mililani high school three-year academic plan page | 1 ... · mililani high school will have worked...

Mililani High School Three-Year Academic Plan Page | 1 Version 1 170214

In order to address equity, list the targeted sub group(s) and their identified needs.

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:

Western Association of Schools and Colleges (WASC) Self Study

WASC Category B: Standards Based Student Learning: Curriculum, instruction

WASC Category C: Standards Based Student Learning: Instruction

WASC Category D: Standards Based Student Learning: Assessment and Accountability

Other: 4-Year Visionary Plan

1. Need: Further develop and delineate specific benchmarks for achievement of the “4-Year Visionary Plan.” 2. Need: Increase the percentage of students meeting proficiency levels through rigorous curriculum, instruction and

assessment. a. By:

i. using various forms of assessment (e.g. CFAs, CSAs, state, and national data) to guide instruction ii. focusing on review of student data through use of a universal screener iii. targeting interventions iv. providing professional development plan and evaluation

3. Need: Provide all students the opportunity to receive a personalized and innovative educational experience that prepares them for college and career by delivering challenging, developmentally appropriate, actively engaging curriculum and instruction that includes depth, creative and critical thinking and innovative use of technology.

These items are based on our WASC Critical Areas for Follow-up as identified by the 2014 WASC Visiting Committee

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. Based on the data that we currently look at, we know that our Socio-Economic Status (SES) and Special Education (SPED) sub-groups will be an area of need. As of right now, many of our enabling activities listed in the academic plan were created to support these sub-groups. According to the state provided sub-group data, we should be focusing on our Socioeconomically Disadvantaged and SPED sub-groups. Secondary sub-groups would include pacific islanders and males. Categories include:

Major racial and ethnic subgroups Gender SPED (Special Education) ELL (English Language Learners) SES (Socio-economic Status) Homeless status Students with parents in the military Students in foster care

Mililani High School Academic Plan Page | 2 Version 1 170214

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

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. Robin Miller, Jeni Miyahira, Shaina Kubota 1. Common Core State Standards

2. Joy Matsukawa, Shaina Kubota 2. Comprehensive Student Supports

3. Robin Miller, Jeni Miyahira 3. Formative Instruction/ Data Teams

4. Janet Ward-Riehle, Jamie Ludwig, Jeni Miyahira, Joann Terashima, 4. Specialized Programs

5. Joy Matsukawa, Jeni Miyahira 5. Educator Effectiveness

6. Jamie Ludwig 6. Induction & Maximize

7. Robin Miller, Joy Matsukawa, Jeni Miyahira 7. Maximize Teacher Effectiveness

8. Jeni Miyahira, Shaina Kubota 8. Academic Review Team

9. Kevin Matsuba, Jeni Miyahira 9. Successful Systems of Support

10. Komarey Moss, Tom Falenofoa, Ryan Masaki 10. Technology


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship.

Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future. Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities.

Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be successful in their post-high school goals. Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

Outcome(s): By the end of three years, Rationale: Students will have demonstrated that they are on a path toward success in college, career, and citizenship.

1. The school will have worked towards closing the achievement gap and increasing proficiency percentages for English Language Arts, Math, and Science through continued revision of Common Core State Standards Curriculum and targeted interventions (including Differentiated learning in Math wrkshp and English lab).

2. The school will have worked towards the continued promotion of project-based learning and rigorous learning opportunities that incorporate critical thinking (targeted instructional area), college and career readiness, and Common Core State Standards alignment. The following academic programs and school-wide systems will be developed further over the course of three years:

a. Advanced Placement Courses b. Early College c. Career & Technical Education Programs of Study d. STEM (Science Technology Engineering & Math)

Objective 3b: Ensure that each student’s learning is personalized, informed by high-quality data, and advances them toward success in college, career, and community.

Performance Data identifies the achievement gap as an area of need

English Language Arts Gap - SY 15-16 41%, SY16-17 41% Math Gap - SY 15-16 27%, SY 16-17 30% Science Gap - SY 15-16 38%, SY 16-17 36%

Objective 1a: Increase student engagement and empowerment through relevant, rigorous learning opportunities that incorporate student voice.

Objective 1c: Ensure students have access to high-quality career and college counseling, mentorships, internships and advanced courses (e.g. Early College) to support their long-term success.

School Design: The purposeful design of schools to ensure that every student is highly engaged in a rigorous, creative and innovative academic curriculum, their learning environment and in powerful applied learning practices aligned to college and careers


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 e. f. g. h. i.

AVID (Advancement Via Individual Determination) PLC (Professional Learning Communities) Targeted Interventions PD (Professional Development) Community Partnerships

Student Voice: Students’ perspectives and aspirations are highly valued in the classroom, school, and community, and influence the design of educational programs, learning experiences, and school structure through student choice practices. Leaders’ decisions are informed by student input.

WASC Critical Area for follow up:

Increase the percentage of students meeting proficiency levels through rigorous curriculum, instruction, and assessment by:

using various forms of assessment to guide instruction focusing on review of student data through the use of a

universal screener targeting interventions providing a pd plan and evaluation

Provide all students the opportunity to receive a personalized and innovative educational experience that prepares them for college and career by delivering challenging, developmentally appropriate, actively engaging curriculum and instruction that includes depth, creative and critical thinking and innovative use of technology.



Planning Funding Interim Measures of Progress

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

indicate source of funds) in next column) Activity Lead(s) progress

Closing the Achievement Gap

identified sub-groups to focus on: Socioeconomi cally disadvantaged and SPED

Increasing proficiency percentage for ELA, Math, and Science

Incorporating CCSS in all subject areas

Common Core State Standard Curriculum development: Teachers continue to plan and implement CCSS aligned curriculum (with an emphasis on essential standards) to promote college and career readiness

Non-Math/Non-ELA subject areas continue to incorporate CCSS in conjunction with our targeted instructional area (critical thinking)

WSF Title I Title II Title III IDEA

2017-2020 Robin Homeless CTE

Miller Other N/A

Renaissance Screener used to provide specific interventions to address areas of need (curriculum development in Math Workshop and English Lab w/ a focus on socioeconomically disadvantaged and SPED students)

Provide specific Professional Development to support implementation of curriculum and foster conversations about essential standards

Student performance as measured by the quarterly walkthrough form (to measure critical thinking)


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

Increased Critical Thinking activity in the classrooms as reflected by our school’s walkthrough protocol

Students will demonstrate critical thinking in the classroom at a more consistent rate during the school’s walkthrough protocol.

2017-2020 Jeni Miyahira

Title I Title II Title III IDEA Homeless CTE Other N/A

Quarterly walkthrough protocol will show evidence of students engaged in activities related to Critical Thinking.

Teacher discussions of results will provide info regarding progress made towards Critical Thinking practices

Accurate course placement and targeted differentiated instruction

identified sub-groups to focus on: Socioeconomi cally disadvantaged and SPED

School will continue the implementation of our Universal Screening process (Renaissance 360) to provide targeted support for all students (this includes appropriate course placement).

2017-2020

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

Star 360 Screening Data for Math and Reading

Scaled Scores Growth scores identified skills

Star 360 Data for Math and Reading also used for IEP documentation and course placement


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Increase student engagement and empowerment through relevant, rigorous learning opportunities that incorporate student voice (1a)

Create innovative learning options to earn a high school diploma (4c)

School will continue to provide access to programs that support student needs and provide timely interventions

(Extra-Curricular and Co-Curricular Activities, CTE, PreAP, AP, Early College, Naviance/Personal Transition Plan)

(Co-teaching, English Lab,

2017-2020 Title I Title II Title III IDEA Homeless CTE Other N/A

Quarterly Attendance/enrollment/status/ on track reports

Annual review of courses offered

RSVP process to listen to student needs/wants (RSVP stands for Raising Student Voice and Participation). This facilitated by the Student Senate

Math Workshop, tutoring, Support students who guided study, study hall, are transitioning Special Motivation Class, between grade levels HICORE, twilight, genesis, (4d) e2020, e-school).

WSF


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Goal 2: Staff Success. Mililani High 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:

Mililani High School will have worked towards fostering a WASC Critical Area for follow up: high-performing culture where employees have the training, support, and professional development needed to contribute effectively to student success.

1. The school will have provided focused professional development that is aligned to the Common Core State Standards, our Targeted Instructional Area (Critical Thinking), our Academic Plan, and our Visionary Plan.

2. The school will have continued to prioritize staff placement and teacher support/retention.

a. Master Schedule discussions b. Induction and Mentoring

Increase the percentage of students meeting proficiency levels through rigorous curriculum, instruction, and assessment by:

using various forms of assessment to guide instruction focusing on review of student data through the use of a

universal screener targeting interventions providing a pd plan and evaluation

Provide all students the opportunity to receive a personalized and innovative educational experience that prepares them for college and career by delivering challenging, developmentally appropriate, actively engaging curriculum and instruction that includes depth, creative and critical thinking and innovative use of technology.

Critical support identified in Goal 2: Timely recruitment and placement



Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Teacher Collaboration: Teachers continuously team to evaluate practice, design learning collaboratives, discuss student progress, identify community opportunities, and to mitigate challenges through change processes focused on highly effective, student-centered practices that improve the school and raise student achievement


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

indicate source of funds) in next column) Activity Lead(s) progress

Teachers will have the opportunity to participate in relevant learning experiences that will support student learning and student

Teachers will participate in quarterly walkthrough protocols to observe critical thinking in the classroom and participate in Professional Development that supports critical thinking practices

success Teachers will participate in peer observations of their choice to observe best practices and obtain useful teaching techniques/activities

Teachers will participate in Professional Development for



Quarterly walkthrough data (participation, protocol data, teacher post-survey)

Observation Google forms to record best practices and useful techniques/activities

Professional Development participation reports and feedback


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 school-wide goals and individual needs (Professional Learning Community refreshers, critical thinking, utilizing data to inform instruction, targeted interventions and differentiation)

Teachers will have the opportunity to participate in relevant Professional Development courses (PD website with possible funding options) that are aligned to the school’s academic plan and/or content area.

The school’s Instructional Leadership Team will continue to support teachers in identifying and implementing relevant and meaningful initiatives and guide teacher effectiveness.

Instructional Leadership Team members will facilitate discussions regarding school-wide instructional goals and classroom practices



Quarterly walkthrough data (participation, protocol data, teacher post-survey)

Instructional Leadership Team mtg minutes (quarterly) to monitor progress and discuss modifications


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

The school will prioritize teacher placement with consideration for expertise.

Teachers will participate in annual sections/lines meetings to discuss teacher placement.

Administration and support staff will participate in annual sections/lines/master schedule meetings to discuss teacher placement

2017-2020 Fred Murphy

Title I Title II Title III IDEA Homeless CTE Other N/A

Highly Qualified reports to determine teacher areas of expertise

Annual Registration data

Department minutes

The school will continue to refine our Induction and Mentoring program to help support new teachers

Conduct mentor/mentee meetings to focus on specific and individualized needs

2017-2020 Jamie Ludwig


Monthly mtgs to address specified needs as evidenced by mentor binders/logs, mtg guidelines, semester observations, personalized discussions.

Surveys/Data to ensure quality support


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Goal 3: Successful Systems of Support. The system and culture of Mililani High School works to effectively organize financial, human, and community resources in support of student success.

Outcome: By the end of three years, Rationale:

Mililani High School will have worked towards refining school systems that support student success.

1. The school will have continued the development of a culture of communication to increase stakeholder involvement in school activities and the decision-making process

2. The school will have maintained meeting cycles in order to monitor progress and make decisions that impact student achievement

3. Maintain an updated technology plan in order to increase network stability, tech sustainability, and classroom integration

Strategic Plan Critical Support for Goal 3: Innovation and Bright Spots, Adequate and expanded resources, Efficient and Transparent Supports





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

Effective communication and dissemination of information

Disseminate information that is current and timely

Infinite Campus (w/ gradebook fridays)

Edlio (school website) Newsletters (quarterly) Parent Nights Synrevoice, emails, push

notifications Quarterly luncheons SCC/PTSO


Shaina Kubota

Janet Ward-Riehle


Gradebook friday reports (Infinite Campus uploading reports for grades)

Parent Night attendance

SCC/PTSO minutes (bright spots and areas of concern)

School Quality Survey results

All stakeholders will participate in appropriate meeting cycles in order to monitor progress and make decisions that impact student achievement

Maintain and uphold the decision-making process to ensure stakeholder involvement and feedback

Maintain regular meeting schedules (Focus On Learning, Professional Learning Community, Department, Faculty, Curriculum Council, Instructional Leadership Team, Academic Review Team, Parent

2017-2020 Fred Murphy WSF Title I Title II Title III IDEA Homeless CTE Other N/A

Minutes from stakeholder meetings (SCC, PTSO, Student groups [Associated Students Mililani High School, All Council Executives (ACE), Senate, Mililani Inter Club Council (MICC), Advisory, Class Council], teacher groups, parent nights)

Meeting minutes


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Teacher Student Organization, Academic Review Team School Community Council, report feedback Quarterly Luncheons)

Maintain Academic Review Team report to share information and updates regularly

WSF Technology accessibility and sustainability

Maintain and update the technology plan to ensure adequate resources and support

2017-2020 Tom Falenofoa

Ryan Masaki

Title I Title II Title III IDEA

Professional Development attendance

Teacher surveys Homeless

Technology integration in the

Provide Professional Development to support the use

CTE Other

tech website

classroom of technology in the classroom N/A


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