three-year academic plan 2017-2020 · according to sy 2015-16 data, 16% and sy 2016-17 data 13% and...

Three-Year Academic Plan 1 ., 2017-2020

PU'OHALA ELEMENTARY SCHOOL

45-233 Kulauli St. Kane'ohe, Hawai'i 967 44

(808) 305-5900 http://puohala.k12.hi.us /

Submitted by: Makala Pa'akaula , Date

/ ~~/2---- -· May10,2019

Approved by: Matthew Ho Date

May10,2019 C.ii-

http://puohala.k12.hi.us

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

,Where are _we,now? 1. Need: Rtl Academic System

2. Need: Rtl Behavior System

3. Need: HLIP Supports (i.e. lack of resources, curriculum, text, assessment, common teacher training, and collaborative / like mindsets)

4. Need: Low Parent Involvement

,Addressing ;Equity: Sub . <.;roup Identification In order to address equity, list the targeted sub group(s) and their identified needs . **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs.

• Low SES: o English Language Arts: 24% proficient SY17-18 35% proficient o Math: 20% proficient SY 17-18-20% proficient

• SPED: o English Language Arts: 0% proficient SY17-18 0% proficient o Math: 8% proficient SY17-18-0% proficient

• · Hawaiian Language Immersion (Gr. 3-4): o Hawaiian Language Arts: 11 % proficient o Math: 14% proficient

Name and Title of ART Team Accountable Lead Responsible for implementation of the school's strategies and initiatives

1. Summer Sakai/Makala Pa'akaula 1. Rtl - Academic

2. School Counselor 2. Rtl - Behavioral

3. Makala Pa'akaula 3. HLIP Supports

4. Carol Pa'ao'ao 4. Parent Involvement

PO'ohala Elementary Academic Plan I I Version 1 I 04.05.2019


Outcome: By the end of three years,

Goal 1 Outcome: Student Success

At the end of SY 2019-20,

• There will be an effective academic and

behavioral RTI system in place that

addresses the Tier 1, 2 and 3 social,

emotional, and academic learning needs

of all students.

• There will be a vertically aligned Hawaiian Language Immersion Program (HLIP) that identifies its priority areas and begins to develop plans to address the specific needs of the program.

o KAEO (Kaiapuni Assessment of Educational Objectives) Targets :

■ Gr. 3 HLA Proficiency : 20% ■ Gr. 3 Math Proficiency: 30% ■ Gr. 4 HLA Proficiency: 20% ■ Gr. 4 Math Proficiency: 25%

• There is an increa se in the amount of parents who attend/participate in parent involvement activities that support their children's academic growth and learning .

Rationale:

Goal 1 Rational: Student Success

According to our Comprehensive Needs Assessment, an analysis of the data

showed that,

• It is important to create proactive and responsive systems of support

and monitoring, such as a comprehensive Rtl system to address

individual student needs for academics and behavior.

• It is important to identify and address the unique needs of the

Hawaiian language immersion program through an individual

comprehensive -needs assessment which will then drive the academic

focus in curriculum , instruction , and assessment, including oral

language proficiency and acquisition. This will help teach ers to align

and target their instruction to address the specific learning needs of

Hawaiian language immersion students.

• There is a need to provide opportunities to include all parents/'ohana

in the learning process so that students' learning opportunities can be

extended beyond the school day through training to supporUensure

students' academic success.

Pu'ohala Elementary Academic Plan I I Version 1 I 04.05.2019


Statewide Student Success Indicator Rationale: Outcomes: By the end of three years,

SY 2017-2018 SY 2015-2016 (Baseline Data) Data

Chronic Absenteeism 16% 18%

School Climate 92% 68%

Inclusion Rate 39% 30%

Third Grade Literacy 26% 32%

Academic Achievement -31% 38%

ELA Proficiency

Academic Achievement - 24% 23% Math Proficiency

-Academic Achievement -

22% 34% Science Proficiency

Achievement Gap - ELA 25% 27%

Achievement Gap - Math 15% 22%

SY 2018-2019 SY 2019-2020 Targets Targets

12% 9%

94% 95%

47% 51%

38% 44%

47% 56%

40% 49%

36% 43%

17% 13%

11% 8%

Pu'ohala Elementary Academic Plan I 1 Version 1 I 04.05.2019


• Chronic Absenteeism: Nine percent of full academic year (FAY) students will have no more than 15 absences as measured by the Longitudinal Data System (LOS).

School Climate: Ninety-five percent of • students report a positive school climate as measured by the safety dimension of the School Quality Survey (SQS).

Inclusion Rate: Fifty-one percent of students • receiving special education services will be in general education classes for 80 percent or more of the school day as evidenced by eCSSS

• Third Grade Literacy: Forty-four percent of 3rd graders demonstrate reading proficiency "At or Near" or "Above" grade-level expectations as measured by the Smarter Balanced Assessment (reading claim).

• According to SY 2015-16 data, 16% and SY 2016-17 data 13% and SY 17-18 data 18% of P0'ohala Elementary School students were chronically absent. Our three year goal is to decrease our percentage of students who are chronically absent by 7% as student attendance is a powerful predictor of student success, even accounting for other factors such as prior academic preparation and poverty. As further stated in the Strategic Plan, students need to be in school to achieve/grow and the habit of "showing up" is an important life skill.

• To support these outcomes, changes in the school's attendance program, supports and personnel coupled with the implementation of a new incentive program will support school-wide attendance and communicate the importance of daily attendance to students.

• According to SY 2015-16 data, 92% and SY 2016-17 data 86% and SY 17-18 data 68% of P0'i5hala Elementary School students reported a positive climate as measured by the safety dimension of the School Quality Survey (SQS) . Our three year goal is to increase the amount of students who report a positive school climate on the safety dimension of the SQS by 3%, as students' sense of safety in school is important for maintaining relationships, desire to come to school, and basic need to feel safe so they can focus on academics .

• According to SY 2015-16 data, 39% and SY 2016-17 data 39% and SY 2017-28 data 30% of P0'ohala Elementary School students are in an inclusion setting (LRE). Our three year goal is to increase our percentage of students who are in inclusion by 12% as inclusion is a commitment to success for all students . Research shows that inclusive practices result in better attendance, achievement, referral rates and postsecondary outcomes.

• According to SY 2015-16 data, the third grade literacy was 26% and SY 2016-17 data 67% at P0'ohala Elementary School. Our three -year goal is to increase our third grade literacy percentage by 18% as reading at grade level by third grade is a critical milestone of student success because literacy is a foundation for future learning.



■ Academic Achievement - ELA Proficiency: Fifty-six percent of students will meet achievement standards/proficiency on statewide assessments in English Language Arts/Literacy ELA as evidenced by the Smarter Balanced Assessment.

• Academic Achievement - MATH Proficiency: Forty-nine percent of students will meet achievement standards/proficiency on statewide assessments in Mathematics as evidenced by the Smarter Balanced Assessment.

■ Academic Achievement - SCIENCE Proficiency: Forty-three percent of students will meet achievement standards/proficiency on statewide assessments in Science as evidenced by the Hawaii State Science Assessment.

• According to SY 2015-16 data, 31% and SY 2016-17 data 28% SY17-18 data 38% of P0'ohala Elementary School students were proficient in ELA. Our three year goal is to increase our percentage of students who are proficient in ELA by 25% as we would like all students to develop and demonstrate the rigorous skills necessary for college and career readiness .

• In addition, according to our comprehensive needs assessment and an analysis of student learning data, it was determined that Pu'ohala Elementary students need to focus on the ability to read multiple passages and make connections between the readings. Teachers also need to focus on the use of universal screeners and assessments to determine student needs and the use of high leverage instructional strategies/skills to increase academic achievement.

• According to SY 2015-16 data, 24% and SY 2016-17 data 22% SY 2017-18 23% of P0'ohala Elementary School students were proficient in mathematics. Our three year goal is to increase our percentage of students who are proficient in mathematics by 25%, as we would like all students to develop and demonstrate the rigorous skills necessary for college and career readiness.

• In addition, according to our comprehensive needs assessment and an analysis of student learning data, it was determined that P0'o hala Elementary students need to focus on their foundational understanding of concepts/procedures and the problem solving process. Teachers also need to focus on the use of universal screeners and assessments to determine student needs and the use of high leverage instructional strategies/skills to increase academic achievement.

• According to SY 2015-16 data, 22% and SY 2016-17 data, 35% and SY 2017-18 34% of P0'ohala Elementary School students were proficient in science. Our three year goal is to increase our percentage of students who are proficient in science by 21 %, as we would like all students to develop and demonstrate the rigorous skills necessary for college and career readiness.



■ Achievement Gap - ELA: The difference (% points) between High Need students (i.e.: economically disadvantaged, specia l needs, and English language learners) and Non-High Need students meeting or achiev ing proficiency on English Language Arts (ELA)/Literacy standards on the statew ide assessments will decrease to 13 percentage points.

■ Achievement Gap - MATH: The difference (% points) between High Need students (i.e. : economically disadvantaged, special needs, and English language learners) and Non-High Need students meeting or achieving proficiency on Mathematics standards on the statewide assess ments will decrease to 8 percentage points.

■ KAEO (Kaiapuni Assessment ... ■ Gr. 3 HLA Proficiency: 20%

■ Gr. 3 Math Proficiency:30%

■ Gr. 4 HLA Proficiency: 20% ■ Gr. 4 Math Proficien cy: 25%

• According to SY 2015 -16 data, the ELA proficiency gap at P0'ohala Elementary School was 25 percentage points. In SY 2016 -17 , the ELA proficiency gap was 6 percentage points.SY 17-18 data 27 percentage points Our three year goal is to decrease our ELA gap by 12 percentage points, as we would like to reflect equity in student outco mes among our different student subgroups .

0 According to SY 2015 -16 data, the mathematics proficiency gap at P0'ohala Elementary School was 15 percentage points. In SY 2016 -17, the math proficiency gap was 18 percentage points. SY 17-18 data 22 percentage points Our three year goal is to decrease our mathematics gap by 7 percentage points , as we would like to reflect equity in student outcomes among our different student subgroups .

• Math SBA scores have dropped for both non-SES (-9%) and SES (-7.5%)

According to the SY 2015-16 KA'EO pilot scores for HLA papa 3 were 61.1% • Ho'omaka (WB), 27.8% Holomua (DP), 5.6% Makaukau (MP) and 5.6% Kelakela (ME); and for papa 4 were 70.6% Ho'omaka, 17.6% Holomua, 5.9% Makaukau and 5.9% Kelakela. (Proficient: Papa 3, 11.2%; Papa 4 ,11.8%) According to the SY 2015 -16 KA'EO pilot scores for Pilihelu (math) papa 3 • were 22.2% Ho'omaka, 61.1% Holomua, 11.1% Makaukau, and 5.6% Kelakela and papa 4 were 64.7% Ho'omaka, 23.5% Holomua, 5.9% Makaukau and 5.9% Kelakela. (Proficient: Papa 3, 16.6%; Papa 4, 11.8%) According to the SY 2016-17 KA'EO officially counted scores for HLA papa 3 • were 80% Ho'omaka, 20% Holomua and for papa 4 were 43.8% Ho'omaka, 43.8% Makaukau and 12.5% Kelakela.(Proficient : Papa 3, 0%; Papa 4, 56.3%) According to the SY 2016-17 KA'EO officially counted scores for Pilihelu papa • 3 were 60% Ho'omaka, 35% Holomua, and 5% Makaukau and for papa 4 were 31.3% Ho'omaka, 31.3% Holomua, 25% Makaukau and 12.5% Kelakela. (Proficient: Papa 3, 5%; Papa 4, 35.5%)

• According to the SY 2017-18 KA'EO officially counted scores HLA papa3 were


https://points.SY


56% Ho'omaka, 44% Holomua. Papa 4 was 50% Ho'omaka, 17% Holomua,

25% Makaukau and 8% Kelakela.

• According to the SY 2017-18 KA'EO officially counted scores for Pilihelu papa 3

was 44% Ho'omaka, 56% Holomua . Papa 4 was 42% Ho'omaka, 42% Holomua and 17% Makaukau

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.

Desired Outcome

There is an effective academic RTI system in place that addresses the Tier 1 and 2 learning needs of all students.

Statewide Student Success Indicators: Inclusion Rate: 43%

Third Grade Literacy: 32%

Academic Achievement -ELA Proficiency : 49% MATH Proficiency: 32%

Achievement Gap -ELA: 19 point difference . MATH: 13 point difference.

Planning

ART Accountable

Enabling Activities SY Lead(s)

G1.EA1.Y1 2017- S. Sakai Develop and implement a system of 2018 M . Pa'akau la support to ensure that all students receive RTI Tier 1 and Tier 2 interventions in LA and Math

o Professional Development (PD)- Visible Learning (Teacher Clarity), Tier 1 Interventions (i.e.: Differentiation, Small group instruction as identified by student needs), Identifying students' individual needs and developing plans to address learning deficits/enrichment (Intervention "Hour", extra PD and supports for new teachers, etc.)

o Develop/Refine our progress monitoring system (Le.: Data Teams) to track

Interim Measures of Progress

Define the relevant data used to regularly assess and monitor

progress

• Data team minutes • PLC minutes • Walkthrough data • Teacher PD sign-in

sheets, reflections, minutes and/or surveys

• STAR diagnostic data -ELA and Math

• Loiloi Heluhelu • Student assessment data

(i.e.: SBA, Kaeo)

P0'ohala Elementary Academic Plan I I Version 1 I 04.05.20 19

https://04.05.20


students' growth and response to interventions in LA and Math.

o Develop and implement a system to support the delivery of Tier 1 and 2 interventions by faculty/staff. (i.e.: Coaching supports, Walkthroughs, PLCs etc.)

There is an effective academic G1.EA1.Y2 2018- S . Sakai • Data team minutes RTI system in place that addresses the Tier 1 and 2 learning needs of all students.

There is a formal plan to address the learning needs of Tier 3 students.

Statewide Student Success Indicators: Inclusion Rate: 47%


Refine/Revise/Continue to support implementation of Tier 1 and Tier 2 interventions and develop/implement a Tier 3 system of supports in LA and Math

o Professional Development (PD) - Visible Learning (Success Criteria), Tier 1 Interventions as identified by Walkthroughs, PLCs and Data Teams (i.e.: Learning centers), Continue to identify students' individual needs and develop plans to address learning deficits/enrichment (Intervention "Hour",

2019 M. Pa' akaula • • • •

•

• •

•

PLC minutes Walkthrough data Teacher PD reflection logs iReady diagnostic data -ELA and math Teacher created assessments Loiloi Heluhelu Student assessment data (i.e.: SBA, Kaeo, Wonders, Stepping Stones) Draft of the Writing Continuum for HLIP and

Academic Achievement - extra PD and supports for new teachers, English

ELA Proficiency: 56% MATH Proficiency: 40%

etc.) o Continue to refine our progress

monitoring system (i.e.: Data Teams) to Achievement Gap - track students' growth and response to ELA: 16 point difference. intervent ions in LA and Math. MATH: 11 point difference. o School-wide collaboration to create a

system of consistent grading in order to address the actual rigor of student work and achievement (i.e. LISC, learning progressions, student work samples).

There is an effective academic G1.EA1.Y3 2019- S. Sakai • Data team minutes RTI system in place that addresses the Tier 1, 2 and 3 learning needs of all students.

Refine/Revise/Continue to support implementation of Ti er 1, 2, and 3 interventions to address students' learning

2020 M. Pa'akaula o

• •

PLC minutes Walkthrough data Teacher PD reflection logs, surveys, and sign-in



Statewide Student Success needs in LA and Math sheets .. Indicators: o Continue school-wide collaboration to • iReady diagnostic data -

Inclusion Rate: 51%


create a system of consistent grading in order to address the actual rigor of student work and ach ievemen t (i.e.

•

•

ELA and math Teacher created assessments Loiloi Heluhelu

Academic Achievement USC, learning progressions, student • Student assessment data ELA Proficiency: 56% work samples) (i.e.: SBA, Kaeo.Wonders, MATH Proficiency: 49% o Professional Development Stepping Stones)

Achievement Gap -ELA: 13 point difference. MATH: 8 point difference.

(Assessment, Continued Standards-Based Grading, Deconstructing Standards)

o Progress Monitoring System o System of Support

•

•

Google Folder and written binder of the systems of support. Revise the Writing continuum for HLIP and

o Implement and revise a system to support the delivery of Tier 1 and 2

English

interventions by faculty/staff . (i.e. : Coaching supports, Walkthroughs, PLCs, CORE meetings, etc.)

o Create a written procedures/policies that systemat ize the integration of the various school teams and how they are connected in providing student and teacher support.

There is an effective behavioral G1.EA2.Y1 2017- Counselor • Create a comprehensive

RTI system in place that addresses the Tier 1 social emotional learning needs of all

Develop a comprehensive schoolwide PBIS system that includes Tiers 1, 2, and 3 as well as implement a schoolwide Tier 1

2018

•

PBIS system/plan (Tier 1, 2, 3) School wide data on behavior in various school

students . system. wide settings.

There is a formal plan to address o Identify a lead coordinator . o Continue PBIS comm ittee

• •

Behavioral screener data. Google forms survey

the social emotional learning needs of Tier 2 and 3 students.

Statewide Student Success Indicators: School Climate: 93%

o Professional development (PD) - PBIS system (Identify the approp riate, positive, and desired school wide behaviors . Review already existing systems of behavioral expectations like Na Hopena A'o)

•

(teachers and staff) to gather perceptual data and feedback/voice, in regards to Tier 1 implementation. Behavioral survey data for Tier 2 pilot.

o Select a behavioral universal screener - • All classroom Search, review, and get school wide management plans



feedback on a variety of behavior screeners before implementing.

o Redefine PBIS committee roles and responsibilities.

o Review and analyze behavioral data to find trends and themes for types of behavior and occurrences (i.e . place).

o Tentatively pilot Tier 2 implementation during the second semester in one grade level (Grade 4 English & HLIP).

There is an effective behavioral G1.EA2.Y2 RTI system in place that Continue to develop a school-wide PSIS addresses the Tier 1 and 2 system (Tier 1 , 2 and 3) as well as learning needs of all students. implement Tiers 1 and 2 to support student

behavior as well as implement a behavior There is a formal plan to address

screener to identify and support students ' the learning needs of Tier 3

individual behavioral needs through the students.

development of HA. Statewide Student Success o Professional Development (i.e .: Use and Indicators: an~lysis of the Behavioral Screener,

collaboration on types of tier 1 behavioral School Climate: 94% strategies through collaboration during PD Wednesday meetings and days)

o Continue PBIS committee o Create a progress monitoring system to

track students' responses to behavioral interventions .

o Continue to review and analyze behavioral data to find trends and themes for types of behavior and occurrences (i.e. place)

o Tentatively pilot Tier 3 implementation during the second semester in one grade level (Grade 5 - English and HLIP)

There is an effective behavioral G1.EA2.Y3 RTI system in place that


2018- Counselor 2019

2019 - Counselor 2020

integrate the PBIS system showing schoolwide cohesion in the implementation of Tier 1 of the Behavioral Rtl system.

• Artifacts in the classroom evidence the integration of the Tier I Behavioral Rtl system.

• Create a comprehensive PBIS system/plan (Tier 1, 2, 3)

• School wide data on behavior in various school wide settings.

• Behavioral screener data. • Google forms survey

(teachers and staff) to gather perceptual data and feedback/voice, in regards to Tier 1 implementation and 2 implementation

• All classroom management plans integrate the PBIS system showing schoolwide cohesion in the implementation of Tier 1 of the Behavioral Rtl system.


• Create a comprehensive PBIS system/plan (Tier 1,

https://G1.EA2.Y3

https://G1.EA2.Y2

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

addresses the Tier 1, 2 and 3 social emotional learning needs of all students.

Statewide Student Success Indicators : School Climate: 95%

Continue to develop a schoolwide PBIS system (Tier 1 and 2) as well as implement Tiers 1 and 2 to support student behavior as well as implement a behavior screener to identify and support students' individual behavioral needs through the development of HA.

o Profe ssional Development (i.e.: Use and analysis of the Behavioral Screener, collaboration on typ es of tier 1 behavioral strategies through collaboration during PD Wednesday meetings and days)

o Continue PBIS committee o Draft a progress monitoring and/or data

collection system to track stude nts' respo nses to behavioral interv ent ions. Refine and revise as needed.

o Continue to review and analyze behavioral data to find trends and themes for types of behavior and occurrences (i.e. place)

2, 3) • Draft a culturally relevant

PBIS curriculum that is built around HA

• Draft and revise indicators for each component of HA that are culturally relevant for students and adults at PO'ohala.

• PBIS committee meeting minutes

• School wide data on behavior in various school wide settings.

• Behavioral screener data. • Google forms survey

(teachers and staff) data in regards to all tiers of implementation.

• All classroom management plans integrate the PBIS system showing schoolwide cohesion in the implementation of Tier 1 of the Behavioral Rtl system.




A vertically aligned Hawaiian G1.EA3.Y1 2017- M. Mataele Language Immersion Program Identify collectively and collaboratively with 2018 M. Pa'akaula (HLIP) that identifies its priority HLIP faculty/staff to prioritiz~ next steps for areas and begins to develop PD, curriculum and assessment creation. plans to address the specific o CNA process conducted for the Hawaiian needs of the program. language immersion program with school's

o KAEO data HLIP kumu. ■ Gr. 3 HLA Proficiency: 20% o Create 3 year plan from identified CNA ■ Gr. 3 Math Proficiency:30% needs to address no more than three focus ■ Gr. 4 HLA Proficiency: 20% areas (i.e.: Enabling Activities). ■ Gr. 4 Math Proficiency: 25% o Set collaboration time with principal in

PLCs to focus and guide development of Statewide Student Success identified next steps for curriculum, Indicators: assessment and data collection. Third Grade Literacy: 32% o PD on language acquisition, ACTFL, Academic Achievement - \ PKM8. ELA Proficiency: 49%

o Principal to serve as HLIP MATH Proficiency: 32% Academic/Instructional coach. Achievement Gap -ELA: 19 point difference MATH: 13 point difference

• HLIP CNA • SY 2017-2020 HLIP

Focus Area Plan • HLIP PLC Minutes • HLIP Data Team Minutes • HLIP Focus Area Plan

review of progress minutes (Annual/Quarterly}

• PD Agendas • PD Sign-in Sheets • Student Learning Data

o KAEO, grades 3 and 4

o Data team formative · assessments and progress charts

o PKM8 o ACTFL


https://G1.EA3.Y1


A vertically aligned Hawaiian G1.EA3.Y2 2018- W.Walk • SY 2017-2020 HLIP Language Immersion Program (HLIP) that identifies its priority areas and begins to develop

Conduct an analysis of the year one progress of the identified HLIP focus areas from goals from the HLIP CNA to prioritize

2019 M. Pa'akaula • • •

Focus Area Plan HLIP PLC Minutes HLIP Data Team Minutes HLIP Focus Area Plan

plans to address the specific next steps for PD, curriculum, assessment, review of progress needs of the program. and the HLIP support plan minutes

o KAEO data o CNA process conducted for the Hawaiian (Annual/Quarterly) ■ Gr. 3 HLA Proficiency: 25% ■ Gr. 3 Math Proficiency:35% ■ Gr. 4 HLA Proficiency: 25% ■ Gr. 4 Math Proficiency: 30%

Statewide Student Success Indicators: Third Grade Literacy: 38%

language immersion program with school's HLIP kumu.

o Evaluate progress of year 1 focus areas identified in the HLIP CNA (i.e.: Enabling Activities) and prioritize next steps.

o Set collaboration time with principal in PLCs to focus and guide development of identified next steps for curriculum,

• • •

•

PD Agendas PD Sign-in Sheets Create surveys to collect perceptual data regarding HLIP program (student, parent, community, staff) Data collected and compiled from the perceptual surveys.

Academic Achievement -ELA Proficiency: 56% MATH Proficiency: 40%

Achievement Gap -ELA: 16 point difference MATH: 11 point difference

assessme nt and data collection. o Conduct related PD as identified through

analysis of year 1 progress. o Principal to serve as HLIP

Academic/Instructional coach .

• Student Learning Data o KAEO, grades 3 & 4 o Data team formative

assessments and progress charts

o PKM8 o ACTFL

A vertically aligned Hawaiian G1.EA3.Y3 2019- M . Pa'akaula • SY 2019-2022 HLIP Language Immersion Program (HLIP) that identifies its priority areas and begins to develop

Conduct an analysis of year two progress of the HLIP CNA to prioritize next steps for PD, curriculum, assessment, and the HLIP

2020 • • •

Focus Area Plan HLIP PLC Minutes HLIP Data Team Minutes HLIP Focus Area Plan

plans to address the specific support plan review of progress needs of the program. o CNA process conducted for the Hawaiian minutes

o KAEO data language immersion program with school's (Annual/Quarterly)

■ Gr. 3 HLA Proficiency: 25% ■ Gr. 3 Math Proficiency:35% ■ Gr. 4 HLA Proficiency: 25% ■ Gr. 4 Math Proficiency : 30%


HLIP kumu. o Set collaboration times with principal to

focus and guide development of identified next steps for curriculum, assessment and data collection.

o Conduct Teacher PD as identified through the Kaiapuni Framework. Principal to

• • • •

PD Agendas PD Sign-in Sheets Walkthrough Data Student Learning Data

o KAEO, grades 3 & 4 o Data team formative

assessments and progress charts

o PKM8



Academic Achievement . ELA Proficiency: 56%

- serve as HLIP Academic/Instructional coach .

o ACTFL o Teacher created

assessments used as MATH Proficiency: 49% evidence of student

Achievement Gap -ELA: 13 point difference

learning, as seen in DTs.

MATH: 8 point difference

There is an increase in the G1.EA4.Y1 2017- C. Pa 'ao 'ao • Parent/'Ohana sign-in amount of parents who attend/participate in parent involvement activities that support their children's academic

Revise/Refine the school's parent involvement activities (2) to include at least two academic learning experiences to ensure that we are meeting the learning

2018 •

•

sheets Parent/'Ohana Workshop agendas Parent/'Ohana Workshop Survey data

growth and learning. needs of our parents. • Parent/'Ohana Workshop

Statewide Student Success Indicators:

o Parent survey to identify academic topics of interest and need so that •

Evaluation data Student academic data

Third Grade Literacy: 32% learning can be extended in the home.


Achievement Gap -ELA: 19 point difference MATH: 13 point difference There is an increase in the G1.EA4.Y2 2018- C. Pa'ao 'ao • Parent/'Ohana sign-in amount of parents who attend/participate in parent involvement activities that support their children's academic

Revise/Refine the school's parent involvement activities (3) to include at least three academic learning experiences to ensure that we are meeting the learning

2019 •

•

sheets Parent/'Ohana Workshop agendas Parent/'Ohana Workshop Survey data

growth and learning . needs of our parents. • ParenU'Ohana Workshop


o Parent survey to identify academic topics of interest and need so that learning can be extended in the home.

• Evaluation data Student academic data

Academic Achievement -ELA Proficiency: 56%



MATH Proficiency: 40%

Achievement Gap -ELA: 16 point difference MATH: 11 point difference Th ere is an increase in the G1.EA4.Y3 20 19- C. Pa'ao'ao amo unt of parents who Revise/Refine the school's parent 2020 attend/participate in parent involvement activities ( 4) to include at least involvement activities that four academic learning experiences to support their children's academic ens ure that we are meet ing the learning growth and learning. needs of our parents.


o Parent survey to identify academic topics of interest and need so that learning can be extended in the home.


Achievement Gap -ELA: 13 point difference MATH: 8 point difference

• Parent/'Ohana sign-in sheets

• Parent/'Ohana Workshop agendas

• Parent/'Ohana Workshop Survey data

• Parent/'Ohana Workshop Evaluation data

• Student academic data


three-year academic plan 2017-2020 · according to sy 2015-16 data, 16% and sy 2016-17 data 13% and...

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