Three-Year Academic Plan SY , ,

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2 Where are we now? 1. Need: Inconsistency and beginning stages of implementation of Positive Behavior Intervention and Support Program (PBIS). 2. Need: Inconsistency and beginning stages of implementation of Second Step 3. Need: Inconsistency and beginning stages of implementation of small group instruction 4. Need: Inconsistency with implementation intensive intervention programs 5. Need: Beginning stages of articulation and in depth sharing of instructional strategies between grade level teachers 6. Need: Beginning stages of response to intervention for behavior 7. Need: Lack of communication between teachers and parents in support of student academic success 8. Need: Lack of training for special education support staff in classroom management, web-based instructional programs (Paraprofessionals, Educational Assistants) 9. Need: Lack of training for part time personnel in classroom management (Part Time Teachers) 10. Need: Lack of experience and training in the inclusion model for special education and general education 11. Need: Training for teachers on Stepping Stones math curriculum 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. 1. Reading Intervention needed: Sonday, leveled readers, supplemental reading programs and instructional strategies 2. Quality versus quantity in instruction 3. Intervention needed: concrete versus abstract lessons, manipulatives, multiple strategies, visuals, audio, kinesthetic and tactile 4. Focus on how boys learn 5. Focus on reading foundational skills in all grade levels 6. More targeted intervention for grade 5 7. Target tier II students 8. Target edge students 9. Support for low performing subgroups - disadvantaged and Native Hawaiian/Pacific Islanders 10. Monitor changes made to quarterly assessments, it makes a difference in the SBA 11. Close the gap through small group instruction and differentiation Kapunahala Elementary Academic Plan Page 2 Version

3 ORGANIZE: Identify your Academic Review Team (ART) Accountable Leads. 1.Ramona Kahawaii, Konnie McKeague, Reid Hasegawa 1. Positive Behavior Intervention and Support G1.EA1; G2.EA1 2.Ramona Kahawaii, Konnie McKeague, Reid Hasegawa 2.Second Step G1.EA1; G2.EA1 (Immersed in PBIS) 3. Laurie Fujikawa, Deborah Nekomoto, Reid Hasegawa 3.Small Group Instruction G1.EA2; G2.EA2 4.Reid Hasegawa, Deborah Nekomoto 4.Intensive Intervention G2.EA3 5.Robyn 5.Teacher Articulation and Instructional Strategies G2.EA5 6.Ramona Kahawaii, Konnie McKeague, Reid Hasegawa 6.Response to Intervention for Behavior G2.EA1 (Immersed in PBIS) 7.Deborah Nekomoto 7.Communication Between Teachers and Parents G3.EA1 8.Cynthia Tamashiro, Iris Kimura 8.Training for Special Education Support Staff and Paraprofessionals G2.EA4 9.Cynthia Tamashiro, Iris Kimura 9. Training for Part Time Teachers G2.EA7 10.Iris Kimura 10.Training for Inclusion G1.EA4 11.Robyn 11. Implement Tier 2 and 3 RTI Supports G1.EA3 12. Robyn 12. Implement Stepping Stones G1.EA5; G2.EA6 Kapunahala Elementary Academic Plan Page 3 Version

4 Outcome: By the end of three years, Chronic Absenteeism Present % 10% 9% 8% Current data from StriveHI Report Present % 76% 78% 80% Current data from ARCH SQS Report Rationale: Chronic Absenteeism: Presently Kapunahala is at 9% chronic absenteeism. We hope to decrease this rate by one percent per year. We currently have the following positive supports in place for attendance: Certificates for Perfect Attendance Quarterly Recognition for Perfect Attendance Quarterly in the Makua Monthly Drawing for prizes for Perfect Attendance Quarterly Certificates and Recognition for Perfect Attendance for the school year presented at the Aloha Assembly at the end of the school year Information regarding absences published in the Kapunahala Handbook. Letters to parents who have 10 or more absences or tardies Meetings with parents who have 15 or more absences Home visits for students who have excessive absences For school year the following will be implemented: Attendance Club for chronically absent students Incentives for classrooms with good attendance : In the Spring 2017 SQS survey, 75.4% of students felt safe at school. The implementation of the Positive Behavior Intervention and Support (PBIS) Program will boost this level to 80% of students who feel safe at school by The PBIS Program is implemented through the -Wide Second Step Guidance Program, Response to Intervention for Behavior, Boys and Girls Counseling Groups who meet throughout the school year and Big Brothers Big Sisters who meet with our students after school. The PBIS Program includes training sessions for teachers, Peaceful Playgrounds and a whole-child focus on curriculum. There are many Student Council Activities, Junior Police Officer Program, Physical Fitness, Cross Country, Track, Volleyball, Basketball, Girl Scouts (Daisies), After and Before Intervention Programs for students not yet meeting benchmarks, Recess Before Lunch Program, Quarterly Incentive Programs for students in grades four through six, robotics, Kapunahala Garden Program, Science Fair, Night at the Museum, Bike Ed, and Swimming. Kapunahala also has Art, Physical Education, Hawaiian Language and Performing Arts Programs taught by part time teachers. This year the brand for Kapunahala was, U-Knighted, Take Pride in Everything We Do! Kapunahala Elementary Academic Plan Page 4 Version

5 Inclusion Rate Present % 35% 40% 45% Current data from StriveHI Report Present % 75% 77% 79% Current data from StriveHI Report Present % 65% 68% 72% Current data from StriveHI Report Inclusion Rate: Currently there are no full day inclusion programs for students at Kapunahala. Most of the IDEA students participate in a pull-out resource program. There is a plan to increase the amount of time students with special needs spend in an inclusion setting. Kapunahala plans to increase the inclusion time for IDEA students to 45% by The increase of inclusion time will begin with grade 4 for the school year. : The current literacy rate in third grade is 67%. By the year 2020, the literacy rate in third grade will be increased by two percent per year to reach 79%. The staff has received training on Sonday (an off-shoot of Orton Gillingham) and more recently have been trained to teach the Orton Gillingham method. Kapunahala currently has 23 staff trained on the OG method of teaching. Kapunahala also provides students with intervention services before, during and after school. The staff has also received training on small group instruction by Dr. Mary Howard specifically on reading strategies that support struggling learners. This year the teachers have participated in data team meetings which dive deep into the root causes of students learning difficulties. Teachers have met in data teams which focus on instructional strategies that work for struggling learners. Teachers have participated in articulation meetings where teachers share ideas and instructional strategies tried previously with the students. : The proficiency is at 52% and by the year 2020 it should increase to 72%. The increase will be a result of interventions provided by the school in Reading. The services provided to students are: Small Group Instruction Before Intervention for All Students After Intervention for students not meeting benchmarks Part time teacher services to students Part time paraprofessional services to students Enrichment classes for students in grades 4-6 Instruction in Sonday Instruction in Orton Gillingham Professional Development for Teachers in Reading Strategies Professional Development in Teachers in Small Group Instruction Professional Development for Teachers in Orton Gillingham Data Team Meetings for Teacher Articulation on Reading Strategies Kapunahala Elementary Academic Plan Page 5 Version

6 Present % 51% 54% 58% Current data from StriveHI Report Science Present % 81% 83% 85% Current data from StriveHI Report Present Gap 34 33% 31% 29% Current data from StriveHI Report Data Team Meeting for Teacher Collaboration on Instructional Strategies PBIS System throughout the school RTI for Reading : The proficiency is at 49% and by the year 2020 it should increase to 58%. The increase will be a result of interventions provided by the school in. The services provided to students are: Small Group Instruction Before Intervention for All Students After Intervention for students not meeting benchmarks Part time teacher services to students Part time paraprofessional services to students Enrichment classes for students in grades 4-6 Professional Development for Teachers in Strategies Professional Development in Teachers in Small Group Instruction Data Team Meetings for Teacher Articulation on Strategies Data Team Meeting for Teacher Collaboration on Instructional Strategies PBIS System throughout the school RTI for Science : The Science proficiency is at 83% and by the year 2020 it should increase to 85%. The increase will be a result of interventions provided in Reading, as that is the direct link to comprehending concepts in Science. Kapunahala will continue to provide Science instruction to students that is hands on, relevant and engaging. Kapunahala currently has Big Ideas for science in every grade level and uses that to spiral the instruction from Kindergarten through grade six. The Big Ideas provides students with different experiences that do not repeat year after year. Kapunahala continues to provide practice for students in the Scientific Process every year. Gap: The Gap is at 34 and by the year 2020 it should decrease to 29%. The decrease will be a result of interventions provided by the school in Language Arts. The services provided to students will be the same as those provided to increase the proficiency in. Small Group Instruction Before Intervention for All Students After Intervention for students not meeting benchmarks Part time teacher services to students Part time paraprofessional services to students Enrichment classes for students in grades 4-6 Kapunahala Elementary Academic Plan Page 6 Version

7 Present Gap 31 36% 34% 32% Current data from StriveHI Report Instruction in Sonday Instruction in Orton Gillingham Professional Development for Teachers in Reading Strategies Professional Development in Teachers in Small Group Instruction Professional Development for Teachers in Orton Gillingham Data Team Meetings for Teacher Articulation on Reading Strategies Data Team Meeting for Teacher Collaboration on Instructional Strategies PBIS System throughout the school RTI for Reading Gap: The Gap is at 31 and by the year 2020 it should decrease further. The decrease will be a result of interventions provided by the school in. The services provided to students will be the same as those provided to increase the proficiency in. Small Group Instruction Before Intervention for All Students After Intervention for students not meeting benchmarks Part time teacher services to students Part time paraprofessional services to students Enrichment classes for students in grades 4-6 Professional Development for Teachers in Strategies Professional Development in Teachers in Small Group Instruction Data Team Meetings for Teacher Articulation on Strategies Data Team Meeting for Teacher Collaboration on Instructional Strategies PBIS System throughout the school RTI for Kapunahala Elementary Academic Plan Page 7 Version

8 Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship. Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future. Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities. Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be successful in their post-high school goals. Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences. Planning Desired Outcome Enabling Activities SY 76% 78% G1.EA1.Y1 The school continues to implement PBIS: The school continues to implement the Second Step Program. 100% of classrooms implement common grade level PBIS plan. Revise school vision and mission Student behavior expectations and consequences are clearly defined. Procedures are in place for students with behavior concerns. Revise the Behavior Matrix G1.EA1.Y2 The school continues to implement PBIS. The school continues to implement the Second Step Program. 100% of classrooms implement common grade level PBIS plan. 100% of classrooms and personnel publicize and practice the school vision and mission Implementation of behavior expectations and consequences Implement procedures for students with behavior concerns ART Accountable Lead(s) Ramona Kahawaii, Konnie McKeague Ramona Kahawaii, Konnie McKeague Interim Measures of Progress Define the relevant data used to regularly assess and monitor progress There is a schedule of PBIS Committee meetings. There is a schedule of Second Step lessons to be taught by the first day of school. Data is collected quarterly on Second Step lessons taught. There is a revision of the Second Step lessons to be taught by the end of the first semester. There is a 10% reduction of counseling referrals as Data on PBIS Current Implementation Status Survey will indicate that 50% of the features are In Place for -wide Systems and Classroom Systems at the end of each semester. There is a PBIS flowchart. There is a schedule of PBIS Committee meetings. There is a schedule of Second Step lessons to be taught by the first day of school. Data is collected quarterly on Second Step lessons taught. There is a 10% reduction of counseling referrals as Data on PBIS Current Implementation Status Survey will indicate that 75% of the features are In Place for -wide Systems and Classroom Systems at the end of each semester. Kapunahala Elementary Academic Plan Page 8 Version

9 80% 75% 65% Gap 33% 77% 68% Gap 31% Implementation of the newly revised behavior matrix G1.EA1.Y3 The school continues to implement PBIS. The school continues to implement the Second Step Program. 100% of classrooms implement common grade level PBIS plan. Publicize and practice the school vision and mission Implementation of behavior expectations and consequences Implement procedures for students with behavior concerns Implementation of the behavior matrix G1.EA2.Y1 One hundred percent of identified s K - 2 Tier II and Tier III students receive targeted support in the Lab. G1.EA2.Y2 One hundred percent of identified s K - 4 Tier II and Tier III students receive targeted support in the Lab Ramona Kahawaii, Konnie McKeague Laurie Fujikawa Laurie Fujikawa There is a revised Behavior Matrix that is posted in each classroom and office. There is a schedule of PBIS Committee meetings. There is a schedule of Second Step lessons to be taught by the first day of school. Data is collected quarterly on Second Step lessons taught.. There is a 10% reduction of counseling referrals as Data on PBIS Current Implementation Status Survey will indicate that 90% of the features are In Place for -wide Systems and Classroom Systems at the end of each semester. There is a revised Behavior Matrix that is posted in each classroom and office. At the end of each semester, 10% Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through grade 4 2) and strategic to core (Tier 1) on the STAR Reading Kapunahala Elementary Academic Plan Page 9 Version

10 79% 72% Gap 29% G1.EA2.Y3 One hundred percent of identified s K - 6 Tier II and Tier III students receive targeted support in the Lab Laurie Fujikawa At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grades 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading 75% 65% 51% Gap 33% Gap 36% G1.EA3.Y1 Implement Tier 2 and tter 3 RTI supports in and to identified students in the general education classroom. Universal Screening to identify targeted students with STAR assessment During and after school supports Small group support during classroom instruction Small group targeted interventions for and pull out support for grades 3-6 Sonday and/or Orton Gillingham literacy supports Part Time Teacher and paraprofessional tutor supports in classrooms Robyn There is a 10% reduction of students eligible for special education services quarterly as compared to the previous year s quarterly reports. Walkthrough data collected increases by 5% per semester on the implementation of small group instruction. At the end of each semester 10% Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading 77% 68% 54% Gap 31% Gap 34% G1.EA3.Y2 Continue to implement Tier 2 and Tier 3 RTI supports in and to identified students in the general education classroom During and after school supports Small group support during classroom instruction Small group targeted interventions for and pull out support for grades 3-6 Sonday and Orton Gillingham literacy supports Part Time Teacher and Paraprofessional Tutor supports in classrooms Robyn There is a 10% reduction of students eligible for special education services quarterly as compared to the previous year s quarterly reports. Walkthrough data collected increases by 5% per semester on the implementation of small group instruction. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading Kapunahala Elementary Academic Plan Page 10 Version

11 79% 72% 58% Gap 29% Gap 32% Inclusion Rate 35% Inclusion Rate 40% Inclusion Rate 45% 51% G1.EA3.Y3 Continue to implement and refine Tier 2 and Tier 3 RTI supports in and to identified students. During and after school supports Small group support during classroom instruction Small group targeted interventions for and pull out support for grades 3-6 Sonday and Orton Gillingham literacy supports Part Time Teacher and Paraprofessional Tutor supports in classrooms G1.EA4.Y1 Implement an inclusion model in 4 to support IDEA students. G1.EA4.Y2 Implement inclusion model in s 4 & 5 to support IDEA students. G1.EA4.Y3 Implement inclusion model in s 4, 5 & 6 to support IDEA students. G1.EA5.Y1 Implement Stepping Stones math program Robyn There is a 10% reduction of students eligible for special education services quarterly as compared to the previous year s quarterly reports. Walkthrough data collected increases by 5% per semester on the implementation of small group instruction. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment At the end of each semester, 10% of grade 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading Iris Kimura There is a 10% gain of grade 4 IDEA students in the inclusion setting making positive gains on the IEP Progress Reports for students. Students will move from Emerging to Progress Made; or Progress Made to objective Met each semester. Quarterly surveys from teachers and Educational Assistants involved in the inclusion classroom will indicate positive classroom climate Iria Kimura There is a 10% gain of grade 4 and 5 IDEA students in the inclusion setting making positive gains on the IEP Progress Reports for students. Students will move from Emerging to Progress Made; or Progress Made to objective Met each semester. Quarterly surveys from teachers and Educational Assistants involved in the inclusion classroom will indicate positive classroom climate Iris Kimura There is a 10% gain of grade 4, 5 and 6 IDEA students in the inclusion setting making positive gains on the IEP Progress Reports for students. Students will move from Emerging to Progress Made; or Progress Made to objective Met each semester. Quarterly surveys from teachers and Educational Assistants involved in the inclusion classroom will indicate positive classroom climate Robyn At the end of each semester, 10% of grade 1 through 5 2) Kapunahala Elementary Academic Plan Page 11 Version

12 Gap 36% 54% Gap 34% 58% Gap 32% in grades K-5. G1.EA5.Y2 Implement Stepping Stones math program in grades K-5. G1.EA5.Y3 Implement Stepping Stones math program in grades K Robyn, Robyn and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed response assessment. At the end of each semester, 10% of grade 1 through 5 2) and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed response assessment. At the end of each semester, 10% of grade 1 through 5 2) and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed Response assessment. Kapunahala Elementary Academic Plan Page 12 Version

13 Kapunahala Elementary Academic Plan Page 13 Version Goal 2: Staff Success. Kapunahala has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success. Planning Desired Outcome Enabling Activities SY 76% 78% 80% G2.EA1.Y1 There are PBIS training sessions for the faculty/staff. The teachers collaborate on the Second Step lessons to evaluate to possibly revise the lessons. There are trainings held for faculty and staff on response to intervention for behavior. Professionals Development held for faculty and staff on book reading Mindset, the New Psychology of Success. G2.EA1.Y2 There are PBIS training sessions for the faculty/staff. The teachers collaborate on the Second Step lessons to evaluate to possibly revise the lessons. There are trainings held for faculty and staff on response to intervention for behavior. Professional Development held for staff on book reading. Teachers and staff collaborate on integrating a growth mindset in their teaching G2.EA1.Y3 There are PBIS training sessions for the faculty/staff. ART Accountable Lead(s) Ramona Kahawaii, Konnie McKeague, Reid Hasegawa Ramona Kahawaii, Konnie McKeague, Reid Hasegawa Ramona Kahawaii, Konnie McKeague, Reid Interim Measures of Progress Define the relevant data used to regularly assess and monitor progress There are agendas and minutes from PBIS training. There is a 10% reduction of counseling referrals as There are reflections written by 90% of the faculty and staff after participation in book reading discussions. There are agendas and minutes from PBIS training.. There is a 10% reduction of counseling referrals as There are reflections written by 90% of the teachers and staff after collaboration There are agendas and minutes from PBIS training.

14 Kapunahala Elementary Academic Plan Page 14 Version The teachers collaborate on the Second Step lessons to evaluate to possibly revise the lessons. There are trainings held for faculty and staff on response to intervention for behavior. Teachers and staff integrate a growth mindset in their classrooms and jobs Hasegawa There is a 10% reduction of counseling referrals as 50% of students surveyed indicate growth mindset thinking. 75% 65% 51% Gap 33% Gap 36% 77% 68% 54% Gap 31% Gap 34% 79% 72% G2.EA2.Y1 There are training sessions for the faculty/staff on small group instruction for literacy. Establish school-wide common agreements around small group instruction K-2 will implement small group instruction using a school wide intervention system (i.e. OG, Sonday). G2.EA2.Y2 There are training sessions for the faculty/staff on small group instruction for literacy. Implement school-wide common agreements around small group instruction K-4 will implement small group instruction using a school wide intervention system (i.e. OG, Sonday). G2.EA2.Y3 There are training sessions for the faculty/staff on small group instruction for literacy Deborah Nekomoto Reid Hasegawa Deborah Nekomoto Reid Hasegawa Deborah Nekomoto Reid Hasegawa At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through 4 2) and strategic to core (Tier 1) on the STAR Reading At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment

15 Kapunahala Elementary Academic Plan Page 15 Version % Gap 29% Gap 32% Revise school-wide common agreements around small group instruction K-6 will implement small group instruction using a school wide intervention system (i.e. OG, Sonday). At the end of each semester, 10% of grade 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading 75% 65% Gap 33% G2.EA3.Y1 There is training for faculty/staff in intensive intervention programs. There is professional development provided for teachers and staff on Orton Gillingham Reid Hasegawa Deborah Nekomoto There is walkthrough data reflecting intensive intervention through small group instruction. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. 77% 68% Gap 31% 79% 72% Gap 29% G2.EA3.Y2 Sustain training for faculty/staff in intensive intervention programs. There is intensive intervention collaboration sessions at the school level. G2.EA3.Y3 Sustain training for faculty/staff in intensive intervention programs. There is intensive intervention collaboration sessions at the school level Reid Hasegawa Deborah Nekomoto Reid Hasegawa Debbie Nekomoto. There is walkthrough data reflecting intensive intervention through small group instruction. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment At the end of each semester, 10% of grade 3 through 4 2) and strategic to core (Tier 1) on the STAR Reading There is walkthrough data reflecting intensive intervention through small group instruction. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through 6

16 Kapunahala Elementary Academic Plan Page 16 Version ) and strategic to core (Tier 1) on the STAR Reading 76% 75% 65% 51% Gap 33% Gap 36% 78% 77% 68% 54% Gap 31% Gap 34% 80% 79% G2.EA4.Y1 There is training offered for special education support staff in classroom management and web-based instructional programs. Basic classroom management strategies IXL, Lexia, KidBiz/TeenBiz G2.EA4.Y2 There is training offered for special education support staff in classroom management and web-based instructional programs. Understanding students with special needs Web based research G2.EA4.Y3 There is training offered for special education support staff in classroom management, web-based instructional programs. Instructional Strategies for student with special needs Cindy Tamashiro Iris Kimura Cindy Tamashiro Iris Kimura Cindy Tamashiro Iris Kimura..

17 Kapunahala Elementary Academic Plan Page 17 Version % 58% Gap 29% Gap 32% 75% 65% 51% Gap 33% Gap 36% 77% 68% 54% Gap 31% Gap 34% 79% Google classroom and applications G2.EA5.Y1 Data team meetings are held for teacher collaboration and in depth sharing of instructional strategies. level - Reading, Writing, and Assessments Vertical Articulation Between Levels - Reading, Writing, and Assessments G2.EA5.Y2 Data team meetings are held for teacher collaboration and in depth sharing of instructional strategies. level - Reading, Writing, and Assessments Vertical Articulation Between Levels - Reading, Writing, and Assessments G2.EA5.Y3 Data team meetings are held for teacher collaboration and in depth sharing of instructional strategies Robyn Robyn Robyn There are data team agenda and minutes reflecting articulation between teachers. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment At the end of each semester, 10% of grade 1 through 6 2) and strategic to core (Tier 1) on the STAR ematics There are data team agenda and minutes reflecting articulation between teachers. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3) to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment. At the end of each semester, 10% of grade 3 through 4 2) and strategic to core (Tier 1) on the STAR Reading At the end of each semester, 10% of grade 1 through 6 2) and strategic to core (Tier 1) on the STAR ematics There are data team agenda and minutes reflecting articulation between teachers. At the end of each semester, 10% of Kindergarten through grade 2 students move from intensive (Tier 3)

18 72% 58% Gap 29% Gap 32% 51% Gap 36% 54% Gap 34% 58% Gap 32% level - Reading, Writing, and Assessments Vertical Articulation Between Levels - Reading, Writing, and Assessments G2.EA6.Y1 There are training sessions to support the implementation of the newly adopted Stepping Stones Program. G2.EA6.Y2 Revise Stepping Stones implementation plan. s K-5 will create grade level curriculum plans for Stepping Stones. G2.EA6.Y3 Revise Stepping Stones implementation plan. s K-5 will implement grade level curriculum plans for Stepping Stones Robyn Robyn Robyn to strategic (Tier 2) and strategic to core (Tier 1) on the DIBELS assessment At the end of each semester, 10% of grade 3 through 6 2) and strategic to core (Tier 1) on the STAR Reading At the end of each semester, 10% of grade 1 through 6 2) and strategic to core (Tier 1) on the STAR ematics At the end of each semester, 10% of grade 1 through 6 2) and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed response assessment. At the end of each semester, 10% of grade 1 through 5 2) and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed response assessment. Curriculum maps to evidence grades K - 5 plans for Stepping Stones. At the end of the school year, 58% of students will meet proficiency in. At the end of each semester, 10% of grade 1 through 6 2) and strategic to core (Tier 1) on the STAR ematics There is a 5% increase of students meeting proficiency on the quarterly Constructed response assessment. Kapunahala Elementary Academic Plan Page 18 Version

19 76% 78% G2.EA7.Y1 There is training offered for Part Time Teachers in classroom management. Basic classroom management strategies G2.EA7.Y2 There is training offered for Part Time Teachers in classroom management. Understanding students with special needs Cindy Tamashiro Iris Kimura Cindy Tamashiro Iris Kimura. 80% G2.EA7.Y3 There is training offered for Part Time Teachers in classroom management. Instructional strategies for student with special needs Cindy Tamashiro Iris Kimura Kapunahala Elementary Academic Plan Page 19 Version

20 Goal 3: Successful Systems of Support. The system and culture of Kapunahala Elementary works to effectively organize financial, human, and community resources in support of student success. Planning Desired Outcome Enabling Activities SY 75% 65% 51% Gap 33% Gap 36% 77% 68% 54% Gap 31% Gap 34% 79% G3.EA1.Y1 There is communication between teachers and parents during the quarter regarding student progress (report card grades) Teachers will communicate with parents on a written document if grades are on track for a WB (Well Below) for each subject at the middle of each quarter. Teachers will send home student work and assessments throughout each quarter. G3.EA1.Y2 There is communication between teachers and parents during the quarter regarding student progress (report card grades). Teachers will continue to communicate with parents on a written document if grades are on track for a WB (Well Below) for each subject at the middle of each quarter. Teachers will continue to send home student work and assessments throughout each quarter. G3.EA1.Y3 There is communication between teachers and parents during the quarter ART Accountable Lead(s) Deborah Nekomoto Deborah Nekomoto Deborah Nekomoto Interim Measures of Progress Define the relevant data used to regularly assess and monitor progress Parents are notified on a mid-quarter report if their child is well below in any subject. Data is collected to document that parents have been notified about their child s progress prior to the end of the quarter. Data is collected to document that parents have been notified about their child s progress prior to the end of the quarter. Data is collected to document that parents have been notified about their child s progress prior to the end of the quarter. Kapunahala Elementary Academic Plan Page 20 Version

21 72% 58% Gap 29% Gap 32% regarding student progress (report card grades). Teachers will continue to send home student work and assessments throughout each quarter. Kapunahala Elementary Academic Plan Page 21 Version