Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress By 2020, QKS will meet or exceed the following State Strategic Plan Targets: ELA proficiency: 61% Math proficiency: 54% 1.1 All grade levels will complete curriculum maps for ELA and math. (WASC CA 1) All teachers will receive planning, articulation time, training, resources, support, and sub days, as needed. Teachers will include supplemental strategies materials, and assessments in their ELA and math curriculum maps. August 2017 – June 2020 Barry Nakamura WSF Title I Title II Title III IDEA Homeless CTE N/A Measures of Progress: ELA and math journaling forms and curriculum maps posted on Google Docs, as monitored at the end of every semester. By 2020, QKS will meet or exceed the following State Strategic Plan Targets: ELA proficiency: 61% Math proficiency: 54% 1.2 All students will receive vocabulary instruction on the grade specific academic vocabulary lists that were determined by grade level teachers and participate in the Academic Word of the Week (AWOW) project. (CNA 3) Academic vocabulary lists were generated from the Reading Wonders Program August 2017 – June 2020 Barry Nakamura WSF Title I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: Wonders Weekly Vocabulary Assessment results (Gr. 2-5), as monitored quarterly. Vocabulary Assessment results (Gr. K-1), as monitored quarterly.
of Wisdom Program H.E.A.R.T. Attendance Project HEART Attendance Program) Lorna PeBenito (Quarterly Guidance Lesson Program) From SY 17-18 through SY 19-20, 100% of eligible students will receive appropriate transitioning by the end of each school year. By 2020, QKS will meet the following State Strategic Target: School Climate: 79% 1.6 Provide systems of support to assist students as they transition into various school settings. Pre-school to Kindergarten Elementary to Middle school ELL Program / ELL Newcomer Center SPED Inclusion August 2017 – June 2020 Tara Tanaka (SSC) Kelli Ann Ching (Gr. K Teacher) Keita Nakayama (Gr. 5 Teacher) Diane Murakami (ELL Coordinator) Carilyn Kaneshiro (SPED Teacher) WSF Title I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: Schedules of class/grade level visitations and/or orientations, as monitored yearly. From SY 17-18 through SY 19-20, QKS growth percentages, as reported on the QKS Strive HI Report, will be greater than or equal to 50 in ELA and math. 1.7 Provide support for small group instruction and intervention programs (including instructional materials and supplies) for students performing below grade level in reading and math. Class size reduction teacher to support small group instruction August 2017 – June 2020 Darlene Matsumoto (RTI, Universal Screener, Tier Intervention, small group instruction) Celeste Endo / Rena Arakawa / WSF Title I $74,562 (Teacher), $75,098 (PTTs), $5,311 (PPTs), $2,968 (BrainPop), $600 (DIBELS) Title II Title III IDEA Homeless Measures of Progress: By May of each school year, 70% of all RTI students receiving pull-out services will transition to a higher performance level from the fall to the spring benchmark period on the DIBELS screener, as monitored three times per year.
Multi-tier RTI Program Universal screeners to identify students for the RTI Program Tier 2 & 3 Intervention with research based strategies and resources Focused group instruction in reading and math using PTTs Computer based instructional resources (e.g., IXL, KidBiz, BrainPOP, RAZ Kids, etc.) that allow students to work from either school and home Barry Nakamura (Computer based instructional resources) CTE Other N/A From SY 17-18 through SY 19-20, QKS growth percentages, as reported on the QKS Strive HI Report, will be greater than or equal to 50 in ELA and math. 1.8 All teachers will meet regularly as Data Teams to complete the 6-Step Data Team Process in both reading and math through data analysis to make informed decisions and enhance instruction. (CNA 1, CNA 2, CNA 4) August 2017 – June 2020 Darlene Matsumoto WSF Title I Title II III IDEA Homeless CTE Other N/A Measures of Progress: Wonders Weekly Assessment #21 (constructed response) results and math problem solving CFA results used in the Data Team process, as monitored quarterly. By 2020, QKS will meet or exceed the following Strive HI Target: Science proficiency: 61% 1.9 All students will receive instruction in the scientific process and/or the engineering design process in order to participate (as an individual, small group, whole class) in the QKS Science Fair. (CNA 5, CNA 6) August 2017 – June 2020 Barry Nakamura WSF Title I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: 100% of classes will complete a science project incorporating the scientific process or the engineering design process as evidenced by the science projects submitted for QKS Science Fair.
Stepping Stones 2.0 STEM NGSS Write Tools Program Technology Integration Small Group Instruction Thinking Map in Math Problem Solving & Critical Thinking From SY 17-18 through SY 19-20, 100% of first and second year teachers will be mentored by district or school level mentors. 2.2 Refine the school level Induction and Mentoring Program in partnership with complex area to provide support for probationary teachers. Probationary teachers will receive appropriate district or school level mentoring. All mentor/mentee teachers will fulfil school level induction and mentoring program requirements. August 2017 – June 2020 Rena Arakawa WSF Title I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: 100% of first and second year teachers will be mentored by district or school level mentors, as evidenced by the school’s Mentor/Mentee list and Mentor/mentee collaboration logs monitored at the end of every semester. From SY 17-18 through SY 19-20, QKS growth percentages, as reported on the QKS Strive HI Report, will be greater than or equal to 50 in ELA and math. 2.3 Provide time (including substitute days), training, materials, for levels to address vertical articulation gaps in order to reflect on and improve the effectiveness and consistency in: (WASC CA 5, WASC CA 6) Using Thinking Maps August 2017 – June 2020 Cindy Barry Nakamura WSF I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: 100% of grade levels will address articulation gaps to improve effectiveness and consistency in: Using Thinking Maps Teaching academic vocabulary
Teaching academic vocabulary Grading policies in ELA and math Developing a consistent schoolwide/grade level problem solving process to improve math achievement Grading policies in ELA and math Developing a consistent schoolwide/grade level problem solving process to improve math achievement Monitored through agendas and minutes of vertical articulation sessions. Goal 3: Successful Systems of Support. The system and culture of Ka’ahumanu Elementary School works to effectively organize financial, human, and community resources in support of student success. Outcome: By the end of three years, Rationale: In each of the successive years starting from SY 2017-18, the number of parents participating in parent involvement activities will increase from the previous year. “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” This is the conclusion from “A New
Wave of Evidence,” a report from Southwest Educational Development Laboratory (2002). The report, a synthesis of research on parent involvement over the past decade, also found that, regardless of family income or background, students with involved parents 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 postsecondary education QKS will refine the Academic Reflection Team (ART) process to effectively monitor the implementation of the QKS Academic Plan. the ART to monitor the implementation of the Academic Plan will help to ensure that goals and outcomes are achieved. Benefits of having an ART include: A consistent and rigorous view of progress on the outcomes in the AP; and actionable evidence that allows for collaborative problem-solving; and The ability to focus limited time and resources on those areas that matter most to improving student success. 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
From SY 2017-18 through SY 19-20, the number of parents participating in parent involvement activities will increase from the previous year. 3.1 Increase parental and community involvement efforts through various school activities/events. (WASC CA 3) School Community Council (SCC) Open Science Fair Showcase Parent Community Networking Coordinator (PCNC) Parent Quarterly Workshops ELL Parent Workshops Title I Parent Workshops STEM Family Night August 2017 – June 2020 (Principal) Eve In (PCNC) Diane Murakami (ELL) Barry Nakamura (Title I) WSF Title I $2,214 (SFP) Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: The number of parents participating in parent involvement activities will increase from the previous year, as evidenced by sign-in sheets for each school year. From SY 2017-18 through SY 19-20, the ART will meet quarterly to monitor the implementation of the QKS AP. 3.2 ART will regularly analyze data and monitor the implementation of the AP. August 2017 – June 2020 Barry Nakamura WSF Title I Title II Title III IDEA Homeless CTE Other N/A Measures of Progress: Progress monitoring of the AP will show improvements, as monitored quarterly via ART meeting minutes.