Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Where are we now?Prioritize school’s needs as identified in one or more of the following needs assessments:
● Comprehensive Needs Assessment
● 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 / NEEDS:
1. Close the Achievement Gap between all students: High Needs and Non High Needs
2. Social-Emotional Learning (SEL) & Transitions
3. Continue to Increase Learning Opportunities: (ie. STEAM, News Writing and Broadcasting, Specials, TLIM Student Leaders, After School Clubs)
4. Writing: Daily Oral Language and Write Tools
5. Math Fluency
Addressing Equity: Sub Group Identification
In order to address equity, list the targeted subgroup(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified subgroup(s) and their needs.
High Needs students
● SpEd
● ELL
● Disadvantaged
High Needs and Non High Needs students with behavior problems
Students with a history of low performance
Students with a history of behavior concerns
Students lacking parental supervision, guidance, and support
Military students
Homeless students
Foster students
ORGANIZE: Identify your Academic Review Team Accountable Leads.
Name and Title of ART Team Accountable Lead / Responsible for implementation of the school’s strategies and initiatives
1. Lisa Grinder, Curriculum Coordinator / 1. Closing the Achievement Gap with i-Ready, Imagine Learning, PFR, ERI, LFL, REWARDS, Big Brainz, Achieve 3000
2. Lisa Grinder, Curriculum Coordinator
Kindergarten GLC
Grade 3 GLC / 2 . Closing the Achievement Gap with GLAD
3. Seiko Naumu, Data Specialist / 3. Closing the Achievement Gap with DIBELS
4. Stacy Miyashiro, Counselor
Nicole Higa, Counselor/Title I
Lisa Zenigami-Lau, SSC / 4. Closing the Achievement Gap with ABC Wall
5. Nicole Higa, Counselor/Title I
Sachini Guruluwana, Student Leader Coach / 5. Social-Emotional Learning - TLIM
6. Nicole Higa, Counselor/Title I
Stacy Miyashiro, Counselor
Lisa Zenigami-Lau, SSC
Darlene Paahana, PCNC / 6. Non-Cognitive Data (ABC and HN/NHN Targeted Students)
7. Lisa Grinder, Curriculum Coordinator / 7. Increase Learning Opportunities
8. Lisa Grinder, Curriculum Coordinator
Lower GLC
Upper GLC / 8. CCSS (Math Fluency and Writing)
9. Lisa Grinder, Curriculum Coordinator / 9. Induction & Mentoring
10. Lisa Grinder, Curriculum Coordinator
Katherine Balatico, Principal / 10. ART
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: By the end of three years, / Rationale:● we will close the Achievement Gap between all students: High Needs and Non High Needs;
● we will focus on Social-Emotional Learning (SEL) & transitions between grades levels and between elementary and middle school;
● we will continue to increase learning opportunities: (ie. STEAM, News writing and Broadcasting, Specials, TLIM Student Leaders, Afterschool Clubs)
● we will have personalized the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction / ● Experience and research show that inclusive practices are best for high-needs students. Students who are most severely impacted by our achievement gap, including those receiving special education services and English Learners, deserve high-quality education in a regular classroom setting
● Students’ physical, social, mental, emotional, and cognitive development are critical as they move from early childhood to adolescence to adulthood. Students’ well-being and health increase their readiness to learn. Students succeed when their individual needs are met and their innate gifts and abilities are nurtured.
● Well-rounded, standards-based education should be engaging and relevant to students and build on their strengths. statewide training, clear standards in all content areas, learning networks, assessments, and resources will focus on helping students develop the rigorous skills and joy for learning that will serve them throughout their lives.
● Students should experience the interdisciplinary nature of education, and develop the abilities and skills necessary to have a “breadth of knowledge that leads to joy in learning, respect for others, and a lifelong spirit of inquiry...”
Planning / Funding / Interim Measures of Progress
Desired Outcome / Enabling Activities
(Indicate year(s) of implementation
in next column) / School Year(s) of Activity / ART Accountable Lead(s) / Source of Funds
(Check applicable boxes to indicate source of funds) / Define the relevant data used to regularly assess and monitor progress
We will close the Achievement Gap between all students: High Needs and Non High Needs; / Close monitoring of students in RtI
i-Ready
All teachers will analyze i-Ready student progress to adjust individual student learning paths (lessons), groupings, and access to additional intervention (ie. afterschool)
● Yearly i-Ready subscription
DIBELS
All teachers in K-3 analyze student data for strengths and weaknesses of phonics and reading comprehension to differentiate and develop action plan for individual students
Imagine Learning
Teachers will move their students on and off Imagine Learning and i-Ready based on teacher recommendation and i-Ready diagnostic scores.
Achieve 3000
Grade 4 teachers will use Achieve 3000 to enhance their teaching.
Big Brainz
Teachers will use Big Brainz to enhance their teaching.
PFR, ERI, Language for Learning, REWARDS
Teachers will determine if students need additional intensive intervention and action plans using PFR, ERI, Language for Learning, and REWARDS during Reading block
GLAD
Teachers with ELL students will implement GLAD strategies to benefit all students
ABC Wall
Both counselors will collect ABC data once a month and analyze longitudinal strengths and needs for individual students; design action plan for targeted students with teachers
Spring Camp
Summer School
Kinder Camp
Summer Intervention
Summer Enrichment
Technology integration / 2017-2020 / Lisa Grinder
Seiko Naumu
K GLC
Grade 3 GLC
Nicole Higa
Stacy Miyashiro
Lisa Zenigami-Lau / x WSF
x Title I
☐ Title II
x Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Diagnostic Test results 3x a year
DIBELS results 3x a year
i-Ready diagnostic scores
Imagine Learning scores
Achieve3000 usage and data
Big Brainz usage and data
Intervention results after each post test
Quarterly walkthroughs
ACCESS for ELL data
Monthly ABC Wall data
We will focus on Social-Emotional Learning (SEL) & transitions between grades levels and between elementary and middle school; / TLIM
All teachers will teach integrated GLOs and 7 Habits during Leadership block; increase leader opportunities for students to be in leader roles in/out of the classroom; goal setting; Leadership Binders/folders; celebrate students for demonstrating Habits throughout the school year; data wall to track student leader opportunities for all students
Transitions
Ensure smooth transitions between grade levels and between elementary and middle school (ie. transition meetings, vertical articulation, communication with middle school, 5th grade specialization, middle school orientation, guidance lessons, and middle school expectations).
GLAD
All teachers will teach the 3 Personal Victories (First 3 Habits)
Non-Cognitive Data
Both counselors will collect ABC data once a month and analyze longitudinal strengths and needs for individual students; Counselors will schedule sessions, group, check-ins with targeted students; Counselors will articulate between grade levels and elementary/middle schools; Title I Coordinator will provide appropriate team members with HNS/NHNS data at start of the SY; Team members will take actions to increase parent and community engagements for targeted students
Notification letters sent home to parents for signatures as required by protocol
Continue to implement and refine the attendance protocol
After three unexcused absences within a quarter, teacher will contact parents and send notification home.
After five unexcused absences, counselor will call home and send notification home, requiring parent’s signature.
If no improvements are made, a conference is held with parents, principal, counselor, and at times, a social worker. Home visits (sometimes with a school social worker) are also done if a conference cannot be held.
Training for all staff on the referral process.
Spring Camp
Summer School
Kinder Camp
Summer Intervention
Summer Enrichment / 2017-2020 / Nicole Higa
Stacy Miyashiro / x WSF
x Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Semester student leader roles on campus
Quarterly walkthroughs
Monthly ABC Wall data
Documentation in communication logs between teachers and counselor to keep an open communication between all parties
Absentee documentation archive of all letters sent to parents for the school year
We will continue to increase learning opportunities: (ie. STEAM, Newswriting and Broadcasting, Specials, TLIM Student Leaders, Afterschool Clubs) / Admin will continue to hire qualified educators to teach to the whole child (ie. STEAM, Hawaiiana, Art, Hula, Choir, Ukulele, Afterschool Clubs, etc.)
Maintain gifted and talented services at Lanakila / 2017-2020 / Lisa Grinder / x WSF
x Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Semester student leader roles on campus
We will have personalized the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction / Writing
● Continue to implement DOL grammar program daily
● Each grade level to use Write Tools Continuum to design quarterly Performance Assessment Essays
● Grades 1-5 10 day Write Tools lessons rollout from beginning of year
● Grade K 10 day Write Tools lessons rollout from second quarter
● Grade 1 10 day Write Tools lessons rollout from September
● Schoolwide Pre and Post writing assessments with rubrics
● Continue to address schoolwide math fluency strategies
● Pre-assessment and post assessment (i.e. i-Ready) for whole school on math fluency / 2017-2020 / Lisa Grinder / x WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Quarterly walkthroughs
By the end of the 2020 SY, 100% of the teachers will use formative and summative assessments to inform and drive classroom instruction through the data teams process. / Continue Data Teams to analyze student data through structure of data review in order to close the achievement gaps and increase the gap reduction rate.
Continue weekly formative and summative assessments to inform and drive classroom instruction.
● SBAC Assessments (grades 3-5)
● Kindergarten Checklists (grade K)
● Reading Assessments
● Stepping Stones Unit Assessments
● CFAs
● Writing Assessments / 2017-2020 / Lisa Grinder / x WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Assessments
CFAs
Goal 2: Staff Success. Lanakila Elementary 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:● we will close the Achievement Gap between all students: High Needs and Non High Needs;
● all new teachers to the DOE, new teachers to Lanakila, and teachers new to their grade levels will have received once a week mentoring for a mentor. / ● Experience and research show that inclusive practices are best for high-needs students. Students who are most severely impacted by our achievement gap, including those receiving special education services and English Learners, deserve high-quality education in a regular classroom setting
● Lanakila teacher thrive when they are supported by another teacher at the school. The pairs are able to meet once a week and talk about strengths and any needs that may arise.
Planning / Funding / Interim Measures of Progress
Desired Outcome / Enabling Activities
(Indicate year(s) of implementation
in next column) / School Year(s) of Activity / ART Accountable Lead(s) / Source of Funds
(Check applicable boxes to indicate source of funds) / Define the relevant data used to regularly assess and monitor progress
By the end of the 2020 school year, 100% of the teachers will implement differentiated strategies to meet the ELA and Math needs of all HN/NHN students. / Provide all teachers with professional development including substitutes or stipends on differentiated instruction (especially in the areas of flexible grouping, tiering, etc.)
Provide appropriate PTTs with professional development in universal screener, reading, writing, and math programs.
● PTT support / 2017-2020 / Lisa Grinder / x WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Quarterly walkthrough forms and pacing plans.
By the end of the 2020 school year, 100% of the teachers will implement math fluency strategies to ensure that students acquire the math skills in their current grade level. / Ensure all teachers are trained in powerful practices and provided time to observe peers implementing school-wide math fluency strategies
● Teachers/staff to attend NCTM trainings and registration fees for teachers and/or staff / 2017-2020 / Lisa Grinder / ☐ WSF
☐ Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
x Other
☐ N/A / Quarterly walkthrough forms and pacing plans.
Next steps, share outs, implementation ideas from trainings
By the end of the 2020 school year, 100% of the teachers will implement each integrated GLOs and 7 Habits during Leadership block; increase leader opportunities for students to be in leader roles in/out of the classroom; goal setting; Leadership Binders; celebrate students for demonstrating Habits throughout the school year; data wall to track student leader opportunities for all students. / Ensure all teachers are trained in TLIM professional development including substitutes or stipends on social-emotional strategies and supports
● Teachers/staff to visit AB Combs’ (in North Carolina) Leadership Day and registration fees for teachers and/or staff / 2017-2020 / Nicole Higa / ☐ WSF
x Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Next steps, share outs, implementation ideas from trainings
By the end of the 2020 school year, 100% of the teachers will personalize the development of integrated units, including reading, writing, STEAM, social studies, including the use of Wonders, Stepping Stones, GLAD, research-based, and real world materials and instruction / Provide all teachers with professional development and planning days that include substitutes or stipends on integrated unit design. Planning days will include: Semester 1 Full day, Semester 2 Full day, 2 Quarterly DT converted to planning days / 2017-2020 / Lisa Grinder / x WSF
x Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Quarterly walkthrough forms and pacing plans.
By the end of the 2020 SY, 100% of the first, second, and third year teachers, teachers new to Lanakila, and teachers new to their grade levels will be supported by at least one grade level teacher and/or curriculum coordinator. / First, second, and third year teachers, teachers new to Lanakila, and teachers new to their grade levels will be provided induction and mentoring support by the complex, grade level teacher(s) and/or curriculum coordinator.
● Observations
● Coaching
● Reflections
● Debriefing / 2017-2020 / Lisa Grinder / x WSF
x Title I
☐ Title II
☐ Title III
☐ IDEA
☐ Homeless
☐ CTE
☐ Other
☐ N/A / Mentoring communication logs
Goal 3: Successful Systems of Support. The system and culture of Lanakila Elementary School works to effectively organize financial, human, and community resources in support of student success.