Where are we now? Prioritize school’s as identified in one or more of the following needs assessments: Comprehensive Needs Assessment (Title I Schools) WASC Self Study WASC Category B: Standards Based Student Learning: Curriculum, instruction WASC Category C: Standards Based Student Learning: Instruction WASC Category D: Standards Based Student Learning: Need: Elevate the Hawaiian Language proficiency of all students and Need: Improve student math proficiency K-12. Need: Improve students’ reading proficiency levels in Hawaiian and English. 4. Need: Align science curriculum and instruction with standards (Kaiapuni Science Standards or NGSS). 5. Need: Strengthen Nā Hopena A’o Learning Outcomes (Belonging, Responsibility, Excellence, Aloha, Total Hawaiʻi) in students, staff and throughout the school. 6. Need: Improve student attendance. Addressing Equity: Sub Group Identification
100% of students will show improvement in 1 or more strands of the Hawaiian Language Oral Fluency Assessment (Loiloi ‘Ōlelo Hawai‘i). 1. Revise the current Hawaiian language proficiency assessment and utilize the data team process to select instructional strategies to improve student Hawaiian Language fluency. Provide extended Hawaiian language instruction for students new to the language (tutoring w/ PTTs/PPTs) Provide PD in Hawaiian Language for teachers and staff 2017-18 revise assessment 2017-20 Babā Yim WSF I Title II Title III IDEA Homeless CTE Other N/A School-wide Hawaiian language proficiency assessment data Teacher created Hawaiian language proficiency assessments The % of students meeting proficiency in math will increase by 10% each year over baseline data to be collected during year 1. 2. Increase effectiveness of math instruction and provide targeted support for students in math Create & implement a school-wide math proficiency assessment to be administered at least three times a year as a universal screener / diagnostic tool to inform instruction & determine which students to target Provide extended math instruction for struggling students (tutoring with PTTs/PPTs, IXL) Provide meeting time for math teachers to articulate K-12 2017-20 Summer 2017 teacher work days to develop assessment Leimomi Sing & Leilani Kamalani WSF Title I Title II Title III IDEA Homeless CTE N/A Math proficiency assessment data (administered at least 3 times / year) Student course grades (secondary student D & F list) based
% of students reporting a positive school climate on the SQS will increase by 15% 5. Address Nā Hopena A’o Learning Outcomes throughout the school Continue to address students’ Social Emotional Learning through consistent use of inclusion activities and reflection, group norms, and conflict resolution (PTT, Roots of Empathy) Continue to develop student leadership skills (E ‘ōpū ali’i, ‘aha ‘ōpio) Replace PBS monthly values with Nā Hopena A’o no’eau (students of the month) Replace the Mauliola (for GLOs) with a Nā Hopena A’o award Continue to refine the Nā Hopena A’o data collection process K-12 (student discussion groups) Develop and pilot a system for assessing Nā Hopena A’o conditions / indicators Provide Professional development on Nā Hopena A‘o 2017-20 Glen Miyasato & Leilani Kamalani WSF I Title II Title III IDEA Homeless CTE Other N/A Feedback from student Nā Hopena A’o discussion groups Quarterly SEL reports from teachers Nā Hopena A’o award lists
The % of chronic absentee students will decrease to: Elementary: yr 1 - 22%; yr 2 - 17%; yr 3 - 12% Middle & High: yr 1 - 14%; yr 2 - 11%; yr 3 - 9% 6. Create a school-wide on improving attendance to support student achievement Strengthen the school’s attendance policy to address chronic absenteeism earlier (don’t differentiate between excused and unexcused, letters home, parent meetings) Communicate attendance goals and post weekly attendance data by level (incentive program) 2017-18 start 2017-20 New SSC WSF I Title II Title III IDEA Homeless CTE Other N/A Student attendance data attendance rate, chronic absentee list) Goal 2: Success. Kula Kaiapuni 'o Ānuenue has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success. Outcome: By the end of three years, Rationale: The school will have strengthened its mentoring program to support its new teachers throughout their first years of teaching. The school will have developed stronger ties with other kaiapuni schools to support teacher development and school improvement. The number of new teachers has increased the past few years and the school's current mentoring system that relies on other teachers to mentor new teachers doesn't provide the level of support they need. The school aims to create a full-release mentor that can provide the needed support to new teachers. The school has to collaborate with other kaiapuni schools and sees the mutual benefit that comes from sharing ideas and resources with them as well as the economies of scale that combining efforts can provide.
Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress Mentoring records will show progress on 100% of mentoring goals 7. Expand the new-teacher mentoring program Create a full-release mentor position 2017-2020 Ka'oi Nu'uanu WSF Title I Title II Title III IDEA Homeless CTE Other N/A Mentoring records and reports kaiapuni schools will participate in ILT walkthroughs at Ānuenue and Ānuenue will participate in ILT walkthroughs at other kaiapuni schools. Ānuenue teachers will participate in PD with teachers from other kaiapuni schools. 8. Collaborate and participate in Kaiapuni professional learning communities Conduct Instructional Leadership Team walkthroughs with kaiapuni schools Collaborate with kaiapuni schools on workshops and PD opportunities 2017-2020 ILT Lead, TBA Leimomi Sing WSF Title I Title II Title III IDEA Homeless CTE Other N/A ILT walkthrough data PD agendas and sign-in sheets
The school will have implemented a system of school-wide articulation periods for grade-level data teams to meet to examine student data and make instructional improvements to address student needs. Parent involvement in supporting student achievement and Hawaiian Language proficiency will increase. The school will provide students and employees with computer systems and technology that support 21st century learning. The school has attempted to implement data teams many times in the past, but without a block of time set aside specifically for data teams and a designated lead to keep teams to an agenda and hold them accountable, data teams were never very effective. Research shows that students with involved parents, no matter their income or background, are more likely to: Earn higher grades and test scores, and enroll in higher-level programs; Be promoted, pass their classes and earn credits; Attend school regularly; Have better social skills, show improved behavior and adapt well to school; Graduate and go on to post-secondary education (SEDL, 2002) The school relies heavily on technology to support student learning in instruction, tutoring, assessments and administration. Planning Funding Interim Measures of Progress Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress All students will show improvement in the instructional areas targeted by their grade level data teams 9. Implement the data team process K-12 Dedicate time during the school day for each grade level to meet (secondary - change master schedule; elementary - utilize resource teachers) 2017-2020 Leimomi Sing WSF Title I Title II Title III IDEA Homeless CTE N/A Student data from data team / articulation meeting minutes
Parent satisfaction ratings on the SQS will increase by 15%. 10. Continue efforts to increase parent involvement and engagement around student achievement (PTTs - parent involvement coordinator, tech communication coordinator) Maintain robust parent communication including newsletters and effectively utilizing technology (email, School Connects, Infinite Campus, school website, social media …) Increase opportunities for parents to engage with the school to support student achievement (SCC, curriculum nights, Coffee Hours, Hawaiian Language activities, Open House, etc…) Offer a Hawaiian language class for parents & community (PTT, MCSA) 2017-2020 Leilani Kamalani WSF Title I Title II Title III IDEA Homeless CTE N/A Parent sign-in sheets / registration for classes & activities
100% of teachers and students will have access to educational technology to support teaching, learning and assessment needs. 11. Implement school-wide technology plan to support curriculum, instruction and assessment Technology Coordinator to manage tech purchasing and inventory, provide technology literacy instruction to students and tech-related support for teachers 2017-2020 Wini Terada WSF Title I Title II Title III IDEA Homeless CTE Other N/A Inventory records School's Tech Plan Curriculum map addressing technology-related CCSStandards