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Three-Year Academic Plan ~ 2017-2020 REVISED

Na'alehu Elementary School

95545 Mamalahoa Highway, Na'alehu, hi 96772

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Na' alehu Elementary School Three- Year Academic Plan

808-313-4000

Date ~ 1ene Javar

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

Three-Year Academic Plan r, 2017-2020

~a'ilehu Elementary

95545 '1amalahoa Highway, 1\i'ilehu , HI 96772 808-313-4000

NA'Alehu Elementary School Academic Plan . Page I. Version 2. Updated & Reviewed April 10, 2019.

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

Prioritize school's needs as identified in one or more of the following needs assessments:

• Comprehensive Needs Assessment (Title I Schools)

• WASC Self Study • WASC Category B:

Standards Based Student Learning: Curriculum, instruction

• W ASC Category C: Standards Based Student Learning: Instruction

• W ASC Category D: Standards Based Student Learning: Assessment and Accountability

• International Baccalaureate (IB) Authorization

• Other

Where are we now ?

Prioritized Needs

I. Need: GI RTI A (Primary Focus: Tier I- Core Instruction and Tier 2 - Intervention) a. Ensure all students are engaged through rigorous bell to bell core instruction by strengthening delivery of core

curriculum aligned to Common Core State Standards (Tier I) b. Ensure targeted students receive differentiated instruction through school wide and/or classroom intervention based on

student needs (Tier 2)

2. Need: RTl-8 (Primary Focus: Tier I and Tier 2- PBIS) a. All students will become engaged and lifelong learners by demonstrating GLOs and NES School Wide PBIS

e, pectations b. Refine and implement NES Attendance procedures to ensure reduction of chronic absenteeism

3. Need: Differentiated staff support a. Ensure all teachers demonstrate effectiveness on all indicators of the Framework for Teaching and NES initiatives

through ongoing support and professional development in order to ensure all students meet and or exceed proficiency on school wide and State assessment targets

Schoolwide Critical Areas for Follow-up from 2015-2016 WASC Accreditation Report The school should;

• Continue to expand the New Teacher Academy to providing on-going support and mentoring to assur e teacher effica cy.

• Use objective measures, such as rubrics and indicators, to determine the student performance on the GLOs and the alignment and integration of them to the standards during instruction will have more impact on the common understanding of them and will allow students to reflect upon their own learning and behav ior.

• Expand Rtl-A interventions that will enable students to receive more individualized instruction in need areas providing students increased opportunities for academic growth.

• Maintain and continue to examine strategies to reduce student absenteeism by reviewing local, state and national policies , resources and programs .

• Consistently use classroom formative assessment practices on a daily basis that will enable teachers to receive more timely feedback on student performance, prov iding for quick and effective adjustments of instruction.

• Continue to focus on implementing clearly defined , high leverage , research based school wide instructional practices that address students' learning needs.

Ni'llehu Elementary School Academic Plan. Page 2. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 CNA: Demographic Data

Summary of Analysis of Data: • Chronic absenteeism continues to be a challenge at 40" o (20 17- 18}. • High percentage of students are bused in from far distances. (This does not account for the distance they live from the bus

stop, if they miss the bus they stay home due to lack of transportation.) • Poverty record ed as 78°0 (1 Dl:l 10 31 18) which may be more ofa reflection a'> a O : P schoo l with a chan ge 111 data

collection . Lil-.ely higher.

• ELL student percentage continues to be high which is double or triple KKP complex-or State percentages. (27° o - 25° o

(2016 - 17 to IO 31 18) • SPED students average about 9° o of the student population-;-, IO 3 I I 8. • Percentage of first year teachers and teachers with less than 5 years experience continues to be high. • Teacher transciency remains high. • % of teachers commuting far distances remains high.

• Increasing challenge in hiring fully licensed teachers . • Years ofHIDOE teaching experience relatively low.

Demographic Data Implications for developing the academic plan: I. Need to develop a ''never-tried'' approach to chronic absenteeism population inclusive of a parent component. 2. Maintain and enhance preschool opportunities to our community.

3. Continue to utilize Positive Action (NES Social Emotional Learning Curriculum) and school wide PBIS. 4. Bring in community members to inspire students to want an education (Micronesian United partnership). Involve students

from UH Hilo 5. Need to continue to fund Marshallese liaison position for parent and community communication and support of our elevated

ELL population. 6. Need to actively advertise and recruit for our current EL L/Marshallese- EA position

7. Maintain high quality teacher professional development of research-based, supplemental ELL curriculum and instructional strategies.

8. Provide more time for staff development for ELL strategies and differentiated instruction. 9. Expand local /school level new teacher supports. I 0. Maintain calibre of Highly Qualified teaching staff. I I. Continue to provide pertinent and valid professional development opportunities. 12. Consider system to collect and monitor student data on health and welfare risk factors such as foster care, guardianship,

CPS involvement, etc to improve proactive systems.

13. Study and provide PD on poverty and other related issues such as ''trauma" to become a 'trauma informed school'.

14. Per WASC recommendation, continue to expand the New Teacher Academy to providing on-going support and mentoring to assure teacher efficac_r.

Na'alehu Elementary School Academic Plan. Page 3. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 15. Per WASC recommendation, maintain and continue to examine strategies to reduce student absenteeism by

reviewing local, state and national policies, resources and programs. 16. Based on higher student numbers. school may nee d to have 3 teachers in each grade level c,cep t for pre and 6th. 17. PD to help teachers plan for. design and run an incl usion classroom. 18. Continue efforts to hire licensed. qualified teachers: including specials tcacherc; 19. Continue to c,plore c,pansion of transportation services to improve attendance.

CNA: Perception Data

Summary of Analysis of Streni:ths and Challeni:es: • Pattern of decline in SQS positive responses for all group, 2017 to 2018 , with 2018 positive

83.5°0 • Overall increase of Tripod 7Cs since 2015 . • 2017 & 2018 Flem ·1 ripod indicate ca re and clari ly a-; their highc!'.>t areas • 2017 & 2018 Liem Tripod md1catc control cla-.sroom management m, the lowest area • 56° 0 -lth and 5th grndcrs feel <,afc from bull.:, ing

scores ranging from 65. 7° o to

• 23.1 °0 4th and ,th graders arc concerned that student '- who misbehave do not receive conseq uences.

Perceptual Data Implications for developin& the academic plan: 1. Need to focus on ways to improve student feeling s/perceptions about school - may improve attendance if students feel safe,

cared for and enjoy coming to school 2. Continue to explore ways to bring the parents into the school (food, quarterly conferences, transportation, coordinate with

community center in H.O.V.E for transportation. 3. Continue fami l~ engagement activities such as lam ii~ reading movie night. parent teacher conferences . open house . Ohana

Lunch and or Breal,.fast. Honu Coffee. Hour 4. \t ,rt a P 1 /\ to increa..,e p,11en1 invo vcmc nl 5. Explore ways to increase parent participation for SQS . 6. Continue school celebrations - Winter Program, May Cultural Event, Monthly and Quarterly Recognition Assembly

(attendance, values of the month, SBA proficiency , most improved reading /math 7. Encourage more Student Performances to showcase our students. Community April Student Talent Showcase; May Day

Program , Winter Program December 8. Provide additional Adult supervision/teacher supervision. Need additional staff Provide training.

a. Someone to roam the field so to free others to focus on organized games b. More :-upport for adult superv isor<; in the area of behavior managcme nt:GLOs and PBIS

9. Track off-task/risky recess behavior .. .ie.- repeat offenders w/counseling and modeling. a. Implement and monitor school wid e PSIS expectations and data

i. Trainin g in classroom by teachers

Na'alehu Elementary School Academic Plan . Page 4 . Version 2 . Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 b. Organized games monitored by adult supervisors and teachers.

10. Coordinate field trips/ exciting excursions-ie.Volcano National Park, lmiloa Astronomy Center, Pacific Tsunami Center,

Dolphin Quest (6th grade), Banquet (6th grade) Lncouragc parent chap erone m, o, cmcnt 111 fcld -tnp" 11. Utilize consistent consequences for non-compliance of school rules (sit down /timeouts)

a. Make sure everyone ( adults and students) know the school's expectations b. Teach logical consequences (mark on wall = removal)

12. Continue to promote anti-bullying and Positive Behavior Support campaign 13. Continue to implement RTI-B schoolwide and individual classroom plans.

a. Updated by individual teachers

14. Provide more support for our students with high behavioral needs to help other kids feel more safe. 15. Continue Student Council activities to promote involvement, leadership skills, self-esteem. 16. Continue Playground / Team games to promote kindness, cooperation, and teamwork . 17. Continue to work on transparency via improved communication systems or PD, to address staff perception concerns: 18 Cerni nuc allcndance incentive -. recognition~ :.uch a-, \\Cckl) prw: -.. walk ing field trip, . and cc11iticate !>. 19. Contin ue and c,pand PBI'-, irntiativc , <,uch a, P<Nttvc Act ion Honu GLO ticket:,. Kindness Bug:.. Cafete ria App les 20. Contmuc check in check out and .,ctltng smart goah for behavior . 21. l'rov ide PD on povcrt_y help I LI to undcrc;tand our population . (Frie Jen'>cn) 22. Continue con ncllion with Rotat) Cluh fo1 month ly reader -. (K). 23. Utilize 1 t ipod Data fot conti nuou:-. improveme nts 24. Survey tc.ichcr, rcgardi ng ncgat 1ve ~()~ rat mg to detenrnne needed support.... 2S. Implement Restorat ive Justice SEL bccau<;e o f the high percentage of students who lecl students wit h behaviors are not

being reprimanded . 26. Prov ide SI· I for therapeutic dt, ctts!,,iom, mcluding .grief and cul tura l differen ce-.. ·r Prov ide more [I L Culture PD for all -.tan o;;tudenb lcel welcomed and safe at school

CNA: Student Learning Data Summary of Analy-;is of Sti·cngths and Challenge,;: • Slight increase in reading and math proficiency . • An increase of 4% in math growth and a slight decrease in reading growth. • ELL proficiency gap is significant in reading and math. • ELL growth gap is at acceptable levels in math but larger in reading . • Math and ELA/ Literacy proficiency percentage still below KKP and State's. • End of year DIBELS data shows a decrease in percentage of students needing intensive support (SY2015 -2016). • "t udent Motivation

I-lo\\ to do motivate , tudents to do belier I ack of Educational foundation

Na'alehu Elementary School Academic Plan. Page 5. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 ■ ~tudents need the basicc, to be able to <;hov. they arc able to improve (lad, of small successes )

• lnco11c;b1cn1 grading ~y~tem?

Student Learning Implications for developine the academic plan: I. Conduct new teacher academy before beginning of the school year. 2. Strengthen core instruction in all classrooms.

3. Effective delivery of the ELA and math curriculum in all classrooms. 4. Rigorous and effective instructional practices in all classrooms. 5. Continue to work on differentiated instruction in all classrooms. 6. Continue to provide Professional Development based on school wide, grade level, and individual teacher need. 7. Expand support for math intervention, to include purchase of additional math intervention teacher. 8. Expand support for reading intervention to include purchase of reading intervention teacher. 9. Add intense Tier II and Tier Ill reading and math interventions throughout the day,in all grade levels. I 0. Continue to work on building a focus around writing and build a writer's workshop program to support. 11. Continue to analyze eValuate/DIBELS /CFA /SBA/IC A/ data to guide instruction. 12. Continue to create/implement/monitor the Start High Strive Higher Plans with all grade levels . 13. Continue to support teachers in maintaining high expectations for all students. 14. Continue to support students use of technology in all classrooms.

15. Provide training on GLOs, with emphasis on new staff . 16. Analyze ACCESS data to guide instruction 17. Per WASC, use objective measures, such as rubrics and indicators, to determine the student performance on the GLOs

and the alignment and integration of them to the standards during instruction will have more impact on the common understanding of them and will allow students to reflect upon their own learning and behavior.

18. Per W ASC, expand Rtl-A interventions that will enable students to receive more individualized instruction in need areas providing students increased opportunities for academic growth.

19. Per WASC, consistently use classroom formative assessment practices on a daily basis that will enable teachers to receive more timely feedback on student performance, providing for quick and effective adjustments of instruction.

20. Analy/c and revic;c current HCPS rubric for GLO's for teachers to use across grade-level teams school 21. Teach handwriting and penmanship 22. Implement strategics which will have the greatest academic impact for subgroup~-- ELI . Pacific Islanders. and Native

Hawaiian~ ~uch as in school intcr \-ention and ELT

CNA: School Processes Data

Summary of Analysis of Strengths and Challenges: • Proce<;<;e<; are used to identify need s . (OSSR. FOL. 6 Priority Strategy self assessments). • Although there is growth in improved student behavior. ~tudent behavior is still a need area to imgrove school climate .

Na'alehu Elementary School Academic Plan. Page 6. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 • School's implementation of the Sh. Priority Stratei;ics is at .. integrating" but needs to work toward concrete systematizatio n. • Implementation of effective •instructional practices· remains a need area. • n I needs and support<; remain a priority. • Clfective implementation of GI.O!--needed. • PD needed in a range of areas.

School Processes Implications for developing the academic plan: I . Continue to strengthen RTl-8: to include e\pandin!! counseling efforts. Ripple I .fleets. programs for SEL room. etc :!. Continue to implement system for RTI-/\ in math. 3. l \ J)lore math intervention programs. ➔. Find wa) s to improve the 'ichool belief culture that our kids can do it. 5. Continue to focus on Start High, Strive 1-ligh CFA plan~. <PDCA-- emphasis on act and chcd.). 6. Continue development of technolog, plan to ensure infrastructure is available to implement the range of of core and

intervention programs and data trad.ing 7. Improve communication systems with emphasis on gaps in communications to alJlappropriatc stakeholders. 8. Continue lo ~upport l:LL students and Marshallcsc families through ELL EA. 9. Conduct longitudinal data analysis and program analvsis. I 0. Continuouslv clarify PD needs; implement. ,;upport . r ocus on instructional practices. RT I-A & RTI-B, technology. 11. Maintain CAO and coach in£ team/TIPS to support teachers. 12. Explore alternative to induction and mentorini; pro~ram due to lad, of substitutes. 13. Explore ways to support teacher mentors for induction and mentoring program. such as compensation, incentive, training.

etc. (Chee!-,\ ith 11ST A contract n.~garding mento1 compcn'iation) I-+. Purchase additional counselor or estahlbh teacher no~ition with behavior modification skill set to address RTI-B. 15. Purchase .5 lJS I or PP"I to increase technology need support. 16. Continue e,ploring alternate wa~s to increase parent & communitv involvement. 17. Per WASC, continue to focus implementing clearly defined, high leverage. research based school wide instructional

practices that address students' learning needs. 18. Purcha~e intervention programs such a-, I-Ready ' 9 . Dc\ clop Gifted and talented program 20. lncrea~e grade level'> to three da~.,e~ per grade lc,cl tor g1,1dcs rcad 1ing 60 , tudcnt, 21. Anal)/C and pro_1ec1 currcm and future focilitie~ need._. <;uch as increac.,cd regular education d as,room~ and intervention

Lla~'>room, 2'.!. Pun:har;e Math and [I /\ I ntervcntion tead1er position 23. ~ccure community pre--.:nte1, in the area~ or culture. vocation. and educat ion 24. Purcha'>c chromebooJ..s for Upper LI (-+-6) 25. I n, ur.: adequate rc-.oun:c, for "JG'-,'-,. '>LH: 11 as copier count 26. ~upport LI "I and preschool , i_<I_ b!•'-driver, for 14-pac.,scnger buses

Na'Alehu Elementary School Academic Plan . Page 7. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 27. Add adult supervisors especially during lunch recess 28. Secure PrcK coach observer who knows the EOEL P'1ilosophy (Project-base d learning ) 29. Purchase EA position or extra support for each SPED-designated classroom 30. Ensure Equipment (copiers and laminators) upgraded lhed in a timely manner 31. I und supplemental subjects :-,uch as Hav.aiiana. art. musk classes

Addressing Equity: Sub Group Identification

In order to address equity, list the targeted subgroups) and their identified needs. .. Specific enabling activities listed in the academic plan should address identified subgroup(s) and their needs. Tal"J.!eted Sub Groups: En2lish Lan2ua2e Learners

Chronic Absenteeism ELA Achievement Math Achievement

2015 2016 2015 2016 2015 2016

ELL 53.5 % 56.9 % 0% 2.5% 0% 2.5% Gap: 17.7 Gap: 20.1 Gap: 27.4 Gap: 28 .1 Gap: 21 Gap: 22.3

Non-ELL 35.9 % 36.8% 27.4 % 30.6% 21% 24.8 %

Identified Sub Groups Per ESSA/Strive HI A-TSI (Subgroups below lowest CSI Schools) Source: SY17-18 SH data

Disadva ntaged TSI-CU(P) - - •

L1m1ted English (ELL) TSI-CU - "

Pacific Islander TSI-CU - •

Native Hawaiian TSI-CU(P)

~ 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

I .Principal: Darlene Javar I . PS: Educator Effectiveness System

2. Vice Principal: Christina Juan 2.PS: Academic Review Team

Na'alehu Elementary School Academic Plan. Page 8. Versi on 2 . Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 3. Complex Academic Officer (School): Lilette Wheatman 3. PS: Common Core State Standard s. Induction and Mentoring

4. TIPS Coach: Janice Ogi 4. PS: Formative Instructio n/Data Teams

5. Student Services Coordinator: Deirdre Lincoln 5. PS: Comprehensive Student Support System

Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship.

X□ Objective I: Empowered -All students are empowered in their learning to set and achieve their aspirations for !he future.

XO Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities.

XO 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 . XO Objective 4: Prepared and Resilient - All students transition .rncces!ifully throughout their educational experiences.

Outcome: By the end of three years, Na'alehu Elementary will increase student achievement by 30% on ELA and Math Smarter Balance Assessments in grades 3-6 by the end of school year 2019-2020.

• SBA ELA proficiency will increase from 24% (SYl5 - 16) to 54% (SY\9-20). • SBA Math proficiency will increase from 20% (SYl5-16) to 50% (SY 19-20).

Na'alehu Elementary will have a percentile increase of 21 in the area of growth by the end school year 2019-2020 as measured by the state Strive HI report .

• Strive High Math MGP will increase from 55 (SY15-16) to 76 (SY19-20). • Strive High ELA/Literacy Growth MGP from 54 (SY 15- 16) to 75 (SY 19-20).

Na'alehu Elementary will increase the percentage of KG-3rd grade students that are at CORE on end of year DIBELS' assessment. The percentage of students that are at CORE will increase from 36% to 85% by the end of school year 2019-2020.

Na 'alehu Elementary will decrease chronic absenteeism from 42% (SY 15- 16) to 21 % by the end of school year 2019-2020.

• From 42% (SY 15-16) to 35% (SY 17-I 8) • From 35% (SY 17-18) to 28% (SY 18-I 9)

Rationale:

Reducing chronic absenteeism is a strong predictor of academic success. By improving student attendance rates, NES increases its likelihood in meeting or

exceeding proficiency on school wide and State assessment targets.

Regardless ofNES demographics , NES maintains high expectations of all

students and staff. Through strategic focus on Tier I and Tier 2 instruction and

NES and DOE initiatives, our goal is to raise achievement level ofall students .

Na'Alehu Elementary School Academic Plan. Page 9. Version 2. Updated & Reviewed April 10, 2019 .

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 • From 28% (SY 18-19) to 21 % (SY 19-20)

Planning Funding Interim Measures of Progress

Source of Funds Enabling Activities School ART Define the relevant data used to

(Check applicable boxes Desired Outcome (Indicate year{s) of implementation Year(s) of Accountable regularly assess and monitor

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

funds)

Need: GI RTI A (Primary Focus: Tier I- Core Instruction and Tier 2 - Intervention)

Na'alehu Elementary I. Implement clearly defined, high 1. 2017-2018 I. Complex XWSF 10% increase in SBA ELA and

will increase student leverage, research based school Academic X Title I Math proficiency. grades 3-6 per

achievement by 30% wide instructional practices that Officer 0 Title II year. (CAO- □ Title Ill on ELA and Math address student's learning needs.

X IDEA 7% increase in SBA ELA and School) Smarter Balance (WASC) D Homeless Math growth scores, grades 4-6

Assessments in grades 2.Consistently utilize classroom 2. CAO 2. 2017-2018 □ CTE per year.

3. TIPS 3-6 by the end of formative assessment practices on X Other : Migrant Coach school year a daily basis that will enable Education Funds I 0% increase in school's growth 4. Complex

2019-2020. teachers to receive more timely on monthly Catapult eValuate Academic feedback on student performance, assessment for ELA and Math in Officer Na'alehu Elementary providing for quick and effective grades 2-6. (School) will have a percentile adjustments of instruction. 5. TIPS

increase of21 in the 16% increase in students at Core (WASC) Coach area of growth by the on DIBELS assessment per year. 3.Expand RTI-Academics (A) 6. CAO& 3. 2017-2018 end of school year 5% decrease in students at

interventions to enable students to TIPS Intensive on DIBELS assessment 2019-2020 as Coach receive more individualized per year . measured by the state 7. CAO/TIPs instruction in need areas

Strive HI report. Coach providing students increased 85% increase in students 8. Migrant opportunities for academic demonstrating the 6 GLOs Na'alehu Elementary Coord . growth. (W ASC) consistently.

will increase the 9. Principal 4. 2017-2018 4. Develop student understanding 10.ELL percentage of KG-3rd 100% of teachers will reference and performance ofGLOs Coord. grade students that are and embed GLOs during daily through a) objective measures I I .Principal at CORE on end of instruction.

such as rubrics and indicators, b)

Na'alehu Elementary School Academic Plan. Page l 0. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 year DIBELS' assessment will

increase from 36% to 85% by the end o f

school year

2019-2020.

integration to the standards during daily instruction. (WASC)

5.lmplement a system for RTI-A in math and explore strategic math

and intervention programs.

6.Explore and expand support for

Tier II and Ill math and reading

interventions, to include purchase

of teacher, EA, PPT, or PTT.

7.lmplement Start High, Strive

High/CF A plans; include measure

or system for gathering data for

longitudinal program analysis.

a. Explore research based

supplementa l/intervention

material.

b.Create pacing guides to align with

Next Generation Science

Standards. (full 19-20)

8.Provide strategic support for

Migrant Education students who

struggle in ELA and/or math.

9. Expand extended learning

opportunities.

JO. Develop a progress

monitoring system to measure

student growth as aligned to

WIDA rubrics and/or ACCESS

assessments.

a. Refine and implement progress

monitoring system to measure

student growth as aligned to

5. 2017-2019

6. 2017-2020

7. 2017-2020

7a. 2017-2019

7b. 2018-2019

8. 2017-2020

9. 2017-2020

10. 2017-2018

10a. 2018-2020

85% of students will meet proficiency on grade level common formative assessments each year.

OSSR Monthly Progress Monitoring: Monthly Teacher Observations Data

Semester grade level data conferences with administration.

LDS Data& OSSR Monthly classroom observations data

Start High, Strive High data, CFA data, DIBELS, evaluate data grades 2-6, Core Curriculum data

Intervention data

Survey data

Na'alehu Elementary School Academic Plan . Page 11. Version 2. Updated & Reviewed April 10, 2019 .

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 WIDA rubrics and/or ACCESS

assessments.

11. Continue development of I 1. 2017-2020 technology plan to ensure

infrastructure is available to

increase implementation and

monitoring of core and

intervention programs and to

increase communication

between all stakeholders.

Need: RTl-8 (Primary Focus: Tier I and Tier 2- PBIS)

I . Refine and implement attendance I. 2017-2018 I . Counselor XWSF 7% Reduction in chronic Na'alehu Elementary procedures. 2. CAO X Title I absenteeism per year. will decrease chronic a. Explore opportunities to increase 3. Vice- □ Title II (Baseline SY 15-16 - 42%) la. 2017-2019 absenteeism from 42% Principal □ Title Ill (SY 17-18 - 35%, instructional time for chronically

4. Student □ IDEA SY 18-19 - 28%, (SYI5-16)to21 % by absent students. Services 0 Homeless SY 19-20 -21%) the end of school year b. Review local, state and national

lb. Coord. □ CTE 2019-2020. policies, resources and programs. 2017-2018 5. Parent □ Other Number of students with incident

(WASC) Comm. □ NIA reports will decrease from 50 to 20 All students will 2. Use objective measures, such as Network at the end of SY20 I 9-20. become engaged and 2. 2017-2018 rubrics and indicators, to Coord. (Baseline SYl5-16). lifelong learners by determine the student 6. Student Decrease of IO students per year. demonstrating GLOs

Services performance on the GLOs and the and NES School Wide Coord. I 0% increase in PBIS expectations. alignment and integration of the

Parent/Commun ity involvement in GLOS during instruction. NES initiatives per year. An increase in positive 3. Implement social-emotional

Student SQS Safety learning curriculum and school 3. 2017-2018 LDS attendance data Data. wide PBIS.

4. Increase supports for students Monthly progress monitoring on with high behavioral needs. eCSSS misconduct data

4. 2017-2018 5.Continue to explore activities to

increase parent/community LDS quarterly progress s. 2017-2019 monitoring on grade level

Na'alehu Elementary School Academic Plan. Page 12. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 involvement which may include summary GLO mark student performances, student

showcase of work, transportation Semester student survey data

support, Friendraiser, etc. (aligned to SQS)

6. Document and systematize

transitional supports for students 6. 2017-2018 PCNC data

and families in the following

areas: Pre-school , Kindergarten,

Sixth grade to KHPES seventh

grade, IDEA and 504 students to

and from NES; New students

throughout the school year.

Goal 2: Staff Success. NA'lllehu Elementary has a high-performing culture where employees have the training, support and professional development to

contribute effectively to student success.

All teachers demonstrate effectiveness on all indicators of the Framework for The Framework for Teaching encompasses the practices for High Performing Teaching and NES initiatives through ongoing support and professional Schools indicators and teacher effectiveness . Teacher effectiveness is the key development in order to ensure all students meet and/or exceed proficiency on indicator to student achievement. It is imperat ive to provide teachers the school wide and State assessment targets. necessary support to ensure and enhance teacher craft .

NA'alehu Elementa ry School Academic Plan. Page 13. Version 2. Updated & Reviewed A pril 10, 2019.

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

Desired Outcome

Need: Differentiated

A II teachers demonstrate effectiveness on all indicators of the Framework for Teaching and NES initiatives through ongoing support and professional development in order to ensure all students meet and/or exceed proficiency on school wide and State assessment targets .

An increase in positive Teacher SQS Satisfaction Data.

Enabling

I (Indicate year(s) of implementation

in next column)

Staff Support

I. Continue to expand the New Teacher Academy to provide on-going support and mentoring to assure teacher efficacy. (WASC)

2. Explore induction and mentoring

alternative programs due to lack

of substitutes, and explore

supports for teacher mentors.

3. Research and identify strategies

to improve school belief/culture

that our kids can do it. Seek

teachers or grade levels to pilot

strategies to make school wide

recommendations. 4. Utilize PLCs to provide

professional development on

instructional strategies and

practices to ensure rigorous and

effective delivery of core

instruction in all classrooms.

5. Implement writing instruction as

aligned to core curriculum and

ccss.

School Year(s) of Activity

I. 2017-2020

2. 2017-2018

3. 2017-2020

4. 2017-2018

5. 2017-2018

6. 2017-2018

ART Accountable

Lead(s)

I.Complex Academic Officer (CAO)

2.CAO 3. Vice-Princi

pal 4.CAO 5.CAO 6.ELL

Coord. 7.SBBH

Clinical Psych.

8.Principal

Source of Funds

(Check applicable boxes to indicate source of funds)

XWSF X Title I □ Title II □ Title Ill 0 IDEA D Homeless □ CTE 0 Other □ NIA

I Define the relevant data used to regularly assess and monitor progress

100% of teachers will implement strategies from coaching and professional development support each year. .

100% of teachers will participate in data team process to analyze and plan instruction based on students' needs each year.

I 00% of teachers will show evidence of learning intentions, success criteria, and actionable feedback as measured by zip throughs and TIPS monthly classroom observation data each year.

85% of students will meet proficiency on grade level common formative assessments each year.

90% of teachers will have a positive response as indicated by the SQS Satisfaction data by the end of SY2019-20. (Baseline data SY 15-16) 11 % increase per year.

Na'alehu Elementary School Academic Plan. Page 14. Version 2. Updated & Reviewed April 10, 2019.

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 6. Continue PD on research based I 00% of students wi 11 have a positive

differentiation strategies and ELL response as indicated by the SQS Safety

strategies. Utilize POCA system 7. 2017-2018 data by the end of SY2019-20.

for implementation of strategies.

7.Continue PD on becoming a

(Baseline data SY 15- 16) An increase of 12% per year.

"trauma informed school'" with

emphasis on poverty to support

student needs. 8. 2017-2018

OSSR Monthly Progress Monitoring: Admin zip throughs Monthly Teacher Observation data

8. Improve staff perceptions and

concerns: a) continue to work on Grade Level Specific Start High Strive

transparency via improved High Plan

communication systems or PD; b)

conduct POCA on SQS Teacher Common Formative Assessments

Satisfaction. PLC Minutes Semester student survey data (aligned to SQS) SQS Data

Goal 3: Successful Systems of SupporL The system and culture of Na'alehu Elementary works to effectively organize financial, human, and community

resources in support of student success.

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

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

funds)

Na'alehu Elementary School Academic Plan . Page 15. Version 2. Updated & Reviewed April 10, 2019.