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Mountain View Elementary

18-1235 Volcano Rd., Mountain View, HI 96771 (808) 968-2300

http://www.mveshawks.k12.hi.us/home

Submitted by: Wilma Roddy Date: March 28, 2019 (revised plan)

O't/ \(o\ i~\ s· ignature Date:

Approved by CAS Chad K. Farias Date:

Signature Date: S /10/ I cf.

Mountain View Elementary Three Year Academic Plan Page I Version # 1 March 28, 2019

http://www.mveshawks.k12.hi.us/home

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

Three-Year Plan Academic 2017-2020 4/20/18 revised

Mountain View Elementary School 18-1235 Volcano Rd. Mountain View. HI 96771

(808) 968-2300 http://www.mveshawks,k ,us/home 12,hi

Mountain View Elementary School Academic Plan Page I I Version #2 April 20, 2018

http://www.mveshawks,k


Where are we now? Common Core Implications of Strengths

I. Student learning data is trending upward as indicated on SBA and I-Ready. 2. Review of CFA data indicate upward trends on Reading Wonders and Stepping Stones . 3. DIBELS data imply students make gains from BOY to EOY. 4. Student SBA proficiency and growth have increased.

Implications of Challenges 1. Students need to catch up to the state averages for ELA and Math. 2. Students need to be present for academic and social emotional instruction as chronic absenteeism remains high. 3. Students need to engage in challenging and rigorous lessons to meet learning targets. 4. Students need to increase growth to be comparable to their cohort of peers on SBA.

Contributing causes or root causes of strengths as evident in bright spots across campus (school successes) 1. Evidence based practices across campus in traits 2A2, "The lesson is aligned topically and taxonomically to pacing guide" and trait 2B 1-1, "The lesson

delivery is well organized." 2. Commitment to the CORE curriculum. 3. Defined instructional schedules with Tiers I, 2, 3 for grades K - 5 in ELA and Tiers I and 2 for Math.

Contributing causes or root causes of challenges I. Chronic absenteeism at 35% in SY 14-15 and 33% in SY 15-16 is still a concern. 2. Evidence based practices are still being developed across campus especially in the areas of tra it 2C 1, "High rigorous expectations for all students" and

2D2-1, "At the end of the lesson, the teacher reviews what students should have learned in the lesson." Since we are in the early stages with these practices we have not seen evidence of progress yet as it takes time.

3. Students continue to enter into our school without foundational skills in ELA and Math causing a continuous need to improve students' foundational skills.

Comprehensive Student Support Implications of Strengths

I. With the written RT! A system in place that includes an entrance and exit criteria, overall school data shows simultaneous trends in proficiency increasing and classroom referrals and suspensions decreasing.

2. All students participate in bench_mark assessme nts and progress monitoring contributing to targeted interventions at Tiers I, 2, 3 leading to an increase in

Mountain View Elementary School Academic Plan Page 12 Version #2 April 20, 2018

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 student achievement and growth.

Implications of Challenges I. Students need consistency in administrators collection of behavioral data. 2. Students need support on the bus to assist with behaviors reducing referrals. 3. Students need continued exposure and experience with positive school wide rewards and 17 proactive strategies that were introduced in 15-16 impacting

the referral and suspension data. 4. Students who receive referrals need individual instruction on an evidence based curriculum as a disciplinary action to build their behavior skills and

reduce their referrals. 5. Students need continued exposure to newly implemented evidence based practices to address chronic absenteeism; evidence of progress is not seen yet as

we are in the early stages.

Contributing causes or root causes of strengths as evident in bright spots across campus (school successes) I. Systems for student support in RTI A is contributing to student achievement and growth increasing. 2. Systems implemented in RTI B are showing trending declines in specific behavior locations and by specific role groups .

Contributing causes or root causes of challenges I. Inconsistent behavior data collection could be due to different administrators every year for the past 3 years. 2. New bus company caused an increase of behavior referrals in 15-16. 3. PBIS and DBW strategies are beginning to impact and improve student discipline. 4. When conducting disciplinary actions, refer to evidence based practices. 5. With a clearly written attendance program including evidence based practices to address chronic absenteeism, evidence of progress is not seen yet as we

are in the early stages.

Formative Instruction/Data Team Implications of Strengths

I. Time is provided to review student data as well as plan lessons for core instruction and interventions and enrichments as a result student data is reviewed regularly.

2. RTI A and B is discussed at PLC impacting student outcomes. 3. Coaches are provided to support PLCs allowing for mini pd's and more time for the team to discuss instead of prepare for the next week's PLC.

Implications of Challenges I. Students need well planned highly effective lessons targeted to their skills and needs in order to increase their achievement and growth which teachers

address during PLCs, although more pie time is needed to further address this need.

Contributing causes or root causes of strengths as evident in bright spots across campus (school successes) I. PLCs are scheduled and a part of the school's academic and financial plan.

Mountain View Elementary School Academic Plan Page I 3 Version #2 April 20, 2018

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 2. PLCs allow time for teachers and coaches to review alt school level data resulting in targeted student instruction.

Contributing causes or root causes of challenges I. Short periods of time for PLC this year impacted deeper analysis and conversations around student achievement and student growth. In SY 14- 15, 120

minutes were allotted and in SY 15-16 75 to I 00 minutes were allotted depending on the grade level and specializing.

Educator Effectiveness Implications of Strengths

1. Professional development is available to all faculty and staff allowing for increases in student achievement, growth and appropriate student behavior.

Implications of Challenges 1. Students need a consistent administrator for consistency with student learning and behavior.

Contributing causes or root causes of strengths as evident in bright spots across campus (school successes) I. Continuous intentional and targeted professional development embedded into faculty meetings and PLCs contribute to an increase in student success.

Contributing causes or root causes of challenges I. Systems and direction changes when new administrators arrive as evident by 3 new Principals in the past 3 years and 2 new Vice Principals in the past 3

years.

Successful Systems of Support Implications of Strengths

I. Parent participation increases when students are perfonning. 2. While technology is available, how much are students and teachers using it?

Implications of Challenges I. Students need activities planned during times when their parents are more able to attend.

Contributing causes or root causes of strengths as evident in bright spots across campus (school successes) I. Having regularly planned monthly family nights where students perform increase family attendance .

Contributing causes or root causes of challenges 1. Time of day the coffee hour is scheduled is leading to low family attendance .


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)

• W ASC Self Study • W ASC Category 8:

Standards Based Student Leaming: Curriculum, instruction

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

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

• International Baccalaureate (18) Authorization

• Other

I. Need: Attendance • Students need to be present for academic and social emotional instruction as chronic absenteeism remains high. • Students need continued exposure to newly implemented evidence based practices to address chronic absenteeism. • Students need activities planned during times when their parents are more able to attend.

2. Need: Student Behavior • Students need to engage in challenging and rigorous lessons to meet learning targets. • Students need consistency in administrators collection of behavioral data. • Students need a consistent administrator for consistency with student learning and behavior. • Students need support on the bus to assist with behaviors reducing referrals. • Students need continued exposure and experience with positive school wide rewards and 17 proactive strategies that were

introduced in 15-16 impacting the referral and suspension data. • Students who receive referrals need individual instruction from an evidence based curriculum as a disciplinary action to

build their behavior skills and reduce their referrals. • Students need well planned highly effective lessons targeted to their skills and needs in order to increase their achievement

and growth which teachers address during PLCs, although more PLC time is needed to further address this need. • Students need activities planned during times when their parents are more able to attend.

3. Need: Student Growth • Students need to engage in challenging and rigorous lessons to meet learning targets. • Students need to increase growth to be comparable to their cohort of peers on SBA. • Students need well planned highly effective lessons targeted to their skills and needs in order to increase their achievement

and growth which teachers address during PLCs, although more PLC time is needed to further address this need. • Students need a consistent administrator for consistency with student learning and behavior. • Students need activities planned during times when their parents are more able to attend.

4. Need: Student Achievement • Students need to catch up to the state averages for ELA and Math. • Students need to engage in challenging and rigorous lessons to meet learning targets. • Students need well planned highly effective lessons targeted to their skills and needs in order to increase their achievement

and growth which teachers address during PLCs, although more pie time is needed to further address this need. • Students need a consistent administrator for consistency with student learning and behavior. • Students need activities planned during times when their parents are more able to attend.

Addressing Equity: SubGroup Identification


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

Here at Mountain View Elementary, 94% of our students come from free and reduced backgrounds. Subgroup data was used to create all enabling activities with the supporting interim measures of progress.


- - - - - - -

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

1. Wilma Roddy - Principal (Rtl-A and Rtl-B Team)

2. Debbie Collins - Vice Principal (Rtl-B Team)

3. Keala Iii - Vice Principal (Rtl-B Team)

4. Catherine Lott - Student Support Services (Rtl-A)

5. Mary Tamaru - Student Services Coordinator (Rtl-B Team)

6. Kainoa Arensdorf- Counselor (Rtl-B Team)

7.

8.

9.

10.

Responsible for implementation of the school's strategies and initiatives

I. Student Growth, Student Achievement, Student Attendance and

Student Behavior

2. Student Attendance and Student Behavior


4. Student Growth and Student Achievement



7.

8.

9.

10.



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 sel and achieve their a.'ipirations for the future.

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

X 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.

X Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

Outcome: By the end of three years. ~~-

Mountain View Elementary students will be at state average on SBA in the area of growth and achievement by school year 19-20. Students will

strive toward excellence by engaging in rigorous lessons that require

higher order thinking. In school year 19-20, students will be respectful

of each other demonstrating our values of respect (ho'ihi), responsibility

(kuleana), cooperation ()aulima), and pride (ha'aheo) leading to an

increase in positive school behavior. Student attendance will increase as

we focus on students coming to school daily, on time and ready to learn.

Mountain View Elementary students will 1) attend school reducing chronic absenteeism to 17% by the end of

school year 19-20 as measured by the state Strive HI Report.

2) increase their on task student behavior by reducing student

behavior referrals by 30% by the end of school year 19-20 as

measured by eCSSS reports . 3) demonstrate a percentile increase of30 in the area of student

growth by the end of school year 19-20 as measured by the state

Strive HI Report.

4) increase student achievement by 20% on school level diagnostic

assessments and benchmark assessments as well as on the

Smarter Balance Assessment in grades 3 - 5 by the end of school

Rationale:

During the school year 2015-2016, an On Site School Review was

conducted by School Synergy as well as a WASC self study. In the

reports, Mountain View Elementary School's area of focus is to

1) continue to seek ways to apply best instructional practices to facilitate

learning for all students

• 2Cl -The teacher through speech and action conveys high academic expectations of all students ;

• 2D 1 -At the beginning and throughout the lesson the teacher

ensures the students know the learning target;

• 2D2-1 -At the end of the lesson, the teacher reviews what the students should have learned;

• 2D2-2 -At the end of the lesson, students reflect on their progress toward the learning target;

• 2E 1 -Student engagement - hands-on, minds-on ; • 2E2 -The lesson calls for thinking from both the higher and

lowers orders of cognitive demand • 381- classroom based on-the-spot formative assessment

strategies

2) continue to develop and strengthen school-wide structures and

systems (implementation of Rtl-A and Rtl-B addressing academic and


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 year 19-20 as measured by the state Strive HI Report. behavioral needs of all students)

• develop and implement enrichment and interventions in column 6

of the pacing guide focusing on first on ELA and Math.

• improve attendance

At the center of an effective school, is a high-quality instructional

program focused on challenging and supportive teaching in order to meet

the needs of all students. High-quality formative assessments are among

the most powerful tools for improving both teaching and learning. John

Hattie reports formative assessment as the 3rd most powerful of all

instructional tools in accelerating and sustaining student achievement and

growth. Further, students who are most at risk for dropping out of school

include those who are chronically absent, have low reading skills, have

been suspended more than once, are identified for special education services, and are economically disadvantaged.

Mountain View Elementary is committed to addressing the identified

student needs in this academic plan contributing to students that are innovative lifelong learners striving toward excellence .



Planning Funding Interim Measures of Progress

Desired Outcome Source of *We selected to write School ART Funds Enabling Activities Define the relevant data used to regularly it as a SMART Goal (Indicate y ear(s) of tmp lementat ion Year(s) of Accountable (Check assess and monitor progress (Specific, Measurable, applicable m next column) Activity Lead(s)

Achievable, Relevant, boxes to Timely indicate source

of fu nds)

1. Allendance 1. Student Attendance I. a. b. c. 1. x WSF I.a. x Title I Tlte percentage of a. Students will improve their 2017-2018, a. Rtl-B Team 2017-2018, 2018-2019 , 2019-2020

2018-2019 , □ Title II K-5 Mountain View attendance by having Each measure of progress is to be reported □ Title Ill Elementary School administration, counselors, 2019-2020 on quarterly. □ IDEA students wlto are SAO, and or school social D Homeless 1. 1 00% of students' parents with chronically absent worker visit all students whose □ CTE children that have 2 and 3 absences will decrease from parents do not respond to 2 or D Other will be called by their classroom 27% to 24% by May more attendance conference □ NIA teacher within 1-3 days of being 2018 as measured by (in person, phone, written, absent as evidenced on the shared the Strive HI Dat" etc.) as noted in the attendance attendance spreadsheet that is Report, annually. plan. (There will be monthly reviewed every other week at PLC.

contact made with parents who 2. Students identified as having a will decrease from have children that are at risk of moderate risk of becoming 24 % to 20% by May being chronically absent.) chronically absent, 100% of their 2019 as measured by

parents will receive a nudge letter tl,e Strive HI Dau, signed by the principal ( created by Report, annually. the Rtl B team) stating the importance of attending school daily willdecreasefrom explaining the students' placement 20% to 17% by May in a mentor program as evidenced 2020 as measured by by the monthly attendance PRT data tlie Strive HI Data pull from LOS. Report, annually.

3. Students identified as having a high risk of becoming chronically absent, 100% of their parents will receive a 2nd nudge letter with Judge


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Nagata's letter as evidenced by the monthly attendance PRT data pull from LOS.

4. 100% of students' and families that do not attend the attendance conferences will receive a follow-up communication stating that they will receive a home visit as evidenced on the monthly attendance PRT data pull from LOS.

5. l 00% of students' and families that do not respond to the home visit may have a court petition filed in accordance with the state's truancy policy.

b.2017-2018,2018-2019,2019-2020 b. Students will improve their b. Rtl-B Team

1. All students' families will receive a attendance by staying healthy

synervoice initiated by the Rtl-8 through accessing the school

team in partnership with the ARPN clinic (APRN) for students and

in August at the same time the families within the guidelines

permission forms for APRN stipulated in the MOA.

services are sent home. 2 . All students whose families that did

not sign the permission form will receive another form and synervoice initiated by the Rtl-B team in partnership with the ARPN in October with a personal phone call by MYES faculty or staff.



2. Behavior Tlte number of Mountain View Elementary School students behavior referrals will decrease from 462 to 385 by May 2018 as measured by the total number of incidents i11p11tted illfoeCSSS annually.

will decrease fro m 106 to 95 by May

c. Students will improve their c. Rtl-8 Team C.

attendance by participating in 2017-2018 , 2018-2019, 2019-2020 PBIS systems including a 1. 100% of students will participate in school store, school wide a homeroom attendance token (blue) token system, reward system . They will earn I end-of-the-quarter award token for coming to school and l celebrations, quarterly awards, token for coming on time daily as incentives /rewards and more evident in the number of tokens they including once a semester earn. evening award ceremony. 2. Students with perfect attendance

and those with less than 5 absences will be recognized quarterly during a school day assembly and semesterly at an evening family night (Rtl B team) .

2. Student Behavior 2. a. b. c. d. 2. X WSF 2. e. f. X Title I a. Students will improve their a. Rtl-8 Team a. 2017- 2018, 2018-2019 , 2019-2020 2017-2018, □ Title II behavior by receiving regular l. l 00% of students will have the

□ Title Ill 2018-2019, movement activities opportunity to move throughout the □ IDEA 2019-2020 throughout the day ( eg. brain day engaging in quick activities □ Homeless gym , Go Noodle, meditation, such as brain gym, Go Noodle , □ CTE yoga etc .) D Other meditation, yoga, Second Step

exercises, stretches etc . as evident □ NIA through formative feedback, classroom walkthroughs and decrease in referrals .

b. 2017 -2018, 2018-2019, 2019-2020 1. l 00% of students will receive


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 2019 as measured by lessons in a Social Emotional tl,e total number of Curriculum weekly taught by their illciden/1 inputted teacher as evidenced by Rtl-B illtoeCSSS shared datasheets of the lessons

b. Students will improve their b. Rtl-B Team annually. shared at PLCs. behavior by receiving 2. 100% of students will be presented instruction in a will decrease from with PBIS expected school-wide research/evidence based social 95 to 86 by May behaviors across all school settings emotional program/curriculum 2020 as measured by within the first 2 weeks of school , (ie: Second Step, PBIS, 17 /1,e total number of quarterly. Each quarter teachers will Proactive Classroom incidents inp11tte1l focus on one Hawk value that Management Strategies, etc.) into eCSSS matches the Star of the Quarter at a Tier 1 classroom level. annually. (Respect, Pride, Cooperation,

Responsibility) as evidenced by shared datasheet in google drive.

3. 100% of students will be met and positively greeted at the door daily, as well as throughout the day, as evidenced by student interviews , student surveys (google forms or paper), formative feedback and walkthroughs.

4. During the year, students will receive from all adults on campus redirection, direct instruction

' interpersonal relationships etc. with 17 Proactive Classroom Management Strategies (17 PCMS) as described in the staff success section and evidenced by student interviews , student surveys (google forms or paper).

2018-2019, 2019-2020 1. During the year, students will


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 receive from all adults on campus redirection, direct instruction, interpersonal relationships etc. with 17 Proactive Classroom Management Strategies (17 PCMS) as described in the staff success section and evidenced by documentation of referrals, recess data, student interviews, student surveys (google forms or paper) .

2. 100% of students who are struggling with behavior at the tier 1 level will be added to the Rtl-8 heads up spreadsheet reviewed at PLC and shared out at leadership progress review.

3. All students in need will receive the Proximity control, Redirection strategy, Ongoing Monitoring, Prompt expected behavior, Teaching interaction (PROMPT) strategies as a tier 1 strategy as evidenced by formative feedback and walkthroughs.

c. 2017-2018, 2018-2019, 2019-2020

1. 100% of students identified at a tier 2 level, will receive an appropriately matched tier 2 program as defined in our Counseling Program (i.e.

c. Students in need of behavior c. Rtl-B Team check-in/check out, home-school reshaping will receive communication, small group instruction in a research/ Skills-Streaming , Coping Cat , and evidence based social Mind Up, etc .) as evidenced by our emotional program/


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 curriculum at the tier 2 and tier RtI-B tier 2 data sheets. 3 level. 2. 100% of students identified at a tier

3 level, will receive an appropriately matched tier 3 program as defined in our Counseling Program (Behavior Support Plan, SBBH Therapist, individual counseling , Ripple Effects etc.) as evidenced by tier 3 data sheets.

d. 2017-2018, 2018-2019, 2019-2020

1. 80% of students will respond positively to tier 1 strategies used schoolwide as evidenced by student behavioral data (whole school,

d. Students will improve their d. RtI-B Team grade level) .. behavior by receiving positive behavior interventions and supports (PBIS) strategies (ie tokens, 17 proactive strategies, school wide rewards, quarterly e. 2019-2020 assemblies during the school 1. 100% of students will receive a day, semesterly assemblies in well-rounded education via the evenings). evidence based instructional

practices that are engaging, as

e. Students will improve their behavior by receiving a well e. Rtl-B Team

evident by instructional schedules , formative feedback and

rounded education via walkthroughs (traits 2B 1-1, 2Cl ,

evidence based instructional 2F2 and 2El)

practices that are engaging.

Mountain View Elementary School Academic Plan Page I 15 Version #2 April 20, 20 I 8


3. Growth The percentage of Mountain View Elementary School students who are making growth in ELA and Math will increasefrom 41 to 49 in ELA and from 48 to 54 in Math by May 2018 as measured by the Strive HI Dllfll

Report, annually.

will increase in ELA from 3 7 to 45 and in Math 39 to 44 by May2019 as measured by the Strive HI Data Report, annually.

will increase from 45 to 50 and in Matt, 44 to 50 by May 2020 as measured by the Strive HI Data Report, annually.

3. Student Growth 3. a. b. c. d. 3. X WSF 3. e. f. X Title I a. Students will have a. Rtl-A Team a. 2017-2018, 2018-2019, 2019-2020 2017-2018, 0 Title II opportunities to build positive I. 100% of students will have the 0 Title Ill 2018-2019, relationships on campus with opportunity to build a positive □ IDEA 2019-2020 adults, peers, self and families. relationship with their teacher and D Homeless

other adults on campus through the □ CTE use of PBIS, 17 PCMS and D Other

□ NIA PROMPT as evidenced throughout the school day during formative feedback and walkthroughs.

b. 2017-2018 , 2018-2019, 2019-2020

l . As a result of teachers that use b. Students will receive poverty strategies (ie: Working

b. Rtl-A Team instruction from teachers who Memory Activities) during their are well versed and trained in daily instruction , 50% of students poverty strategies. assessed on DIBELS will move

from intensive at the beginning of the year to strategic or core , at the end of the year and 25% of students assessed on DIBELS will move from strategic at the beginning of the year to core.

C. 2017-2018, 2018-2019, 2019-2020

1. 100% of students will receive c. Admin instruction from highly qualified,

c. Students will receive licensed teachers in the areas they

instruction from teachers are teaching as evidenced by the

trained in all content areas in highly qualified school report.

order to support student growth in all subjects (not just ELA/Math) eg; Art, Social

Mountain View Elementary School Academic Plan Page I 16 Version #2 April 20,2018

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Studies, Music, Science, PE, Health, Second Steps, d. 2017-2018, 2018-2019, 2019-2020 Technology Literacy .

1. During tier 2, small groups of students identified as intensive and

d. Students will receive a group of strategic will be pulled d. Rtl-A Team deliberate, intentional, targeted for 10 to 20 minute rotations and strategic skill based addressing their skill deficits two to lessons during tier 2 and tier 3 three times a week in ELA while the increasing their growth. rest of the class completes lessons

on i-Ready or MobyMax (intensive and strategic) and enrichment ( core students) as evidenced on a shared tier 2 datasheet indicating skill/lesson and date.

2. 100% of students not making adequate growth will be placed in a tier 3 group receiving instruction targeted to their skill deficits in ELA as evidenced on a shared tier 3 data sheet indicating skill/lesson and date.

3. 100% of IDEA identified students not making adequate growth will receive intensive small group instruction to target their skill deficits in ELA as evidenced by their SDI data sheets.

e. 2017-2018, 2018-2019, 2019-2020

1. I 00% of students will receive interventions and enrichments during core instruction as evidenced

e. Students will receive e. Rtl-A Team on formative feedback, interventions and enrichments

walkthroughs (traits 2B2-1 and


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 during core instruction aligned 2B2-2) and/or student growth to their common core during progress monitoring, CF As curriculum lessons from and PLC discussions around Stepping Stones and Reading growth. Wonders, increasing their 2018-2019, 2019-2020 growth. 1. All students identified using the the

current Rtl-A program for students who are identified as Honors will receive enrichment as evidenced by the spreadsheet shared out monthly review during leadership.

f. 2017-2018, 2018-2019, 2019-2020

1. 100% of students will reflect on f. Rtl-A Team their progress toward the learning f. Throughout the lesson

target (2D2-2) during all students will reflect on their instructional times as observed progress toward the learning during formative feedback, target (OSSR trait 202-2) to walkthroughs as well as student increase their growth. growth during progress monitoring , CF As and PLC discussions around growth.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 4. Achievement TJ,e percentage of Mountain View Elementary School students who are ELA proficient will increase from 41 % to 51% and Math proficient will increase from 40% to 50% by May 2018 as measured by the Strive HI Data Report, annually.

ELA proficient will increase from 38% to 45% and Math proficient will increasefrom 37 % to 44% by May 2019 as measured by the Strive HJ Data Report, annually.

ELA proficient will increase from 45% to 52% and Math proficient will increase from 44 % to 51% by May 2020 as measured by the Strive HI Data Report, annually.

4. Student Achievement 4. a. b. c. d. 4. X WSF 4.

a. Students will receive instruction that provides access, challenge ( enrichment), and support (interventions) for all in core, tier 2, and tier 3 during school days,afterschooland intercessions, including summer breaks.

e. f. 2017-2018, 2018-2019, 2019-2020

a. Rtl-A Team X Title I □ Title II □ Title Ill □ IDEA D Homeless □ CTE D Other □ NIA

a. 2017 -2018, 2018-2019, 2019-2020

l. During core, 100% of students will be offered

a. enrichment (trait 282-1) b. on the spot interventions

(3B1)

as evidenced in formative feedback walkthrough data.

2. During tier 2, I 00% of students based on data from DIBELS , MobyMax and i-Ready benchmark assessments, will receive small group instruction on specific needed skills as evidenced by the tier 2 spreadsheet noting date and skit I/lesson.

3. To encourage goal setting behavior in all students using i-Ready or MobyMax in grades 2-5 will record their i-Ready lessons logging their lessons title/# and score, and have them initialed by staff as evidenced by recordsheets, walkthroughs and formative feedback.

4. During tier 3, 100% of identified students based on data from DIBELS, MobyMax and i-Ready benchmark assessments, as well as progress monitoring, showing no to low growth, will receive small group instruction on specific skill deficits in addition to core and tier 2, as evidenced by Rtl-A tier 3


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 spreadsheet , noting skill/lesson and date.

b. Students will receive b. Rtl-A Team b. 2017-2018, 2018-2019

instruction that is 1. I 00% of students will be offered culture-based, place based and lessons that are connected to project-based connecting culture-based, place based and academics to their world. project-based lessons connecting

academics to their world throughout the year as evidenced by formative feedback and walkthroughs (connection opportunity examples: field trips , Reading Wonders projects , Science, Social Studies, Math, etc.)

2. 100% of students will have the opportunity to participate in one Hawai'i culture-based huaka'i (field trip) connected to a Reading Wonders unit along with any other connected subject area as evidenced by student work and/or CF A to Summati ve assessments (i.e. writing assessment, comprehension etc.)

2019-2020

1. 100% of students will have the opportunity to participate in one Hawai ' i culture-based huaka ' i (field trip) connected to a Reading Wonders unit along with any other connected subject area as evidenced by student work and/or CF A to Summativ e assessm ents (i.e. writing



assessment, comprehension etc.)

c. Students will have the opportunity to participate in Arts/Music programs as well as receive a curriculum that includes all areas of learning (ARTS/Music, PE, etc.) that are high quality in order to help bridge the gaps in achievement by supporting processing /spatial reasoning skills and reaching a variety of learners.

c. Rtl-A Team C. 2018-2019,2019-2020

I. I 00% of students will have the opportunity to participate in subjects areas of learning documented on each teacher's instructional schedule

a. Art b. Music C. PE

as observed during formative feedback and walkthroughs.

2. 100% of students participating in Art, Music and PE will receive high quality instruction as evidenced by student performances, displays , student work and walkthroughs



Goal 2: Staff Success. Mountain View Elementary has a high-performing culture where employees have the training, support and professional development ,... to contribute effectively to student success.

Mountain View Elementary staff will support MYES students to reach Mountain View Elementary school staff is committed to addressing the

the outcome stated above in student success. identified student needs in this academic plan contributing to students

that are innovative lifelong learners striving toward excellence.

Desired Outcome

1. Attendance The percentage of Mountain View Elementary School students wl,o are c/1ronica/ly absent will decrease from 27% to 24% by May 2018 as measured by the Strive HI Dllta Report, annually.

will decrease from 24% to 20% by Mll)' 2019 as measured

Enabling Activities (Indicate year(s ) of implementation

in next column)

1. Student Attendance a. Staff will refer to the current attendance policy and homeroom teachers will log their calls to students' parents/ guardians at absence 2 and 3 asking how the student in their classroom is doing, expressing that they are missed at school and support students by participating in conferences with their parents.

Source of Funds

School Year(s) of

Activity

ART Accountable

Lead(s)

(Check applicable boxes to indicate

Define the relevant data used to regularly assess and monitor progress

source of J imds)

1. a. b. c. 1. X WSF I.a. 2017-2018, 2018-2019. 2019-2020

a. Rtl-B Team X Title I 0 Title II D Title Ill

2017 -2018, 2018 -2019 , 2019-2020

Each measure of progress is to be reported on quarterly.

0 IDEA 1. All Staff will support students with D the interim measures of progress Homeless stated in the student success section □ CTE where relevant . □ Other 2. All Staff will support students with □ NIA the interim measures of progress

stated in the student success section where relevant.

3. All Staff will support students with the interim measures of progress stated in the student success section


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 by tlte Strive HJ where relevant. Data Report, 4. All Staff will support students with annually. the interim measures of progress

stated in the student success section will decrease from where relevant. 20% to 17% by May 5. All Staff will support students with 2020 as measured the interim measures of progress by the Strive HI stated in the student success section Data Report, where relevant. annually.

b. b. Staff will encourage all

2017-2018, 2018-2019, 2019-2020 students to fill out the APRN permission form, track those that I. The MYES faculty and staff will be tum it in and call debriefed on APRN services during parents/guardians of homeroom the first quarter. students who do not return the 2. In October, the RtI-B team in signed permission form. partnership with the APRN will

provide a list to MYES faculty/staff of I 00% of families that need to be called . Call date, action , notes will be logged on the Rtl-8 attendance spreadsheet and shared at monthly leadership progress review .

3. Rtl-B team will share percentage of students that are signed up for these services recorded & utilized on a spreadsheet and shared at monthly leadership progress review.

4. Rtl-8 team will share percentage of use for all students that are signed up who are chronically absent (more than 6 absences by the end of the first quarter), will record data on a spreadsheet and share monthly


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 beginning in the 2nd quarter at

b. Rtl-B Team monthly leadership progress review.

c.2017-2018, 2018-2019, 2019-2020 c. Rtl-B Team

c. Staff (Rtl-B team, PBIS 1. All Staff will support students by committee etc.) will plan and providing tokens to students for prepare for the school store/ coming to school (1 token) and rewards, school wide token coming to school on time ( I system, end of the quarter award additional token). celebrations, quarterly awards, 2. All Staff will support students by incentives/rewards and more recognizing students who have had including once a semi-annual perfect attendance and who have had evening award ceremony . less than 5 absences.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 2. Behavior 2. Student Behavior 2. a. b. c. d. 2. X WSF TJ,e percentage of a. Staff will provide students e. f. X Title I a. Rtl-B Team Mountain View with regular movement activities 2017-2018, 0 Title II Elementary Scltool throughout the day (ie brain 2018-2019, □ Title

HI students behavior gym, Go Noodle, meditation, 2019-2020 0 IDEA referrals will yoga etc).

decrease from 462 □ Homeless to 385 by May 20/8 □ CTE as measured by tlte 0 Other total 1111mber of □ NIA incitlents i11p11tte1/

intoeCSSS annually.

will decrease from b. All Staff on campus will use b. Rtl-B Team 106 to 95 by May the strategies from a

2019 as measure,/ research/evidence based social by the total number emotional program/curriculum of incidents (ie: Second Step, PBIS, 17 inputte,I into eCSSS Proactive Classroom annually. Management Strategies, etc.) at

a Tier 1 level. will decrease from 95 to 86 by May 2020 as measured by tl1e total number of incidents inputted into eCSSS annually.

2.

a. 2017-2018, 2018-2019, 2019-2020

1. All Staff will provide students with opportunities for regular movement activities throughout the day (ie brain gym, Go Noodle, meditation, yoga etc). as evident through formative feedback, classroom walkthroughs and decrease in referrals.

b. 2017-2018,2018-2019,2019-2020

1-2. All Staff will support students with the interim measures of progress stated in the student success section where relevant.

3. During the school year, staff will use a few of the following 17 Proactive Classroom Management Strategies ( 17 PCMS) with students demonstrated during formative feedbacks and walkthroughs .

4. During the year , staff will provide all students on campus redirection, direct instruction, interpersonal relationships etc. with 17 Proactive Classroom Management Strategies (17 PCMS) or PBIS strategies.

2018-2019 , 2019-2020

I .During the year, students will receive from all adults on campus redirection, direct instruction, interpersonal relationships etc.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 with 17 Proactive Classroom Management Strategies (17 PCMS) as described in the student success section and evidenced by documentation of referrals, recess data, student interviews, student surveys (google forms or paper).

2.100% of teachers will add students who are struggling with behavior at the tier I level to the Rtl-B heads up spreadsheet reviewed at PLC and shared out at leadership progress review. 3. 100% of staff will practice Proximity control, Redirection strategy, Ongoing Monitoring, Prompt expected behavior, Teaching interaction (PROMPT) strategies as a tier 1 strategy as evidenced by formative feedback and walkthroughs.

c. Staff delivering tier 2 and tier c. Rtl-B Team c. 2017-20 I 8, 2018-2019, 2019-2020 3 interventions, will use

1. 100% of staff delivering services at a strategies from a research/ tier 2 level, will provide an evidence based social emotional appropriately matched tier 2 program program/ curriculum. as defined in our Counseling Program (i.e. check-in/check out, home-school communication , small group Skills-Streaming , Coping Cat, and Mind Up, etc.) as evidenced by our Rtl-B tier 2 data sheets.

2. 100% of staff delivering services at a tier 3 level, will receive an appropriately matched tier 3 program as defined in our Counseling Program (Behavior Support Plan, SBBH Therapist, individual



counseling, Ripple Effects etc.) as evidenced by tier 3 data sheets.

d. All Staff on campus will d. Rtl-B Team

improve student behavior by d.2017-2018,2018-2019,2019-2020 providing students with positive

1. All staff will provide tier 1 PBIS behavior interventions and strategies to all students school wide supports (PBIS) strategies (ie on a daily basis and will reward tokens, 17 proactive strategies, students quarterly at assemblies. school store/ rewards, quarterly

assemblies during the school day, semesterly assemblies in the evenings, family nights).

e. Staff will provide all students e. Rtl-8 Team opportunities to improve their e. 2019-2020

behavior by providing a well 1. All staff will provide 100% of rounded education via evidence students with a well-rounded based instructional practices that education via evidence based are engagmg. instructional practices that are

engaging, as evident by instructional schedules, formative feedback and walkthroughs (traits 2B 1-1, 2C I, 2F2 and 2El)



3. Growth The percentage of Mountain View Elementary School students who are making growth in ELA and Math will increase from 41 to 49 in ELA and from 48 to 54 in Math by May 2018 as measured by the Strive HI Data Report, annually.

will increase in ELA from 37 to 45 and in Math 39 to 44 by May 2019 as measured by the Strive HI Data Report, annually.

will increase from 45 to 50 and in Math 44 to 50 by May2020 as measured by the Strive HI Data Report, annually.

Growth 3. a. b. c. d. 3. X WSF 3. X Title I a. Staff will have the skills and e. f. a. All staff a. 2017-2018, 2018-2019 , 2019-2020. □ Title II 2017-2018, opportunities to build positive 1. All teachers will build positive □ Title 2018-2019, relationships on campus with Ill relationships with their students and

2019-2020 students, staff, self and families. other students on campus through the □ IDEA use of PBIS, 17 PCMS and □ PROMPT as evidenced throughout Homeless the school day during formative □ CTE

D Other feedback and walkthroughs as well □ NIA as student growth during progress

monitoring, CF As and PLC discussions around growth.

b. 2017-2018, 2018-2019, 2019-2020 b. Staff will use poverty b. All staff

strategies in their daily 1. All teachers will use poverty instruction. strategies (ie: Working Memory

Activities) during their daily instruction, to move 50% of students assessed on DIBELS from intensive at the beginning of the year to strategic or core, at the end of the year and 25% of students assessed on DIBELS will move from strategic at the beginning of the year to core.

C. 2017-2018,2018-2019,20]9-2020 c. All staff c. Staff will teach in all content 1. All staff across campus will maintain areas in order to support student

their certificate and licenses as growth in all subjects (not just required by the Hawai'i Department ELA/Math) eg~ Art, Social of Education. Studies, Music, Science, PE,

Health, Second Steps, Technology Literacy.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 d. Staff will address students' d. All staff d.2017-2018,2018-2019,2019-2020 tier 2 and tier 3 identified skills 1. During Tier 2, teachers will work and needs using instruction that with small groups of students is deliberate, intentional, identified as intensive and a group of targeted and strategic. strategic will be pulled for 10 to 20

minute rotations addressing their skill deficits two to three times a week in ELA while the rest of the class completes lessons on i-Ready or MobyMax (intensive and strategic) and enrichment ( core students) as evidenced on a shared tier 2 datasheet indicating skill/lesson and date.

2. PTT/PPT Staff working with Tier 3 students to provide instruction targeted to their skill deficits in ELA as evidenced on a shared tier 3 data sheet indicating skill/lesson and date.

3. All special education teachers of IDEA identified students not making adequate growth will provide intensive small group instruction to target their skill deficits in ELA as evidenced by their SDI data sheets.

e. All staff e.2018-2019,2019-2020 e. Staff will provide students with interventions and 1. During PLC and planning times, enrichments during core teachers will prepare for students instruction aligned to their (identified by data from CF As and common core curriculum lessons data collected from on the spot from Stepping Stones and formative assessments (3B I) who Reading Wonders. need interventions and enrichments

when receiving instruction on


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Reading Wonders and Stepping Stones, as evidenced by formative feedback and walkthroughs (traits 2B2-1 and 2B2-2) and student growth on iReady, MobyMax, OIBELS, and SBA

2019-2020

1. Rtl-A team will revisit the current Rtl-A programs editing as needed and adding instruction/intervention for students who are identified as Honors as evidenced by the status of those programs that is shared out at monthly leadership progress review.

f. 2017-2018, 2018-2019, 2019-2020

f. Staff will ask students to f. All staff 1. Staff will have 100% of students reflect on their progress toward reflect on their progress toward the the learning target (OSSR trait learning target (202-2) during all 202-2) to increase their growth. instructional times as observed

during formative feedback, walkthroughs as well as student growth during progress monitoring, CF As and PLC discussions around growth.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 4. Achievement TJ,e percentage of Mountain View Elementary Sc/100/ students who are ELA proficient will increase from 41% to 51% and Mat!, proficient will increasefrom 40% to50% byMay 2018 as measured by the Strive HI Datll Report, annually.

ELA proficient will increase from 38% to 45% and Mat!, proficient will increase from 3 7% to 44% by May 2019 as measured by tl,e Strive HI Data Report, annually.

ELA proficient will increase from 45% to 51% and Matlt proficient will increase from 44% to 51% by May 2020 as measured by the Strive HI Data Report, annually.

4. Achievement 4. a. b. c. d. 4. X WSF e. f. X Title I a. Staff will provide students a. Rtl-A

with instruction that provides 2017-2018, □ Title II

access, challenge (enrichment), 2018-2019, □ Title III and support (interventions) for 2019-2020 □ IDEA all in core, tier 2, and tier 3 □ during school days, after school Homeless

and intercessions, including □ CTE

summer breaks. □ Other □ NIA

b. Staff will provide students b. Rtl-A with instruction that is culture-based, place based and project-based connecting academics to their world.

C. Rtl-A

c. Staff will provide students with Arts/Music programs that includes a curriculum in all areas

4.

a. 2017-2018, 2018-2019, 2019-2020

1. All Staff will support students by providing access, cha! lenge (enrichment) and support (intervention) for all students in core, Tier 2 and Tier 3 as evidenced by PLC agenda discussion and formative feedback data .

b. 2017-2018, 2018-2019, 2019-2020

1. All Staff will support students by providing lessons that are culture-based , placed-based and/or project-based lessons connecting academics to their world throughout the year as evidenced by formative feedback and walkthroughs ( connection opportunity examples: field trips, Reading Wonders projects, Science, Social Studies, Math, etc.)

2. All staff will support students by providing the opportunity to participate in one Hawai'i culture-based huaka'i (field trip) connected to a Reading Wonders unit along with any other connected subject area as evidenced by student work and/or CF A to Summative assessments (i.e. writing assessment , comprehension etc .)

c. 2018-2019 , 2019-2020

1.100% of teachers will provide the opportunity to students to participate in subjects areas of learning documented on


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 of learning (ARTS/Music, PE, each teacher's instructional schedule

etc.). a. Art b. Music C. PE

2. 100% of teachers will provide high qualit y instruction in Art, Music and PE as evidenced by student performances, displays , student work and walkthroughs.

Goal 3: Successful Systems of Support. The system and culture of Mountain View Elementary works to effectively organize financial, human, and community resources in suooort of student success.

tiNiih::ii Mountain View Elementary systems will support staff and students to Mountain View Elementary school is committed to addressing

reach the outcome stated above in student success. schoolwide systems that address student needs in this academic plan

contributing to students that are innovative lifelong learners striving

toward excellence.

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

Desired Outcome (Indicate yea r(s) of impleme ntation Year(s) of Accountable (Check assess and monitor progress applicable boxes

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

of f unds)


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 1. Attendance Tlte percentage of Mountain View Elementary Sc/tool students wlto are cltronical/y absent will decrease from 33% to 24% by May 2018 as measured by tl,e Strive HJ Data Report, annually.

willdecreasefrom 24% to 20% by May 2019 as measured by the Strive HI Data Report, annually.

will decrease from 20% to 17% by May 2020 as measured by tl,e Strive HI Data Report, annually.

1. Student Attendance 1. a. b. I. X WSF 1. a. Using the State's attendance 2017-2018, X Title I a. 2017-2018, 2018-2019, 2019-2020 a. Rtl-B policy, the MVES School 2018-2019, □ Title II

l. All systems will support students Attendance Plan will be 2019-2020 □ Title Ill

with the interim measures of implemented by the Rtl B team □ IDEA

progress stated in the student D Homeless including evidence based success section where relevant. □ CTE practices.

D Other 2018-2019, 2019-2020 □ NIA l. The Rtl-B & Attendance teams will

implement the attendance plan (revised in SY 17-18), sharing progress, number of students serviced each month and interventions used as evidenced by the monthly attendance PRT data pull from LOS.

2. The attendance team will revise the Mentor Program

3. The attendance team will develop a Truancy program.

b. Rtl-B

b.2017-2018,2018-2019,2019-2020 b. A faculty meeting at the

1. All systems will support students beginning of the year will cover with the interim measures of information regarding the progress stated in the student school clinic, permission forms success section where relevant. and attendance data related to

those that use the school clinic.



2. Behavior 2. Student Behavior 2. a. b. c. d. 2. X WSF

The percentage of a. PD on movement activities e. a. Rtl-B X Title I

Mountain View where appropriate will occur as 2017-2018, □ Title II

Elementary School needed throughout the school 2018-2019, □ Title Ill

students behavior referrals will

year. 2019-2020 □ IDEA D Homeless

decrease from 462 to 385 by May 2018 as measured by the

□ CTE D Other □ NIA

total number of incitle11ts inputted i11toeCSSS annually.

will decrease from 196 to 95 by May 2019 as measi,red bJ· b. PD will be provided on b. Rtl-B

tlte total number of Second Step, PBIS, 17 i11cide11ts inputted Proactive Classroom i11toeCSSS Management Strategies and annually. other research/ evidence based

social emotional will decrease from program/curriculum will occur 95 to 86 by May on an as needed basis 2020 as measured by throughout the school year. the total number of i11citle11ts inputted into eCSSS annually. c. PD for staff delivering tier 2 C. Rtl-B

and tier 3 interventions, in a research/ evidence based social emotional program/ curriculum will be provided.

d. PD for all staff on campus in d. Rtl-B

2 .

a. 2017-2018, 2018-2019, 2019-2020

1. Professional Developments (PDs) will support students with the interim measures of progress stated in the student success section where relevant.

2018-2019, 2019-2020

l. Professional Developments (PDs) will support students with the interim measures of progress stated in the student success section where relevant.

b. 2017-2018,2018-2019 , 2019-2020

1-4. Professional Developments (PDs) will support students with the interim measures of progress stated in the student success section where relevant.

2018-2019, 2019-2020

1-3. Professional Developments (PDs) will support students with the interim measures of progress stated in the student success section where relevant.

c.2017-2018,2018-2019, 2019-2020

1. PD will be provided for staff identified to deliver tier 2 and tier 3 intervention as needed .

d. 2017-2018, 2018-2019 ,2 019-2020

1. All staff across campus will receive



3. Growth TJ,e percentage of Mountain View Elementary School students who are making growtlt in ELA and MaJh will increase from 41 to 49 in ELA and from 48 to 54 in Math by May2018 as measured by the Strive HI Data Report, annually.

positive behavior interventions PD on schoolwide tier I strategies and supports (PBIS) strategies to use with students decreasing (ie tokens, 17 proactive their incident referrals as evidenced strategies, school store, by walkthroughs, feedback, quarterly assemblies during the surveys, referrals , etc. school day, semesterly assemblies in the evenings, family nights) will be provided.

e. 2019-2020 e. Rtl-B e. PD for staff in the area of 1. PD will be provided during a

providing a well rounded, faculty meeting for all staff on engaging education using evidence based instructional evidence based instructional practices that are engaging with practices. follow up connections made

throughout the year to curriculum , daily lessons as evidenced by formative feedback and walkthroughs (traits 2B 1-1, 2C 1, 2F2 and 2E 1 ).

3. Growth 3. a. b. c. d. 3. X WSF 3. e. f. X Title I a. PD will be delivered to all a. a. 2017-2018, 2018-2019 , 2019-2020

staff to develop skills and 2017-2018, Rtl-A/Rtl-B □ Title II 1. All staff will receive PD on □ Title Ill highlight opportunities to build 2018-2019,

effective strategies (PBIS, 17 □ IDEA positive relationships on 2019-2020 PCMS and PROMPT) to build D Homeless

campus with students, staff, self positive relationships with their □ CTE and families. D Other students and other students on

□ NIA campus as evidenced by PD opportunities /faculty meeting topics sheet.

b. Rtl-A b. 2017-2018 , 2018-2019 , 2019-2020 b. PD for all staff across campus on poverty strategies I. PD will be provided to all staff will be provided and reinforced across campus on poverty


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 will increase in ELA throughout the year. strategies; what they are, when to

from 37 to 45 and in use them, how to use them and how

Mat/1 39 to 44 by to support student growth because

May2019 as of these strategies as evidenced by

measured by the PD agendas and by an increase

Strive HI Data school wide SBA growth by 8

Report, annually. points in ELA and 5 points in Math by May of 2019, and by 5 points in

will increase from ELA and 6 points in Math, by May

45 to 50 and in of 2020. Mat!, 44 to 50 by May 2020 as c. PD for staff will be provided c.2017-2018,2018-2019,2019-2020 measured by the as needed in identified content C. Rtl-A

1. PD as needed (see section 3c in Strive HI Data areas of need.

student success) to have highly Report, annually.

qualified, licensed teachers in the areas they are teaching as evidenced by the highly qualified school report.

d. Time (PLCs, Faculty, d. 2017-2018, 2018-2019, 2019-2020 d. Rtl-A

Planning) will be provided to l. During PL Cs and faculty, teachers address students' tier 2 and tier will be provided time to look at 3 needs ensuring lessons are data and determine needs. Teachers deliberate, intentional, targeted will be provided time to plan for and strategic . pulling identified students for 10 to

20 minute rotations addressing their skill deficits two to three times a week in ELA while the rest of the class completes lessons on i-Ready or MobyMax (intensive and strategic) and enrichment (core students) as evidenced on a shared tier 2 datasheet indicating


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 skill/lesson and date.

2. Time in PLC will be provided to look at students not making adequate growth in ELA to determine Tier 3 groups and needs as evidenced by PLC agendas and Tier 3 lesson collection sheet.

3. I 00% of IDEA identified students not making adequate growth will receive intensive small group instruction to target their skill deficits in ELA as evidenced by their SDI data sheets.

e. 2018-2019, 2019-2020

e. Time in PLC and personnel e. Rtl-A 1. Time and personnel will be will be provided to plan and provided for tier 3 services 10 to 15 implement effective minutes 3x a week for grades K-2 interventions and enrichments in ELA, 10 to 15 minutes 2x a to use during core instruction week in Math and IO to 20 minutes aligned to common core 2x a week in both ELA and Math curriculum lessons from for grades 3-5 as indicated on the Stepping Stones and Reading tier 3 spreadsheet shared during Wonders. PLC and at monthly leadership

progress review.

f. 2017-2018, 2018-2019, 2019-2020

1. Professional Developments (PDs) f. PD will be provided to staff f. Rtl-A for staff will support them to in need of developing the

provide 100% of students reflection practice where students reflect


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 on their progress toward the learning target (OSSR trait 202-2) to increase their growth .

4. Achievement 4 . Student Achievement 4. a. b. c. d. 4. X WSF X Title I e. The percentage of a. PD will be provided for staff a. Rtl-A

2017-2018, □ Title II Mountain View in need of developing /delivering □ Title Ill Elementary School 2018-2019, instruction for students that □ IDEA 2019-2020 students who are provides access, challenge D Homeless ELA proficient will (enrichment), and support □ CTE increase from 41 % (interventions) for all in core, D Other

to 51% and Mat!, tier 2, and tier 3 instruction will □ NIA proficient will occur during school days, after increase from 40% school and intercessions, to50% byMay including summer breaks . 2018 as measured by the Strive HI Dat" Report, annually.

ELA proficient will increase from 38% to 45% and Mat/, proficient will increase from 3 7% to 44% by May 2019

b. Rtl-A as measured by tlte Strive HI Data Report , annually.

ELA proficient will increase from 45% to 52% and Math

C. Rtl-A proficient will increase from 44% to 51% by May 2020

on their progress toward the learning target (202 -2) during all instructional times.

4 .

a . 2017-2018, 2018-2019, 2019-2020

1. PD will be provided for staff in need of developing /delivering instruction for students that provides access, challenge (enrichment), and support (interventions) for all in core, tier 2, and tier 3 instruction as evidenced by PLC and faculty meeting agendas.

2. PD will be provided and work time will be given to teachers to learn how to use programs and data to review data from DIBELS and iReady (and/or MobyMax) benchmarks and progress monitoring to help teachers create materials that are DITS (deliberate, intentional, targeted and strategic) based off of student data on how to provide small group instruction as evidenced by Tier 2 spreadsheets noting date and skill/lesson.

3. PD and time will be provided to teachers in PLC to understand the reason to encourage goal setting behavior in all students using i-Ready or MobyMax in grades 2-5 will record their i-Ready lessons logging their lessons title/# and score, and have them initialed by staff as evidenced by PLC agendas.


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 as met1s11red by the Strive HI Dllta 4. PD for tutors will be provided to help Report, annually. them provide quality Tier 3 instruction

around using small groups and "the Rule of 3 plus fluency" during tier 3, as evidenced by PD agendas and tutors schedules noting time to work with coach.

2019-2020

1. PD will be provided for teachers instructing honors (students who are core, and at least two grade levels above in either or both ELA and Math based on DIBELS and i-Ready Benchmark assessments and are receiving core instruction in those content areas from the next higher grade level), as evidenced by PD sign in sheets.

b. PD will be provided for staff b. 2017-2018, 2018-2019, 2019-2020 in need of developing/delivering 1. Time will be provided to staff in order instruction for students that is for students to be offered lessons that are culture-based, place based and connected to culture-based, place based project-based connecting and project-based lessons connecting academics to their world. academics to their world throughout the year as evidenced by PD, PLC and faculty meeting agendas . (connection opportunity examples: field trips, Reading Wonders projects, Science, Social Studies, Math, etc.)

2. Time will be provided to staff in order for students to be given the opportunity to participate in one Hawai'i culture-based huaka'i (field trip) connected to a Reading


Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020 Wonders unit along with any other connected subject area as evidenced by PD, PLC and faculty meeting agendas.

c. PD will be provided for staff c.2018-2019 , 2019-2020 in need of developing /delivering

curriculum in all areas of I .Time and PD will be provided to learning (ARTS/Music, PE, teachers in order to develop and deliver

etc.). curriculum to students to participate in subjects areas of learning in art, music and PD as evidenced by PLC and faculty meeting agendas

2. Time and PD will be provided to teachers in need of developing /delivering high quality instruction/curriculum in Art, Music and PE as evidenced by student performances , displays, student work and formative feedback .


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