Academic Plan SY 2014-15

1


Complex

15.7

State

15.7

School

14.4

Hale Kula Elementary Strive HI 2012-13 Step: Continuous Improvement
Metric 2011-2013 Data Possible Targets All Schools Distribution





Math
Proficiency







Math Growth








Reading
Proficiency







Reading
Growth







Science
Proficiency







Chronic
Absenteeism







Current Gap
61 - State Median
62









52 - State Median






42

77

73 - State Median






52 - State Median







47

63






35 - State Median



18 - State Median



16




30 - State Median

+5%


No change


-30%











+5%


No change


-30%











School


State


Complex











Complex


State

65.1


62.0


43.4











80.8


77.0


53.9











66.7


66.7


49.0











16.4


16.3
Set Target











No Target Necessary





Set Target











No Target Necessary





Set Target








Set Target








Set Target



17

2011 2012 2013 2014 2015

School

15.3



P F CI R
Set Target

62%




No Target
Necessary





66.7%





77%





No Target
Necessary





14%





15%



Academic Plan SY 2014-15
2

1. Reflect. Briefly summarize your schools progress on implementing all six of the Departments priority strategies and meeting key
performance targets set in the prior year Academic Plan.

a) Academic Review Team Our ART meets quarterly, and members are responsible to share data and progress on our schools Academic Plan. As we review the data,
our members share challenges and make recommendations on how we can continue to demonstrate progress on our goals. (Present rating = 3)
b) Common Core State Standards We have been implementing the CCSS for three years now. Grade level teachers are using a variety of resources, both print and on-
line, to address the standards. Our focus this year is on Mathematical Standards of Practice #1, Make Sense of Problems and Persevere in Solving Them. Grade level
teachers are creating a Problem-Solving Bank, and a common rubric is being used for all grade levels to evaluate student work. Our present rating reflects our teachers
perception that they are still making sense of the standards and understand what the standards are asking for. We have been focusing on mathematics, and most grade
levels have identified persuasive writing or comprehension of non-fiction material as one of their grade level goals. These will continue to be our focus for the next
school year. (Present rating = 2)
c) Comprehensive Student Support System We provide support for all of our students, and our Response to Intervention system is well-established at our school. Our
RTI coaches do universal screening using Aimweb, work with teachers in their classrooms so they can differentiate their lessons to fit the need of all students, and work
with those students who are struggling in the classroom due to skills deficits. A strong documentation system has been implemented to monitor the progress of these
students. (Present rating = 3)
d) Formative Assessments/Data Teams- Grade level teams have been provided with many hours of planning and collaboration time to meet in Data Teams and to go
through the process of evaluating student work, analyzing data, and agreeing on instructional strategies. Data Teams have focused on math problem-solving this school
year, and rich discussions are taking place in grade levels as teachers examine student work more closely to analyze students mathematical understanding, reasoning
and process, communication, and perseverance. (Present rating = 3)
e) Educator Effectiveness System The Complex Area Support Team trained all teachers on the Educator Effectiveness System. Teachers and administrators have
diligently completed the required expectations for the EES. However, there are still questions about how EES will impact teachers. We continue to work on the
different components of the EES, and as needed, we will provide additional guidance/training to ensure that the system is positively impacting teaching and learning.
(Present rating = 2)
f) Induction/Mentoring We have designated a Mentor Teacher position at Hale Kula. This teacher works with all first, second, and third-year teachers, providing
support, offering professional development opportunities, going into the classroom to observe or to co-teach a lesson. Because we have a large number of new teachers,
it is important to have a full-time mentor to work with these teachers. (Present rating = 4)


2. Organize. Identify your Academic Review Team members, assign them specific strategies or activities to oversee, and set the cycle for the
Academic Review Team to monitor implementation quality. Number of strategies/activities will vary across schools.
Name of lead who is responsible for reporting during ART process
(can change if roles change)
Responsible for
(link to strategy)

1. Instructional Coaches (Lynele Basug and Tami Sego) and Librarian/Media
Resource Teacher (Michelle Colte)
2. Student Services Coordinator (Jennifer Sueoka), Response to Intervention
Coaches (Dina Lee), Counselors (Jason Kawaguchi)
1. Common Core State Standards
2. Comprehensive Student Supports
3. Formative Instruction/Data Teams
4. Educator Effectiveness
5. Induction & Mentoring
Academic Plan SY 2014-15
3

3. Instructional Coaches (Lynele Basug and Tami Sego) and Data Manager (Lee
Ann Grunenberg)
4. Administrators (Jan Iwase and Agnes Leinau)
5. Mentor Teacher (Michelle Lau)
6. Administrator (Jan Iwase)


6. Academic Review Team
(ART lead needs to be on the team, yet the strategy doesnt need its own page in the plan)



Goal 1 Student Success: All DOE students demonstrate they are on a path toward success in college, career and citizenship.

State Priority Strategies to Improve Student Achievement and Reduce
Achievement Gaps (Required, and defined within the Implementation
Continuums)
Does your Financial Plan
support this strategy?
If not, why?
1. Fully implement Common Core State Standards YES X NO
2. Tier and provide comprehensive student supports for all students YES X NO

3. Implement data teams process within each grade span/content area and formative
instruction within classrooms
YES X NO


Goal 1, Strategy 1: Common Core State Standards
Desired Outcome for this Strategy: The Common Core State Standards will be implemented in all classrooms.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Academic Plan SY 2014-15
4

Provide opportunities throughout the day for students to gain
literacy and writing skills and to improve their reading
comprehension and fluency based on the Common Core State
Standards for English-Language Arts using a variety of fiction
and non-fiction resources.

Lynele Basug
Tami Sego
Michelle Colte
X All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:
X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Teach differentiated reading
skills and strategies
throughout the day to address
comprehension of fiction and
non-fiction material in all
content areas as evidenced by
walkthrough data.
Implement interdisciplinary
units which focus on essential
questions and enduring
understandings as evidenced
by grade level IDUs and/or
walkthrough data
Infuse inquiry in instruction
to develop students higher
level thinking skills as
evidenced by student
interactive journals, learning
logs, student projects, or
walkthrough data.
Teach students to use
Thinking Maps to organize
their thinking and take it off
the map as evidenced by
student work and
walkthrough data.
Provide opportunities daily for students to gain competency on
the Common Core State Standards for mathematics.
Lynele Basug
Tami Sego
X All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:



X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Teach mathematics skills and
strategies (including the use of
Thinking Maps and other
organizational tools) to
effectively solve problems and
communicate thinking as
evidenced by student work,
grade level problem-solving
assignments, and walkthrough
data.
Integrate math concepts
throughout the day in all
content areas so students can
see the relevance of math in
their lives as evidenced by
walkthrough data, student
work, and classroom
observations
Academic Plan SY 2014-15
5

Goal 1, Strategy 2: Comprehensive Student Supports
Desired Outcome for this Strategy: All students will receive supports to be successful in school under the schools
Comprehensive Student Support Array of Services.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Closely monitor student attendance and encourage students to
come to school on-time, ready-to-learn. .
Jason Kawaguchi
X All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:

X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Follow the school procedures
for working with parents to
ensure they are aware of their
childs absences as evidenced
by communication with
parents (phone calls, letters,
etc.)
Provide incentives for
students with Perfect
Attendance for the quarter as
evidenced by quarterly
bulletin board for attendance.
Work to develop a plan to
improve attendance with
students who are chronically
absent as evidenced by
individualized student plans.
Promote positive student behavior and social and emotional
relationships


Jason Kawaguchi







X All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:
X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Embed Tribes and the General
Learner Outcomes school-
wide in all locations at all
times during the school day as
evidenced by walkthrough
data.
Implement ongoing character
education and anti-bullying
lessons school-wide as
evidenced by counselor and
teacher lesson plans.
Academic Plan SY 2014-15
6




Provide RTI targeted support services to students focused on
essential needs based on data (Aimsweb, Measuring Up Live! and
Hawaii Bridge Assessment).
Dina Lee







All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
X Other: Tier
II and Tier III
students

X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Interventions will be
provided in small groups or
individually including on-line
programs as evidenced by
RTI data.
Provide a 30-minute
intervention period four times
a week (twice for ELA and
twice for math) during the
school day to address specific
needs of all students as
evidenced by teacher lesson
plans or walkthrough data.
Provide specialized instruction to students who are identified as
English Language Learners, students for whom English is not
their native language.
Lee Ann Grunenberg
(with Lynn Okazaki)
All Students
Economically
Disadvantaged
X English
Language
Learners
Students with
Disabilities
Other:
X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Instruction will be provided
in a pull-out program or in
the classroom using a variety
of resources to enable
students to improve their
language skills as evidenced
by ELL data and reports.
Academic Plan SY 2014-15
7


Provide specialized instruction to students who are identified as
Students with Disabilities.
Jennifer Sueoka All Students
Economically
Disadvantaged
English
Language
Learners
X Students with
Disabilities
Other:
WSF
Title I
Title III
X IDEA
CTE
Other
N/A
Students will receive
instruction in the least
restrictive environment as
evidenced by walkthrough
and Individualized Education
Program data.

Academic Plan SY 2014-15
8

Goal 1, Strategy 3: Formative Instruction/Data Teams Process
Desired Outcome for this Strategy: All teachers will use data to positively impact student learning.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
All teachers will analyze data to inform instruction. Lynele Basug
Tami Sego
Lee Ann Grunenberg
X All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:

X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Grade level teachers will
meet as Data Teams on a
regular basis to review and
analyze data, to agree on
instructional strategies, and to
share resources as evidenced
by meeting minutes and
individual, classroom, and
grade level data.







Academic Plan SY 2014-15
9


Goal 2 Staff Success
State Priority Strategies to Improve Student Achievement and Reduce
Achievement Gaps (Required, and defined within the Implementation
Continuums)
Does your Financial Plan
support this strategy?
If not, why?
4. Provide all teachers with evaluation and feedback based on student growth and
teaching practice
YES X NO

5. Fully implement beginning teacher induction and mentoring standards YES X NO


Goal 2, Strategy 4: Educator Effectiveness Systems
Desired Outcome for this Strategy: All teachers will receive descriptive feedback to improve their professional practice.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Teachers with identified need areas will set goals to improve
their professional practices.
Jan Iwase
Agnes Leinau
All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
Other:
X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Teachers will review their
Educator Effectiveness
System data to self-reflect
and set next steps as
evidenced by teacher
reflections and plans for
improvement.
Academic Plan SY 2014-15
10



Academic Plan SY 2014-15
11

Goal 2, Strategy 5: Induction and Mentoring
Desired Outcome for this Strategy: All probationary or non-tenured teachers will receive support from a qualified mentor
teacher.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Provide mentoring support and professional development (PD) to
new and probationary teachers to help them become highly
effective.
Michelle Lau All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
X Other:
Teachers

X WSF
Title I
Title III
IDEA
CTE
Other
N/A
New and probationary
teachers will meet with the
mentor teacher, attend PD
sessions, and/or observe
master teachers in action as
evidenced by teacher
reflections and/or
professional development
plans.






Academic Plan SY 2014-15
12



Goal 2, Optional Additional Strategy: Professional Development Opportunities
Desired Outcome for this Strategy: All teachers will participate in trainings based on school-wide areas of focus.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Provide professional development opportunities which focus on
school-wide areas of focus to positively improve teaching
practices.

Jan Iwase

All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
X Other:
Teachers

X WSF
Title I
Title III
IDEA
CTE
Other
N/A
Teachers will participate in
PD and will implement new
strategies learned as
evidenced by teacher
reflections and walkthrough
data. Topics will include 21
st

century teaching and learning
strategies, CCSS
Mathematical Practices,
CCSS, and Thinking Maps
(for new teachers only).

OPTIONAL: Goal 3 Successful Systems of Support
Optional Strategies to Improve Student Achievement and Reduce
Achievement Gaps
Does your Financial Plan
support this strategy?
If not, why?
1. Use the Focus on Learning self-study process to collect evidences to YES X NO No additional funds required
Academic Plan SY 2014-15
13

indicate progress from our last WASC Accreditation report.
2. Monitor progress on the Academic Plan. YES X NO
No additional funds required




OPTIONAL Goal 3 Optional Strategy:
Desired Outcome for this Strategy: We will communicate with all members of our school community about school
improvement efforts.

Planning Capacity Evidence of Progress
Enabling Activities Name of lead
responsible for
reporting during
ART process
Target
Population(s)
Choose all that
apply
Source of
Funds
Choose all
that apply
What leading indicators will
you monitor progress against
during your ART routine that
will show progress against your
goal?
Use the self-study process for our Western Association of
Schools and Colleges (WASC) accreditation report and six-year
revisit in Spring 2015.
Lynele Basug
Jason Kawaguchi
(WASC Focus on
Learning co-chairs)
All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
X Other: Staff

WSF
Title I
Title III
IDEA
CTE
Other
N/A
Focus groups will meet
regularly to discuss and
update any recommendations
from the previous visit. All
documentation will be
included as evidences on our
WASC website.
Academic Plan SY 2014-15
14

The Academic Review Team and School Community Council
will monitor progress on the Academic and Financial Plan.

Jan Iwase
All Students
Economically
Disadvantaged
English
Language
Learners
Students with
Disabilities
X Other: School
Community
WSF
Title I
Title III
IDEA
CTE
Other
N/A
Multiple means of
communication will be used
to inform the community as
evidenced by parent bulletins,
a Hale Kula Highlights blog,
Virtual School Community
meetings, and other social
media.




OPTIONAL Project Management Worksheet

Strategy Enabling Activity Short-term
Outcome
Intermediate
Outcome
Start Finish Accountable
Lead
Completed?
CCSS


CSS


FI/DT


EES


I&M











Academic Plan SY 2014-15
15