Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress
measured by the End-of-the-Year Report. (DOK 2-3-4 level questions, building a sense of community, and sustained conversations) All K and 1 students will participate in guided reading small groups at least 3 times per week, as evidenced by walkthroughs. 1a,b,c3. Provide additional supports in reading for all students to gain academic skills needed to succeed. RtI Tier 1 – All students will receive in-class support through whole group and differentiated instruction. RtI Tier 2 – Students will M. Sagawa (Student Services Coordinator) implemented in the classrooms 1b1&2. In SY 18-19, 80-90% of all K-1 students will meet grade-level-determined guided reading levels Data will be disaggregated by subgroups (ELL, SpEd) Data will be recorded monthly on Student Dashboard beginning in August 1c1&2. In SY 19-20, 90-100% of all K-1 students will show growth in BAS goals (Pre-, Mid-, Post-). Data will be disaggregated by subgroups (ELL, SpEd) of monthly walk throughs will show evidence of Early Literacy strategies being implemented in the classrooms 1c1&2. In SY 19-20, 90-100% of all K-1 students will meet grade-level-determined guided reading levels Data will be disaggregated by subgroups (ELL, SpEd)
receive in-class support through small group and differentiated instruction. RtI Tier 3 - All grade 1 students referred for reading intervention will create SMART goals (with teachers) on the Benchmark Assessment System (BAS). RtI Tier 3 - Grade 1 students will receive individualized support from Part Time teachers focusing on reading fluency and vocabulary 1a,b,c4. All ELL K-1 students will participate in English Language Development within classroom. Integrated with all academic areas Homogeneously grouped by language ability within grade level based on Descriptors. Learning through Project GLAD strategies and Sheltered Instruction V. Park (ELL Coordinator) Data will be recorded monthly on Student Dashboard beginning in August 1a,b,c3. 80-100% of RtI Tier 3 students will meet their SMART Goal by the end of each quarter. 1a,b,c4. 85-100% of ELL Do
2a. In SY 17-18, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2b. In SY 18-19, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2c. In SY 19-20, of all K and 1 students will move a minimum of one to three levels in the Mathematics Domain of the assessment, as measured by the End-of-the-Year Report. 2a,b,c.1 K and 1 students will engage in CCSS mathematical practices throughout math lessons/activities and throughout other content areas and daily experiences. 2a,b,c.2 K and 1 students will engage in CCSS mathematical learning experiences through the use of GLAD strategies focusing on conceptual understanding of: numbers and number relationships number operations and base 10 for grade 1 addition and subtraction for grade 1 geometric and spatial relationships measurement and data 2a. 2017-2018 2b. 2018-2019 2c. 2019-2020 M. Uwaine (Grade 1 Grade Level Chair) ☐ WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 2a1&2. In SY 17-18, 70-80% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd) 2b1&2. In SY 18-19, 80-90% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd) 80-90% of teachers will utilize GLAD strategies in math as evidenced by monthly walk throughs 2c1&2. In SY 19-20, 90-100% of all K-1 students will show growth in Pre- and Post assessments for each learning target, as measured quarterly by teacher-created common grade level assessments (Dashboard). Data will be disaggregated by subgroups (ELL, SpEd)
contribute effectively to student success. Outcome: By the end of three years, Rationale: 85-100% of teachers will improve developmentally appropriate instructional practices to effectively meet the challenges of working with students in poverty. 85-100% of all students (Pre-K-1) will be within the “widely-held expectations band” in the Literacy, Language, Mathematics, and Domains of the TS-Gold Assessment, as measured by the End-of-the-Year Report. School staff and the WASC visiting committee members identified student success as a critical area for focus. Literacy, Language, Mathematics, and Social-Emotional were areas that were chosen to assess student success in a developmentally appropriate manner.
2a. In SY 17-18, , 70-100% of faculty and staff are implementing respective strategies resulting in70-80% of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. 2b. In SY 18-19, of faculty and staff are implementing respective strategies resulting in 80-90% of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the 2a.b.c. All teachers will continue to receive training/refinement to effectively participate in articulation/data teams as an entire grade level has brand new teachers & veteran teachers identified a need to deepen understanding of selecting high leverage standards to improve instructional practices. 2a. 2017-2018 2b. 2018-2019 2c. C. Sunahara (Principal) x WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 2a.b.c. The percentage of students scoring proficient or higher in the targeted ELA and Mathematics CCSS will be by the end of the data team term (6-8 weeks), as measured by quarterly common grade level formative assessments (Dashboard).
Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress 1a. Increase parent attendance at workshops/events by 4-8%. 1b. Increase parent attendance at workshops/events by 8-10%. 1c Increase parent attendance at workshops/events by 10-12%. 1a.b.c.1 Parents will be provided with opportunities to participate in school-wide parental activities. PCNC Workshops Tuesday Club - Parent Academy KKV Parent Activities Outreach Library School Community Council Sunday’s Project Pre-K Family Time Orientation Open House Parent-Teacher Conferences 1a2. Kindergarten teachers will participate in EOEL-sponsored training, which focuses on developmentally appropriate practices and integrated studies. 1b2. Kindergarten teachers will plan and implement integrated studies which include developmentally appropriate practices. 1a. 2017-2018 1b. 2018-2019 1c. 2019-2020 G. Doi Coach / Title 1 x WSF x Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 1a.b.c1&2. The percentage of parents attending Parent Workshops/Events will increase by 1-2% each quarter (baseline - 1st Quarter), as monitored through Parent Academy sheets.
1c2. Grade 1 teachers will participate in EOEL-sponsored training, which focuses on developmentally appropriate practices and integrated studies. 2a. In SY 17-18, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. 2b. In SY 18-19, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional 2a.b.c. The Academic Reflection Team will meet regularly to: Leadership Develop, implement, and revisit/adjust a school-wide professional development plan Develop, implement, and revisit/adjust a school-wide assessment plan Develop, implement, and revisit/adjust a school-wide communication plan Develop, implement, and revisit/adjust an inclusive decision-making protocol ART Analyze quarterly data as the school-wide data team Address WASC 2a. 2017-2018 2b. 2018-2019 2c. 2019-2020 C. Sunahara (Principal) ☐ WSF x Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 2a.b.c. 80-100% of school staff, students and parents will show growth in all components of the School Perceptions Survey from Pre- to (Pre-, Mid, Post). Monthly Walk Through data Quarterly Dashboard data Quarterly parent sign in data Quarterly attendance data
Domains of the assessment, as measured by the End-of-the-Year Report. 2c. In SY 19-20, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. recommendations Monitor student progress to adjust to the needs of students ART Summer year’s data and plan for next school year (4 Stipend Days) 3a. In SY 17-18, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. 3b. In SY 18-19, 3a.b.c. Teachers will articulate vertically. Among pre-K, K, 1 grade levels within Linapuni (during months with a 5th Wednesday) Between grade levels & instructional coaches with Kalihi Waena Elementary and Fern Elementary Schools (at least 2 times per year) Pre-K transition to Kindergarten 3a. 2017-2018 3b. 2018-2019 3c. 2019-2020 C. Sunahara (Principal) x WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A 3a.b.c. 80-100% of teachers will rate the effectiveness of the vertical articulation session a 3 or higher on a 5-point scale of exit passes. (quarterly)
Domains of the assessment, as measured by the End-of-the-Year Report. 4b. In SY 18-19, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. 4c. In SY 19-20, of all students will move a minimum of one to three levels in the Literacy, Language, Mathematics, and Social-Emotional Domains of the assessment, as measured by the End-of-the-Year Report. All teachers and staff will implement strategies to address the collaboratively selected eight areas of focus. (1-analyze data to inform instruction, 2-attendance, 4-ART’s role, 5-Curriculum Alignment and Training, Best Practices including Developmentally appropriate practices, 7-ELL Outcomes, 8-Bucket Filling Program) 2019-2020 ☐ CTE ☐ Other ☐ N/A