Three-Year Academic Plan Aiea Moanalua Radford

Three-Year Academic Plan Aiea Moanalua Radford Aiea Intermediate School 99-600 Kulawea St. Aiea, Hawaii 96701 Phone # (808) 305-9200 http://www.aieais.k12.hi.us Submitted by Tom Kurashige Date Signature on File at School. Approved by John Erickson Date Signature on File at School. Aiea Intermediate School Three-Year Academic Plan Page 1 Version #1 03/28/2017

Where are we now? Prioritize school s needs as identified in one or more of the following needs assessments: Comprehensive Needs Assessment (Title I Schools) WASC Self Study WASC Category B: Standards Based Student Learning: Curriculum, instruction WASC Category C: Standards Based Student Learning: Instruction WASC Category D: Standards Based Student Learning: Assessment and Accountability Other: 1) STRIVE HI Indicators 2) AMR Complex Focus Areas 3)Title I Monitoring and Technical Assistance Desk Review Report STRIVE HI Report: While AIS continues to meet the overall STRIVE HI higher proficiency benchmarks, the narrowing of the achievement gap has been more challenging. The STRIVE HI results show that the Achievement Gap Rates in Math and ELA between the high needs students and their non-high needs peers have gotten wider over the past three years. Comparison of SY 2014-2015 and SY 2015-2016 reveals that the Achievement Gap increased by 3% in math and by 4% in ELA. This can be attributed to the increasing numbers of students entering AIS with one or more risk factors that interfere with school success. Additionally, MGP Growth Scores in ELA/Literacy dropped by 4% between SY 2014-2015 and SY 2015-2016. Achievement: 2014-2015 2015-2016 2015-2016 State (Middle) Results AIS Math 51% 58% 38% AIS ELA 58% 59% 49% Science (HSA) 52% 60% 38% Growth: 2014-2015 2015-2016 Increase/Decrease Math MGP 70 76 +6 ELA MGP 66 62-4 Achievement Gap: 2014-2015 2015-2016 Increase/Decrease Math 40% 43% +3% ELA 34% 38% +4% https://goo.gl/pxpxhi Comprehensive Needs Assessment: The most recent Comprehensive Needs Assessment (SY 2016-2017) completed to meet Federal Title I requirements shows various school challenges. These challenges have been categorized and prioritized in the following manner: Changes in eligibility criteria have resulted in an increase in the number of students needing academic assistance (based on classroom performance samples), but not qualifying for special services. Growing numbers students with one or more risk factors that impede school success are contributing to the number of gap students needing intensive support services but not qualifying for SPED, ELL, and other programs. Many students performing below the grade-level proficiency benchmarks. More training for teachers on how to use data to target student needs and guide instruction. Aiea Intermediate School Academic Plan Page 2 Version #1 03/28/2017

Clearer understanding and more effective application of criteria used to determine student placement and how to support student learning. Continuation of instructional coaching to effectively implement school-wide framework based on rigor, relevance, and engagement. Time to develop content standards, instructional strategies, assessment procedures, and classroom management practices to maximize student academic growth and potential. Expand articulation with elementary feeder schools and the high school. Seek other funding sources to supplement WSF allocations. More teachers are needed to create smaller student learning communities, provide more intensive support programs, and expand one-to-one teaching/learning opportunities. https://goo.gl/g9yp3d WASC Accreditation Report: Aiea Intermediate School went through a full accreditation process in February 2014 and was awarded the highest term of accreditation a six year clear accreditation term. The cited Areas for Growth in Categories B, C, and D by the visiting WASC committee members are the following: Category B--Reinstate/support feeder school and high school articulation Category C Refocus and prioritize school s identified critical elements for student success, implementation of various programs and curricular frameworks, and relevant and high quality instruction for all students, despite State level directives, mandates, time constraints, high-stakes testing, and compliance issues. Category D Understanding the connections between the purposes of the assessments, the information gathered from the assessments, and the actions taken by the school as the result of the data. More in-depth analysis of the data to understand the reasons behind the data in order to prioritize the school actions that will potentially yield the greatest positive impact on student learning. Accountability and monitoring of prioritized actions through the ART and with EES. https://goo.gl/ybfwvu AMR Complex Focus Areas: Pick at least one area. Implementation CSSS/RTI Minimize Chronic Absenteeism Aiea Intermediate School Academic Plan Page 3 Version #1 03/28/2017

Increase Technology Integration Decrease 9 th Grade Failure Rate Enhance Supports for Student transitions (Selected by AIS) Title I: Monitoring and Technical Assistance Desk Review Report: Program Performance Observations https://goo.gl/iijl2p Prioritized School Components to be Addressed: Based on data provided by the Comprehensive Needs Assessment, the STRIVE HI Report, the WASC Accreditation Recommendations, the requirement to select at least one of five AMR focus areas and the Title I MTA Desk Review, the Aiea Intermediate School Community has selected the following components as focus areas for the next three years to ensure continuous student growth and school improvement. 1) More training and support for teachers to utilize data to target student needs and guide instructional practices (especially for gap and high-needs students). 2) Enhance supports for student transitions from elementary school to middle school and from middle school to high school by reinstating feeder school and high school articulations. 3) Increase technology integration in the classroom to support 21 st century teaching and learning. Aiea Intermediate School Academic Plan Page 4 Version #1 03/28/2017

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. The targeted sub group will the disadvantaged students as defined by the Title I guidelines. The Disadvantaged students have over twice the Chronic Absenteeism rate (14.9%) compared to the Non-Disadvantaged students (6.0%). In the statewide assessments to measure Science, Math, and ELA achievements there are substantial gaps in the achievement levels between the Disadvantaged and Non-Disadvantaged students and the gaps have gotten wider over the past two testing cycles: Science Achievement: 2015 2016 Non-Disadvantaged: 53.3% 76.6% Disadvantaged: 45.6% 43.6% ELA Achievement: Non-Disadvantaged: 67.8% 69.4% Disadvantaged: 48.6% 48.9% Math Achievement: Non-Disadvantaged: 60.2% 71.8% Disadvantaged: 41.8% 45.1% The Disadvantaged sub group was selected because they cut across ethnicity and is disproportionately represented negatively in STRIVE HI Indicators such as Chronic Absenteeism, Academic Proficiency Rate, and Achievement Gap. Aiea Intermediate School Academic Plan Page 5 Version #1 03/28/2017

ORGANIZE: Identify your Academic Review Team Accountable Leads. Name of ART Team Accountable Lead Title of ART Team Accountable Lead 1. Evangeline Cabang 1. Academic Review Team 2. Andrew Akemoto 2. Common Core State Standard 3. Michelle Toyama 3. Formative Instruction/Data Teams 4. VP (to be named later) 4. Educator Effectiveness 5. Alton Goo, Jan Wong 5. Comprehensive Student Support 6. Mary Shire 6. Induction & Mentoring 7. Cleve Hamasaki 7. STEM 8. Nicole Lambert 8. Data Assistance, Student Demographics, Master Schedule 9. 9. 10. 10. Aiea Intermediate School Academic Plan Page 6 Version #1 03/28/2017

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. Outcome: By the end of three years, Rationale: The Response To Intervention (RTI) to ensure early detection of student needs and the Comprehensive Student Support System (CSSS) to ensure all students are connected to a system of support services, activities, and opportunities at school and within the community will be improved to better support student success. Students enter AIS at varying degrees of academic proficiency but over the past several years the number of students arriving at school with one or more risk factors that interfere with school success have been increasing. This has resulted in smaller MGP scores (math +6%), or even a decline in MGP scores (English -4%) as indicated in the 2015-2016 STRIVE HI results. Additionally, the achievement gap between highneeds students and their non-high needs peers has been increasing. The Core Teams, established to create smaller learning communities, enhance a sense of belonging, promote positive student relationships with teachers and peers, personalize instruction to better meet student needs, develop positive behavior and other life skills, and give teachers and students opportunities to engage in shared work, shared responsibility, shared success, and shared rewards, will set goals for the attainment of student character traits as well as academic goals. Teachers report, that in addition to low scores many students exhibit a tendency to give up when work is difficult. Tutoring and study hall opportunities exist but many students do not take advantage of the opportunities provided. For some students, absences are a major factor for their poor academic performance. Teachers cite the lack of character traits like resiliency, perseverance, and grit in many students that are necessary for school success. Aiea Intermediate School Academic Plan Page 7 Version #1 03/28/2017

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 Determine academic proficiency levels and the need for support services for each student. Improve student engagement by focusing on application and relevance without compromising rigor and high standards. All students will take RTI universal screener assessments for ELA and math at the beginning of the school year to determine academic performance levels. The disadvantaged student sub group results will be reviewed by their grade-level counselor and provided support. AIS will monitor and log absences, referrals, concerns to identify students in need of support services beyond just academic assistance. Continue work of ICLE coaches and utilize Daggett s Rigor, Relevance, and Engagement design as the school-wide instructional framework. Create activities for developing student character traits like resiliency, grit, perseverance, and citizenship during homeroom periods. Target disadvantaged students with chronic absences and link with outreach counselor. Attempt to work with parents. 2017-2018 VP (TBA), Alton Goo, Jan Wong VP (TBA), Alton Goo, Jan Wong Evangeline Cabang, Andrew Akemoto, Michelle Toyama, Mary Shire WSF Title I Title II Title III IDEA Homeless CTE Other N/A WSF Title I Title II Title III IDEA Homeless CTE Other N/A RTI universal screener, common end-of quarter assessments, department and Core Team data team analysis (monthly), peer review conducted monthly by the Student Support Team (SST), Core Team meeting notes (weekly), attendance records, referral log Core Team meeting notes, Data Team analysis, student grades, attendance records, referral log, SST feedback, reports from school-level instructional coaches Tripod Survey, SQS, feedback from students and teachers Aiea Intermediate School Academic Plan Page 8 Version #1 03/28/2017

Promote the maintenance of a safe, clean, and orderly environment where learning can take place. Ensure that the students feel that they are part of the school community, that their ideas matter, and that there is an atmosphere of mutual respect. Expand co-curricular programs that align to student interests, skills, and talents. Maintain no cut policy in intermural athletics, drama, chorus, band, and dance programs to ensure all students can participate. Continue to hold student mixers coordinated by the counseling department for students new to the Aiea Complex and not from one of the five feeder schools, Utilize mixers to engage new students in school activities, create links with other students, and ensure that the new students find a positive niche in the school community. Alton Goo SQS, feedback from SAC, student journals Feedback from counseling department, SQS, feedback from students Continue to motivate all students to produce quality products and performances by recognizing and celebrating student achievements and accomplishments. Maintain quarterly Honor Roll and Most Improved Student recognition assemblies. Continue to display student projects for Science Fair and History Day to parents and community members. Continue to support performances by the band, dance, drama, and chorus programs. SQS, feedback from students, parents, counselors, SAC, teachers Aiea Intermediate School Academic Plan Page 9 Version #1 03/28/2017

Goal 2: Staff Success. Aiea Intermediate School has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success. Outcome: By the end of three years, Rationale: A school-wide system for teachers to receive intensive embedded professional development training provided by school mentors, schoollevel instructional coaches, members of the faculty, state and district specialists and resource teachers that effectively meet the needs of the students will be created. Implement more effective use of data teams to systemically establish practices of analyzing student work and implementing relevant and appropriate interventions. Formalized structures for transitioning students into and out of AIS are established. Articulation between AIS ELA, math, and science departments and the elementary feeder schools are conducted on a regular basis. While a wide variety of academic and support services are available to AIS students, recent STRIVE HI data and CNA reports indicate services currently available are not as effective in meeting the needs of many students to achieve school success as previous years. The achievement gap between high-needs students and their non-high needs peers has increased over the past three years. The achievement gap currently stands at 43% for math and 38% for ELA. The percentage of SPED and ELL students able to meet the SBA benchmarks in math and ELA remains low. Additionally, school efforts to lower the number of students labelled chronically absent have been largely unsuccessful. The most influential and impactful factor in student learning is the effectiveness of the classroom teacher. While some veteran teachers are effective in directing the analysis of student work and determining curricular and instructional modifications that lead to improved results, many (new/probationary) teachers lack specific intervention strategies for impacting student learning. AIS is a transition point for students as they exit elementary school and prepare for more independence at the high school level. Transition from elementary school can be stressful for students and parents. Many feeder school students arrive unprepared to meet the rigor and standards set at AIS. Aiea Intermediate School Academic Plan Page 10 Version #1 03/28/2017

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 More training for teachers on how to use data to target student needs and guide instruction. Utilize school-based instructional coaches to assist all teachers to effectively implement schoolwide framework based on rigor, relevance, and student engagement. VP (TBA) Shire Cabang WSF Title I Title II Title III IDEA Homeless CTE Other N/A Initial review of IPDP September 2016; End review of IPDP May 2018 Agendas and teacher sign in sheets for school level PD Feedback from school-based instructional coaches All teachers will be provided inclusion training by school, district, and state personnel to support SPED students in the least restrictive learning environment. Access expertise from Pacific Island community leaders on how to work with disadvantaged students from their communities. All teachers will receive continuous in-service training on EES and the Danielson Framework for Teaching. 2017-2018 Intensive 2018-2020 Review Goo Shire VP (TBA) Agenda and teacher sign in sheets for Inclusion PD activities Feedback from classroom teachers, data teams, results from common quarter-end assessments Verification of training in PDE3 Agendas, sign in sheets, administrative walk-throughs Aiea Intermediate School Academic Plan Page 11 Version #1 03/28/2017

More articulation between AIS 7 th grade academic core departments and feeder schools 6 th grade teachers Administrative agreement between feeder school and AIS principals to provide substitute days and other resources to conduct articulation meetings. Develop complex plan on how to work with disadvantaged students. Joint planning of articulation meetings by elementary and AIS teachers so the needs and concerns of the elementary and the middle school can be shared. VP (TBA), Evangeline Cabang, Andrew Akimoto, Michelle Toyama WSF Title I Title II Title III IDEA Homeless CTE Other N/A Teacher feedback, principal feedback Teacher feedback Examine instructional approach for teaching 6 th graders at the elementary school. Under the middle school framework 6 th grade is part of the secondary curriculum. Are 6 th graders exposed to a secondary curriculum and taught as secondary students at the elementary school? 2017-2018 Teacher feedback Examine SBA tests for 6 th and 7 th grade. To what extent is what is being taught (especially in ELA, math, science) aligned to the SBA? Track SBA results for students designated as disadvantaged. Teacher feedback, SBA scores Aiea Intermediate School Academic Plan Page 12 Version #1 03/28/2017

Goal 3: Successful Systems of Support. The system and culture of Aiea Intermediate works to effectively organize financial, human, and community resources in support of student success. Outcome: By the end of three years, AIS investments will result in a framework that will support integration of technology in every classroom to elevate teaching and learning. Integration of technology as tools for teaching and learning will become a major focus of PD training for all faculty members. A technology cadre headed by the technology coordinator will be created to provide input and guidance about the technology needs of the AIS community and how to meet them. New technology standards will be established that will require teachers and students to integrate the use of technology into their daily teaching and learning activities. Expand the involvement of appropriate stakeholders in major resource management decision-making process to support student success by linking short meetings with student performance activities like band, dance, chorus, and drama programs. Create more effective systems and structures to facilitate communication with parents and community members to broaden their involvement in raising student achievement and improving the school. Rationale: Today s students have grown up in a digital world and they are already active users of technology outside of the school. The challenge is leveraging the opportunities technology creates to prepare students for a globally connected, information-saturated, tech-filled life ahead of them. Many teachers mistakenly assume that the integration of technology in education merely means the digitizing of curriculum and teaching practices of the past. All teachers must develop the ability to use technology to create instructional environments that can facilitate active student engagement, meet the specific and varying learning needs of the students, facilitate collaborative problem solving, and provide students with authentic learning opportunities. Almost all workers in business, industry, and government are now required to use technology. The technology skills and knowledge that students gain in the classroom will form the foundation for the technology skills and knowledge they will need in the future. Parent and community involvement in the PTSC meetings and the quarterly SCC meetings tend to be low. Open House and evening activities such as band, dance, chorus, and drama programs are well attended. While there are mechanisms in place to monitor academic performance and progress on a daily basis, less than half the parents use the system to actively encourage and support their children to meet academic expectations set by the school. Aiea Intermediate School Academic Plan Page 13 Version #1 03/28/2017