. Tier and provide comprehensive student supports for all students YES x NO ☐

3. Implement data teams process within each grade span/content area and formative instruction within classrooms YES x NO ☐

Additional Strategies (Optional) Does your Financial Plan

support this strategy? If not, why?

4. YES □ NO ☐

5. YES □ NO ☐

YES ☐ NO ☐

YES ☐ NO ☐

Data Driven Rationale for Additional Priorities:

3

Academic Plan SY 2014-15 Goal 1, Strategy 1: Common Core State Standards

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Integrating” stage on all areas by end of SY 2014-2015 as indicated on the Common Core State Standard Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

1.1.a) By the end of SY 2014-2015, Grade Level teams will develop curriculum map and pacing guide to reflect Wonders reading program (DOE approved). Refine and improve common formative assessments that align to CCSS ELA to ensure standards implementation.

*Gwen Kanemura and Kara Ono

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

x WSF Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of 1st quarter of SY 2014-2015, complete map that shows evidence of a balance of literary and informational text for the entire year. Reading in Grades 3-5: 50% literature, 50% informational. Writing: 30% opinion/argumentative, 35% narrative, 35% informational/explanatory in order to ensure CCSS are being met. By the end of 2nd quarter of SY 2014-2015, develop CFA’s aligned to CCSS ELA which will be used in Data Teams process to inform instruction and lead to increased student achievement. By the end of SY 2014-2015, complete map and CFA’s aligned to CCSS ELA, which will be used in the Data Teams process to inform instruction and lead to increased student

4

Academic Plan SY 2014-15 achievement. Evidence: -Completed maps -Completed CFAs -Student writing samples -Articulation minutes -Progress monitoring in oral reading fluency

1.1.b) By the end of SY 2014-2015, teachers will have collaborated in grade level teams to understand the Common Core mathematical standards through Vertical Articulation (what students learned in previous year and will learn in the subsequent year). (SW5)

*Kara Ono and Gwen Kanemura

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

x WSF x Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of 1st quarter of SY 2014-2015, establish a designated time for Vertical Articulation to assign Mathematical Practices to standards, lessons, and CFA’s. By the end of 2nd quarter of SY 2014-2015, complete a map for CCSS Math. By the end of SY 2014-2015, refine map and CFA’s aligned to CCSS Math. Evidence: -Completed pacing map -Completed maps -Completed CFAs -Student work samples displaying intentional mathematical practices being applied -Articulation minutes

5

Academic Plan SY 2014-15 1.1.c) Throughout SY 2014-2015, during Articulation Professional Sharing segments, teachers will incorporate research based strategies, such as Marzano 9, GLAD 8, and AVID (organization and collaboration), and Write Tools process in completing a finished writing product. Writing will be scored using a school-wide writing rubric. (SW5)

Lynn Tsuzaki x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of 1st month of SY 2014-2015, develop a school-wide writing rubric which will be used in all standard based writing. By the end of SY 2014-2015, students will show at least a 1 point growth in each component based on a school-wide writing rubric. By the end of SY 2014-2015, all ELL students will show 0.5 growth in WIDA ACCESS Writing Domain (May 2015) compared to the prior year. Evidence: -Writing products demonstrating academic growth as determined by school-wide rubrics. -Articulation minutes -Completed CFAs

1.1.d) Throughout SY 2014-2015, Science, Technology, Engineering, and Math (STEM) experiences will be incorporated into science and math lessons; integrated lessons utilizing CCSS ELA and Literacy standards in science, and history/social lessons will be developed and taught.

*Leighton Kuwaye and Georgia Blas

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of 1st quarter of SY 2014-2015, ELA and Math pacing guides will reflect integration of STEM into science and math lessons. By the end of SY 2014-2015, teachers will implement one STEM activity per semester as evidenced through professional sharing and completed projects.

6

Academic Plan SY 2014-15 Evidence:

-Walkthough data -Completed STEM projects -Classroom-Posted activities/assessments with integrated STEM -Student-Students able to demonstrate components of STEM throughout the day -Teacher-Facilitate STEM discussions, activities, and lessons -Articulation minutes

7

Academic Plan SY 2014-15 Goal 1, Strategy 2: Comprehensive Student Supports

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Applying” stage on all areas by end of SY 2014-2015 as indicated on the Comprehensive Student Supports State Standard Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

1.2.a) (RTI) By the end of SY 2014-2015, an identified Universal Screener for Reading and Math will be fully implemented by all teachers of K-5. (SW2)

*Judy Nakamura and Phoebe Suh

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

☐ WSF x Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of SY 2014-2015, the Universal Screener will be utilized to create performance groups and evidence will be shared during grade level Articulation quarterly. During Articulation, the Universal Screener data will be used to track students’ proficiency throughout the year (Data Wall). Evidence: -Data Wall -Articulation minutes -Data Team CFAs

1.2.b) (School Climate and Culture) By the end of SY 2014-2015, review our school-wide discipline policy and behavior matrix to implement a proactive student behavior support system.

*Judy Nakamura and Phoebe Suh

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

☐ WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other x N/A

By the end of 1st quarter of SY 2014-2015, administration will visit classrooms/grade levels to talk to the students about behavioral expectations written in the school-wide discipline policy. Evidence: -All staff will be notified of the

8

Academic Plan SY 2014-15

purpose and expectations of the Bee Tickets as evidenced by opening of school year agenda and/or minutes -Absenteeism and attendance data -ART and Focus Group minutes -School-wide discipline policy -Behavior matrix

1.2.c1) (Learning Support) By the end of 1st quarter of SY 2014-2015, a faculty in-service will be provided to teachers on Pre-Referral Intervention Manual (PRIM) in order to meet the needs of all students. 1.2.c2) By the end of SY 2014-2015, include Levels of Support (within the RTI process) as part of the referral process. (SW2, SW9)

Judy Nakamura and Phoebe Suh

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of 1st semester of SY 2014-2015, all teachers will be in-serviced on the PRIM manual to reference and utilize strategies to meet the individual needs of all students. By the end of 1st semester of SY 2014-2015, all teachers will be in-serviced on the Kaiulani Elementary Student Support Process flowchart to increase understanding of the referral process to ensure personalized classroom climate and instruction. By the end of SY 2014-2015, all referrals will have a RTI component that identifies the level of support the student received.

1.2.d) By the end of SY 2014-2015, our attendance policy procedures will be fully operational, as well as a plan of action for the prevention/reduction of chronic absenteeism will be in place.

*Judy Nakamura and Phoebe Suh

x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE

By the end of 1st quarter of SY 2014-2015, the CSSS/RTI Focus Group will reinforce our attendance policy procedures. By the end of the 1st quarter of SY 2014-2015 the CSSS/RTI

9

Academic Plan SY 2014-15

☐ Students with Disabilities

x Other: Teacher

☐ Other x N/A

Focus Group will develop a plan of action to prevent/reduce chronic absenteeism.

10

Academic Plan SY 2014-15 Goal 1, Strategy 3: Formative Instruction/Data Teams Process

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Integrating” stage on all areas by end of SY 2014-2015 as indicated on the school’s Formative Instruction/Data Team Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

1.3.a) By the end of SY 2014-2015, grade level teachers will receive training and support from Complex Area Resource Teachers and/or KMR Complex Area Support Team (CAST) leads, and monitoring of the quality of implementation of Formative Instruction and Data Team process. (SW2, SW4, SW8, SW9)

1. Assessment Purposes -Defining clear learning targets -Setting higher expectations and criteria

2. Formative Assessment Process -Adjusting instruction (RTI) -Providing timely feedback -Utilizing common formative assessments -Develop rubrics for success -Provide examples of work for each level with descriptive feedback

3. Student Involvement

Kay Matsushige x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

☐ WSF X Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of SY 2014-2015, grade level teachers will demonstrate an understanding of the purpose and use of various types of assessments as evidenced by the teacher created assessments aligned to CCSS during Articulation. Evidence: -CFAs -Formative classroom assessments -Student work examples of each level with descriptive feedback -Student involvement and growth as evidenced through Articulation minutes.

11

Academic Plan SY 2014-15 1.3.b) By the end of SY 2014-2015, Kaiulani teachers demonstrate that students can articulate learning targets, use feedback about their performance to make corrections, provide feedback to peers, set goals, or keep track of and share their learning. (SW2, SW8)

Kay Matsushige x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

☐ Other:

☐ WSF X Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Throughout SY 2014-2015, all teachers will post and refer to learning targets in Math and ELA CCSS. Throughout SY 2014-2015, students can articulate learning targets, use feedback about their performance to make corrections, provide feedback to peers, set goals, or keep track of and share their learning as evidenced by Walkthrough data Evidence: -Walkthrough data -Classroom-Learning targets posted -Student-Articulate learning targets, provide feedback, set goals, share learning -Teacher-Reference to learning targets when teaching

12

Academic Plan SY 2014-15 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 x NO ☐

5. Fully implement beginning teacher induction and mentoring standards YES x NO ☐

Additional Strategies (Optional) Does your Financial Plan

support this strategy? If not, why?

YES ☐ NO ☐

YES ☐ NO ☐

YES ☐ NO ☐

YES ☐ NO ☐

Data Driven Rationale for Additional Priorities:

13

Academic Plan SY 2014-15 Goal 2, Strategy 4: Educator Effectiveness Systems

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Applying” stage on all areas by end of SY 2014-2015 as indicated on the Educator Effectiveness System Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

1.1.a) Implement and fulfill all components of the Educator Effectiveness System (EES) in collaboration and ongoing support from Administration, and receive follow-up training, as needed:

• Charlotte Danielson Observations (2x/yr) • Working Portfolios (for NCT only) • Roster Verification (2x/yr for Tripod;

1x/yr for SGP for tested-grades) • Tripod Survey (2x/yr) • Student Growth Percentile (SGP) • Student Learning Objectives (2x/yr) • Core Professionalism

1.1.b) Use of EES data to make informed decision to to support teachers to improve teaching practices and enhance their professional growth, as well as drive additional PD based on identified needs.

Rodney Moriwake, Principal

☐ All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teachers & Support Team

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

By the end of SY 2014-2015, all teachers and support team will implement and fulfill all required components of EES.

Evidences: -EES schedule and timeline -Sign-up sheets for pre- and post-conferences for Danielson observations, Working Portfolios, SLOs, and Core Professionalism conferences -Teacher pre-conference questions & reflection for Danielson observations and NCT pre-conference questions and reflection for Working Portfolios -Observation data and rating on PDE3 for both cycles -Roster verification schedule -Tripod administration schedule -Tripod survey schoolwide and individual results -SGP schoolwide and individual results

14

Academic Plan SY 2014-15 -Approved SLOs -SLO post conference rating -Core Professionalism rating -Working portfolio rating -EES summary data on PDE3 -EES final rating

15

Academic Plan SY 2014-15 Goal 2, Strategy 5: Induction and Mentoring

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Applying” stage on all areas by end of school year 2014-2015 as indicated on the Induction and Mentoring Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

2.5.a) By the beginning of SY 2014-2015 Kaiulani Elementary School will establish a structured time during Focus Group meetings, for mentors and 2nd year beginning teachers to engage in weekly mentoring and other induction related activities, such as semester observations, to be carried throughout the year.

Debra Masden x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Quarterly Mentor meetings will be held to determine progress, needs, and challenges. Evidence: -Mentee conferences -Mentee logs -PDE3 (documentation of hours and training for mentor and mentee) -Mentor portfolios

2.5.b) Throughout SY 2014-2015 Kaiulani Elementary School Mentors will provide classroom based support focused on classroom management, standards based lessons, delivery of instruction, authentic assessments, (in TASK) Hawaii Professional Teacher Standards, and professional goal setting.

Debra Masden x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher All incoming ninth graders

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Quarterly Mentor meetings will be held to discuss progress, challenges and needs, as well as use the Continuum as an assessment. Data discussed will include student achievement data. Evidence: -Mentee conferences evidenced by Mentor logs - PDE3 (documentation of hours and training for mentor and mentee) -Mentor portfolios

16

Academic Plan SY 2014-15 2.5.c) Throughout SY 2014-2015 Kaiulani Elementary School’s Mentor Lead will facilitate mentor professional development: (SW4) -participate in ongoing PD to advance knowledge and skill -reflect on use of mentoring tools, protocols and formative assessments -set professional goals aligned to mentor standards -participate in PLCs to refine mentoring skills, advance induction practices and improve student learning

Debra Masden x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher All incoming ninth graders

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Throughout SY 2014-2015, mentors will attend: -Monthly Mentor forums -District Mentor Training-year 1 or 2 mentors Evidence: -PDE3 (documentation of hours and training for mentor and mentee) -Mentor Portfolio with Collaborative Assessment Log (CAL) and goals

17

Academic Plan SY 2014-15 Goal 2, Optional Additional Strategy: 6

Desired Outcome for this Strategy: All students in core classes will be taught by highly qualified teachers. Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

2.6.a) Provide Targeted supports such as content professional development, praxis prep classes, mentoring and regular monitoring for non-highly qualified (NHQT) teachers to become highly qualified by the end of the school year. (SW3, SW4)

Rodney Moriwake ☐ All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher

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

-PDE3 documentation (evidence of the number or percent of highly qualified teachers (if 100%) or non-highly qualified teachers Professional development plans) -Communication (with NHQTs documenting monitoring progress, notification of further employment expectations and results, informing them of financial support or reimbursement from the Complex).

18

Academic Plan SY 2014-15 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?

Teams of teachers and leaders (ART) will guide instructional development strategies at the school level which will lead into the WASC accreditation process. YES x NO ☐

YES ☐ NO ☐

YES ☐ NO ☐

Data Driven Rationale for Additional Priorities: -Based on each of Kaiulani Elementary’s 6+1 Continuums, there is a need to understand and provide evidence at each level of implementation. In order to support each Lead to be data driven, the Academic Review Team (ART) will collaborate and effectively support school processes and initiatives. When we begin our WASC Self-Study Process in SY 2014-2015, we will use the ART to collect and compile data.

19

Academic Plan SY 2014-15 OPTIONAL Goal 3 Optional Strategy: Academic Review Team (ART)

Desired Outcome for this Strategy: Kaiulani Elementary School will reach the “Applying” stage on all areas by the end of school year 2014-2015 as indicated on the Academic Review Team Implementation Continuum.

Planning Capacity Evidence of Progress

Enabling Activities Name of lead responsible for reporting during ART process

Target Population(s) Choose all that apply

Source of Funds Choose all that apply

What leading indicators will you monitor progress against during your ART routine that will show progress against your goal?

3.1.a) By the end of SY 2014-2015, ART discussion is structured to encourage learning and sharing across peers, including common challenges and best/promising practices. (SW8) Quarterly ART meetings will be scheduled in the Master calendar Data compares performance/proficiency outcomes and requires ART leads to collaborative conversations in the implementation process of moving to a higher level in the continuum.

JoAnn Eckert x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Quarterly ART meetings will be focused on data driven discussions and possible solutions. Evidence: -Master calendar -ART minutes -Focus Group minutes

3.1.b) By the end of SY 2014-2015, meetings and other routines occur regularly, and all participants are prepared to dialogue about commonly understood outcome measures aligned with the state strategic plan. (SW8, SW10) Routines are used as an opportunity to regularly explore outcome data aligned to the state strategic plan and discuss progress of implementation of the 6+1 Priority Strategies and school initiatives.

JoAnn Eckert x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Quarterly ART meetings will produce reflective decisions, based on data, on where we are in the 6+1 Continuum. Continuums will be submitted to the Complex quarterly. Evidence: -ART minutes -Focus Group minutes -Quarterly 6+1 Continuums

20

Academic Plan SY 2014-15 3.1.c) Throughout SY 2014-2015 and after the WASC training in Fall of 2014, begin the Full Self Study process and implement a plan to address high priority school needs reflected in CNA, Academic Plan, SQS, LDS, SSIR, Initial Visit Self-Study Report, and other sources of school data to support meeting WASC criteria.

JoAnn Eckert x All Students ☐ Economically

Disadvantaged ☐ English

Language Learners

☐ Students with Disabilities

x Other: Teacher

x WSF ☐ Title I ☐ Title III ☐ IDEA ☐ CTE ☐ Other ☐ N/A

Quarterly ART meetings, monthly Focus Group meetings, WASC training will be focused on monitoring and implementing plans and procedures to address high priority needs. Evidence: -ART minutes -Focus Group minutes -Updated/New written plans and procedures -WASC training minutes and write-ups

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