Ability levels differ significantly between students in the same grade and the same class. In some grades students are at eight different ability levels in reading and math (Assessment data (NWEA, KE Au) suggests that students in the same grade and class are at multiple ability levels in language arts. For example in grade 3 student scores in reading comprehension range from 10-100%.) Instructional program lacks the systems and supports for teachers to provide tiered instruction, address behavior challenges, and re-teach or enrich curriculum for students who are struggling or high achievers. learning data Students and ʻOhana are not clear on the learning expectations and lesson objectives Communication around student learning expectations and learning objectives needs to improve, family engagement related directly to learning objectives needs to be developed. Data Addressing Equity: Sub-Group 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. Fairly homogenous demographics no notable gaps between subgroups ORGANIZE: Identify your Leadership Team Accountable Leads. Name and Title of Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives 1.Olani Lilly 1.Curriculum and Instruction: Implementation of Theory of Action 2.Louisa Lee 2. Student and Teacher Learning, Achievement, and Accountability Data System
Desired Outcomes Strategies & Actions School Year(s) of Activity Relevant Interim Measures Accountable Lead(s) Funding Sources Based on Strategic Plan Student 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. 35% of haumāna in grades 3-9 will demonstrate grade level in Hawaiian Language Arts and 35% of haumāna in grades 4-9 will meet Ka ʻUmekeʻs English Language Arts grade level benchmarks (Third Grade Literacy: reading at grade level critical milestone, literacy is the foundation for future learning) Students in grades 1-9 (SY 2017-2018) will participate in daily leveled and targeted 90 minute literacy blocks (1-4 HLA and 5-9 ELA) based on Fountas and Pinnell literacy learning strategies. Students will be assessed regularly and moved into different groups as necessary with the goal to get all students at grade level proficiency. Teachers will also implement the following strategies: behavior management cycle to direct and reinforce student behavior that exemplifies Fall, Winter, Spring Ke Au assessment data (HLA 1-9) Fall, Winter, Spring NWEA (ELA papa 4-9) Reading block assessments and movement of students into different reading groups including use of Read Naturally as assessment CFU results from Kumu implementation of CFU teaching strategies in literacy content area. Lead: Olani Lilly Supports: Literacy Specialist, Instructional Leader/Teacher Coach, Data Analyst, CSI Coordinator, Math and Language Arts Supports, Professional Development from Kamehameha Schools X PP X Title I X Title II $ X Other $
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. 100% of Ka ʻUmeke Kumu will participate in onsite instructional coaching and focused job-embedded professional development and will build their capacity to use data and use selected instructional strategies in their classes fostering conditions in which deep reflection and learning can take place. (Focused PD: realign professional development to support student success, implement strategies to address all learners, quality classroom assessments (Ke Au, CFUʻs), inclusive practices, multi-tiered supports) Commit to the developed theory of action for all coaching and PD. Stat Sessions: Teacher coaches, administration, and teachers will utilize grade level band Stat Sessions (As brought to us by UPD) to ensure implementation of school selected teaching strategies, tracking of implementation, as a feedback loop (sharing of best practices and challenges), and as a observation guide. For the 17-18 school year we will continue to focus on implementation and teacher mastery of the following strategies: Behavior Management Cycle, Independent Practice, and Checks for Understanding and provide professional development as it relates to these strategies and literacy Completion of quarterly grade level band stat sessions Self-reported accountability forms that track teacher implementation of new strategies Teacher coach observation logs PD Calendar Strategy implementation progress reporting forms (increase in teacher confidence levels) Teacher perception survey results: increase in the number of teachers who indicate they feel supported and are receiving relevant PD. Lead: Instructional Leader/Coach Support: CSI Coordinator, Poʻokumu, Data Analyst, Kumu X PP X Title I $ X Title II $ X Other $
There will be a 20% increase in the number of Family engagement opportunities offered by Ka ʻUmeke, a 25% increase in participation by families in planned events and activities and 95% participation in Fall individual parent teacher conferences (PTC) Provide Family Engagement Activities in the following areas: ʻŌlelo Hawaiʻi, Math, Literacy, Papakū Makawalu, and make data sharing with families a priority sharing individual student achievement and school level data Collect data to understand where families are, what their needs are, schedules, areas of interest, priorities Build Kumu and staff understanding of the importance of communicating and engaging with families, build strategies toolkit (to ensure touches are more meaningful) Develop teacher family engagement incentive program Offer ʻohana Hawaiian language Classes Create and disseminate informational material and learning resources on importance of attendance, summer slide, educational statistics on correlation between Hawaiian Number of ʻohana events and opportunities held by Ka ʻUmeke Existence of a strategies toolkit (to ensure touches are more meaningful) Existence of family engagement incentive program Participation in ʻohana Hawaiian language Classes Student and ʻOhana perception surveys that show an increase in the number of respondents that indicate they understand what they are suppose to be learning or what the learning expectations are for their keiki. sign in sheets PTC records Intensive family engagement activities are available and ʻohana participation increases Family Engagement Coordinator Support: CSI coordinator, Kumu, Poʻokumu X PPA $2500 X Title I $934 X Other $50,000