1. Students in grades K-8 will utilize supplemental software and internet supported resources (STAR, Accelerated Reading (AR), Accelerated Math (AM), WARE, A-Z) to meet state proficiency goals in Science, Math, and English. The resources are designed to assist students in reaching grade level targets, particularly those students identified as disadvantaged Native Hawaiians (or as close as reasonable). (Linked to HIDOE Strat Plan 2017-2020 Indicators 4 (Grade 3 Achievement Improvement), 6 (Academic Achievement), & 7 (Achievement Gap) Utilization training for all teachers in grades K-8, where appropriate. Develop common expectations for time spent using the resource and expected outcomes, particularly for those students in the bottom 20%. PLC meetings with GL classroom teachers to analyze program outcomes, discuss program effectiveness, and track usage (through available program data). SY SY 18-19, SY 19-20 Teacher Level: Weekly & Monthly reviews of student progress on applicable programs using program embedded data reports (printer ink used here) Grade Level: Monthly & Quarterly GL-wide reports, particularly for those students in the bottom 20% to assess effectiveness of assigned program in addressing individual students identified needs (printer ink used here) Schoolwide: Twice each year, students will participate in summative program assessments in ELA and Math to gauge students’ progress and provide data regarding assessments’ alignment with both SBA outcomes and other summative assessments utilized by KWON. STAR, AR/AM & A-Z: Larrilynn Tamashiro WARE: Momi Kawelo PP $ Title I $ Title II $ Other $ N/A
2. Students in grades K-8 will utilize online and hard copy fictional, informational, and materials for instruction in whole and small groups, as well as individual student practice, to increase content knowledge, reading and math fluency, science, reading, and math comprehension and vocabulary, and increase exposure to a variety of materials, strategies, and interventions that are multi-sensory, differentiated, and skill-specific. KWON’s plan is to increase language and concept acquisition and comprehension. This will assist students, through core and supplemental instruction, in meeting state proficiency goals in Science, Math, and English, particularly for the lowest achieving students who benefit the most from the supplemental instruction supported by these resources, particularly those students identified as disadvantaged Native Hawaiians. (Linked to HIDOE Strat Plan 2017-2020 Indicators 4 (Grade 3 Achievement Improvement), 6 (Academic Achievement), & 7 (Achievement Gap) Develop common expectations for time spent utilizing the resource (where appropriate). PLC meetings with GL classroom teachers to analyze resource outcomes, discuss resource effectiveness, and track usage (through available program data). SY SY 18-19, SY 19-20 Teacher Level: Weekly & monthly reviews of student progress regarding staff and students’ usage of the resources. Grade Level: Monthly & Quarterly GL-wide reports, assessing the effectiveness of assigned program in addressing individual students identified needs Schoolwide: Annually, the TI coordinator, in conjunction with the curriculum coordinators and administration, will conduct a survey gathering staff feedback and staff usage of the resource to gauge the effectiveness of the resource in increasing student achievement on both the SBA and other summative assessments utilized by KWON. Keolani Alejado PP $ Title I $ Title II $ Other $ N/A
3. Students in grades K-8 will employ technology during core and supplemental instruction in whole and small groups, as well as during individual student practice, to increase content knowledge, reading and math fluency, science, reading, and math comprehension and vocabulary, and increase exposure to a variety of materials, strategies, and interventions that are multi-sensory, differentiated, and skill-specific. This resource will assist students, during core and supplemental instruction, in meeting state proficiency goals in Science, Math, and English, particularly for the lowest achieving students who benefit the most from technology enhanced resources, particularly those students identified as disadvantaged Native Hawaiians. This also allows students the opportunity to interact with the content in a dynamic way, increasing the probability that new information will be retained and students will grow academically while working independently and taking ownership of their learning. (Linked to HIDOE Strat Plan 2017-2020 Indicators 4 (Grade 3 Achievement Improvement), 6 (Academic Achievement), & 7 Develop common expectations for time spent utilizing the resource (where appropriate). PLC meetings with GL classroom teachers to analyze resource outcomes, discuss resource effectiveness, and track usage (through available data). SY SY 18-19, SY 19-20 Teacher Level: Weekly & monthly reviews of student progress regarding staff and students’ usage of the resources. Grade Level: Quarterly GL-wide reports, assessing the effectiveness of assigned program in addressing individual students identified needs Schoolwide: Annually, the Technology coordinator, in conjunction with the curriculum coordinators and administration, will conduct a survey gathering staff feedback and staff usage of the resource to gauge the effectiveness of the resource in increasing student achievement on both the SBA and other summative assessments utilized by KWON. Michael Sarmiento (Supported by Charmaine Woodward) PP $ Title I $ Title II $ Other $ N/A
(Achievement Gap) 4. Students in grades K-8 will meet state proficiency goals through the academic support of their parents. This will be accomplished through Parent Events and Workshops, which are primarily core curriculum centered and demonstrate curriculum and pedagogy employed at KWON. These workshops and events are designed to increase parents’ awareness of KWON's curricular initiatives and in turn increase achievement scores. These events are the main way KWON coaches parents to be effective educators at home. (Linked to HIDOE Strat Plan 2017-2020 Indicators 4 (Grade 3 Achievement Improvement), 6 (Academic Achievement), & 7 (Achievement Gap) Parent trainings by curriculum teacher leaders. Develop and maintain parent workshops that support the academic needs of all KWON students, but particularly those students in the bottom 20%. Workshop effectiveness will be gauged through parent feedback obtained through surveys and parent SY SY 18-19, SY 19-20 Schoolwide: Multiple times during the school year, curriculum coordinators offer workshops designed to educate parents in KWON’s core curriculum. The workshops are designed to equip parents with tools to bridge their child’s education to the home. Parent Involvement Coordinator: Chablis Paris PP $ Title I $ Title II $ Other $ N/A
attendance (sign-in sheets) 5. Students in grades K-8 will utilize supplemental, intervention programs to meet state ELA proficiency goals. The resources, such as Read Right and the Sonday System, are designed to assist students in reaching grade level targets, particularly those students identified as disadvantaged Native Hawaiians (or as close as reasonable). (Linked to HIDOE Strat Plan 2017-2020 Indicators 4 (Grade 3 Achievement Improvement), 6 (Academic Achievement), & 7 (Achievement Gap) Utilization training for staff in grades K-8, where appropriate. Develop and maintain common expectations for time spent using the resource and expected outcomes, particularly for those students in the bottom 20%. PLC meetings with GL classroom teachers to analyze program outcomes, discuss program SY SY 18-19, SY 19-20 Teacher Level: Weekly & Monthly reviews of student progress on applicable programs using program embedded data reports (printer ink used here) Grade Level: Monthly & Quarterly GL-wide reports, particularly for those students in the bottom 20% to assess effectiveness of assigned program in addressing individual students identified needs (printer ink used here) Schoolwide: Twice each year, students will participate in summative program assessments in ELA and Math to gauge students’ progress and provide data regarding assessments’ alignment with both SBA outcomes and other summative Read Right: Larrilynn Tamashiro Sonday System: Richard Naho’opi’i PP $ Title I $ Title II $ Other $ N/A
STAFF SUCCESS PLAN Desired Outcomes Strategies & Actions School Year(s) of Activity Relevant Interim Measures Accountable Lead(s) Funding Sources Based on Strategic Plan Staff Success Indicators How will you achieve your goal? What resources will you leverage? When will this occur? How will you know if you are on track to meet your goal? How will you monitor progress? Who will be leading? Check applicable boxes to indicate source of funds. 1. KWON’s teachers will utilize BERC’s STAR learning walks which allow teachers to see other teachers in action through live observations at other schools and in school observations. The process is reflective, engaging, collaborative, safe, reflective, collegial, and works within PLCs. The walks also serve as an evaluation system (compliance) with supplemental Danielson verbiage, to put together components related to Collaboration & Communication with parents and colleagues, and Preparation and Planning appropriate curriculum content. Developed rubrics allow the teachers to provide artifacts to show competency in the two additional components. Overall, the program promotes curricular and pedagogical alignment among and between GLs and is designed Continued training of K-8 staff in implementing the BERC alignment system. PLC meetings with GL classroom teachers to analyze program outcomes and discuss program effectiveness, and track usage (through teacher and administrative feedback). Annual administrative meetings with principal and individual teachers to gather teacher SY SY 18-19, SY 19-20 Teacher Level: Bi-monthly departmental PLCs aimed at aligning effective instructional practices Grade Level: Quarterly observations of grade level teachers by grade level teachers to ensure alignment of identified, effective instructional practices Schoolwide: Once a year, administration will participate in observations that ensure the enactment and alignment of identified, effective instructional practices to calibrate instructional practices across GLs Larrilynn Tamashiro (Supported by VP Moana Makaimoku, VP Michael Sarmiento, Principal Alvin N. Parker) PP $ Title I $ Title II $ Other $ N/A
1. KWON’s Administration and Leadership team will continue to establish, document, clearly communicate, and make available schoolwide processes for feedback, and collaboration. This will be achieved through the consistent use of email, a refurbished school website, the updating and adding of process materials on the common Google Drive, and increased communication of process updates through PLCs, staff meetings, and internet supported messaging (linked to CNA ranked need # 7: Processes for feedback and collaboration are available but not completely documented and communicated; Linked to HIDOE Strat Plan 2017-2020 Goal 3 (Successful Systems of Support): Objective 3e: Improving Communication) Continued development of schoolwide processes for decision-making, feedback, and collaboration in weekly leadership meetings. Quarterly staff meetings with to that discuss/reference KWON’s developmental growth in schoolwide processes for feedback, and collaboration (through staff and administrative feedback). Annual administering of a schoolwide staff survey during a schoolwide staff meeting to gather staff feedback regarding KWON’s developmental growth in schoolwide processes for feedback, and collaboration. SY SY 18-19, SY 19-20 Teacher Level: Monthly informal discussions within departmental PLCs that gauge KWON staff’s perception of the developmental growth made in schoolwide processes for decision-making, feedback, and collaboration. Grade Level: Quarterly PLCs with grade level teachers to gauge KWON staff’s perception of the developmental growth made in schoolwide processes for decision-making, feedback, and collaboration Schoolwide: Once a year, all staff will participate in a survey to gauge staff perception of KWON’s overall communicative growth. In addition, newly documented or established processes will be added to the common Google Drive and teachers will be alerted via email, website announcements, and through staff meetings of changes/updates. Larrilynn Tamashiro (Supported by VP Moana Makaimoku and Principal Alvin N. Parker) PP $ Title I $ Title II $ Other $ N/A