Pukalani Elementary School - Three-Year Academic Plan 2017-2020 Academic Plan & Supporting Documents
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PukalaniElementarySchool
Three-YearAcademicPlan 2017-2020
AcademicPlan & SupportingDocuments
2019-2020
SchoolYear
Principal:AmyStrand
ContactInformation
Telephone:808-573-8760
PlanSubmitted
by
PlanApproved
by
Complex
AreaSuperintendent Date
Revised for Baldwin-Kekaulike-Maui Complex AreaThree-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
[Pukalani Elementary School] Academic Plan Page | 1 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Where are we now?
Prioritize school’s needs as 1. Need: Address the lack of proficiency and growth in IDEA students in ELA and Math.
identified in one or more of 2. Need: Adopt a school-wide science curriculum to support all grades in moving toward NGSS standards
the following needs 3. Need: Adopt a consistent program to address the behaviors of our high needs students.
assessments: 4. Need: The administration and staff to consider professional development that increases teachers’ ability to
diagnose reading, writing and math deficits.
● Comprehensive Needs
Assessment (Title I
Schools)
5. WASC Identified Need: The administration and staff to consider the integration of STrEaM into regular
● WASC Self Study classroom instruction.
▪ WASC Category B: 6. WASC Identified Need: The administration and staff to look at ways to provide inclusion opportunities in core
Standards Based content areas
Student Learning:
Curriculum, 7. WASC Identified Need: School leadership to further expand professional development on instructional
instruction strategies, activities and interventions that engage ELL and Title I students.
▪ WASC Category C: 8. WASC Identified Need: Administration and staff to consider significant professional development in the RtI
Standards Based strategies and a higher degree of implementation.
Student Learning:
9. WASC Identified Need: Administration ensures that a functional Leadership/Academic Review Team regularly
Instruction
▪ WASC Category D: monitors the implementation of the academic plan, making necessary adjustments to maximize student
Standards Based achievement, particularly those of poverty-impacted and IDEA students
Student Learning:
Assessment and
Accountability
●
Addressing Equity: Sub Group Identification
● Disadvantaged students are less proficient in reading and math.
● Other
● SPED are less proficient in reading and math.
● ELL students are less proficient in reading and math.
[Pukalani Elementary School] Academic Plan Page | 2 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
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.
Disadvantaged
[Pukalani Elementary School] Academic Plan Page | 3 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
ORGANIZE: Identify your Academic Review Team Accountable Leads.
Name and Title of ART Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives
1. Amy Strand-Principal 1.
2.Jasmine Domingo-CC 2.
3.Debbie Hisashima-Academic Coach 3.
4.Miriam Clarke-Teacher 4.
5.Kelsey Maxwell-Teacher 5.
6.Tracy Hofmann-Teacher 6.
7.Justin Cayaban-Teacher 7.
8.Carolann Barrett-Teacher 8.
9. 9.
10. 10.
[Pukalani Elementary School] Academic Plan Page | 4 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
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:
We have 52% disadvantaged. We have 18% SPED and 3% ELL. These
85% 4th Grade students will reach proficiency on HSA Science in May subgroups are considered “high needs” and are not performing at the
2019-2020 (taken 2x). same rate as the “non-high needs students”. We need to close this gap.
85% of all eligible** students will reach their grade level benchmark in
STAR reading/Math using SBAC measurements for 2-5 and school level
benchmarks for K-1.
**Not eligible: Not all students’ conditions allow them to take school
100% of eligible students will show 3-5% growth throughout each testing
wide assessments.
date in each quarter on STAR Reading/Math/Early literacy at each target
point (fall, winter, spring).
100% of eligible students grades K-5 will move up one level on the
writing rubric in at least one writing strand by the end of the year.
100% of eligible students grades K-2 will increase fluency by 5-20 wpm
at each target point (Fall, Winter, Spring).
100% of eligible students grades K-2 will increase fluency by 5 -20 wpm
each target point (Fall, Winter, Spring).
[Pukalani Elementary School] Academic Plan Page | 5 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
100% of eligible students will show 3-5 percent growth on curriculum
based assessments (i.e. Wonders) quarterly.
Planning Funding Interim Measures of Progress
Enabling Activities School ART Source of Funds Define the relevant data used to
Desired Outcome (Indicate year(s) of implementation Year(s) of Accountable (Check applicable boxes to regularly assess and monitor
in next column) Activity Lead(s) indicate source of funds) progress
All Students in Reading Plus 2019-2020 Miriam ☐WSF STAR Data
grades 3-5 will -Grades 3-5 Clarke XTitle I ($19,732.98) Reading Plus Usage Report
participate in ☐Title II
● All Students will ☐Title III
Reading Plus as a participate during small ☐IDEA
supplemental group instruction(15-20 ☐Homeless
reading program. min) Visual Skills, ☐CTE
Vocabulary ☐Other
By the end of the
☐N/A
school year 85% of
students will show ● Implementation of
growth in Reading Reading Plus during
proficiency as RTI for the students
measured by STAR who can complete
reading scores. suggested weekly
assignments:
Visual Skills, Vocab,
Comprehension
[Pukalani Elementary School] Academic Plan Page | 6 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
All Kindergarten Zaner-Bloser Handwriting 2019-2020 Debbie ☐WSF Teacher made pre and post
students will Curriculum Hisashima xTitle I ($800.00) writing assessment
participate in -Grade K ☐Title II
Zaner-Bloser ☐Title III
Handwriting ☐IDEA
Curriculum as a ☐Homeless
writing supplement ☐CTE
☐Other
handwriting program
☐N/A
for basic skills.
All students will Engage NY-Eureka Math 2019-2020 Kelsey ☐WSF -STAR Math Assessment
participate in Curriculum Maxwell XTitle I (14,355) -Module Assessments
Engage NY-Eureka and ☐Title II
Math Curriculum. Jasmine ☐Title III
Domingo ☐IDEA
☐Homeless
85% of students will ☐CTE
be proficient as ☐Other
measured by STAR ☐N/A
Math assessment.
[Pukalani Elementary School] Academic Plan Page | 7 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
All students will IXL (Grades K-5) 2019-2020 ☐WSF
have access to both ● During small group XTitle I ($5,900)
ELA and Math instruction and RTI. ☐Title II
through the IXL ☐Title III
program. ☐IDEA
☐Homeless
☐CTE
☐Other
☐N/A
Students will Writing Curriculum 2019-2020 XWSF Student samples
participate in ● During PLC, grade levels ☐Title
I PLC
common writing will engage in inter-rater ☐Title II
prompts based on ☐Title III
reliability scoring of
Adopted Writing ☐IDEA
writing assessments
Curriculum. 70% of ☐Homeless
students will be at ☐CTE
☐Other
proficiency in
☐N/A
writing standards for
each assessment.
[Pukalani Elementary School] Academic Plan Page | 8 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Students will gain Project Lead the Way 2019-2020 Jasmine XWSF ($750) Pre-lesson assessment
access to at least 1 ● Teachers will need ☐Title
I Post-lesson assessment
Project Lead the logins and support ☐Title II
Way lesson ☐Title III
☐IDEA
☐Homeless
☐CTE
☐Other
☐N/A
85% of students will Generation Genius 2018-2020 Kelsey ☐WSF HSA Science Assessment
be proficient on the (K-5) Maxwell XTitle I ($495) Science notebooks
HSA Science ☐Title II
Assessment. ☐Title III
☐IDEA
☐Homeless
☐CTE
☐Other
☐N/A
[Pukalani Elementary School] Academic Plan Page | 9 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
100% of All students Leader in Me Subscription 2019-2020 Jasmine ☐WSF Leadership Day
will participate in a Domingo XTitle I ($7,813.00) Leadership binders
class Leadership and Debbie ☐Title II Leadership website
● Teachers will have ☐Title III
project (Leadership Hisashima
access to website and ☐IDEA
Day) workbooks to help ☐Homeless
guide and support ☐CTE
100% of all students ☐Other
will create a ☐N/A
Leadership Binder.
100% Students will Mystery Science Grade K-5 2019-2020 Miriam ☐WSF Pacing guides
have access to Clarke XTitle I ($499.00) Student work samples
STREAM ☐Title II
instruction through ☐Title III
video lessons and ☐IDEA
hands on activities. ☐Homeless
☐CTE
☐Other
Lessons are NGSS ☐N/A
aligned
[Pukalani Elementary School] Academic Plan Page | 10 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
100% of Students Wonders ELA Curriculum 2019-2020 Debbie ☐WSF Quarterly Assessments
will show 3 to 5% Continued support through Data Hisashima XTitle I ($1000) STAR data
Teams, PLC’s and Professional ☐Title II
growth on Development in ELA and
curriculum based ☐Title III
differentiation.
assessments ☐IDEA
(Wonders) quarterly ☐Homeless
☐CTE
☐Other
☐N/A
Goal 2: Staff Success. [Pukalani Elementary] 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:
[Pukalani Elementary School] Academic Plan Page | 11 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
● Teachers will receive additional professional development ● Increasing teachers’ capacity in differentiating instruction to
ineffective Common Core aligned instruction, differentiated address a variety of student learning needs and learning styles will
instruction,and other opportunities, as needed. These activities lead to increased student motivation and achievement.
will support the desired student growth of 10% proficiency in
both ELA and Math.
● Purchase and update laptops for teacher use
● All teachers will have up to date working teacher laptops
Planning Funding Interim Measures of Progress
[Pukalani Elementary School] Academic Plan Page | 12 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Enabling Activities School ART Source of Funds Define the relevant data used to
Desired Outcome (Indicate year(s) of implementation Year(s) of Accountable (Check applicable boxes to regularly assess and monitor
in next column) Activity Lead(s) indicate source of funds) progress
All teachers will PD for Teachers on Behavior 2019-2020 Tracy ☐WSF
● Continue to implement
gain a deeper Interventions in classrooms Hofmann ☐Title
I
Second Step program
understanding of the Behavior team (Second Step) will ☐Title II
to address student
Behavior Multi develop a plan for ongoing PD ☐Title III
☐IDEA behavior
Tiered Systems of during staff professional
Support (MTSS) and development days that address ☐Homeless
☐CTE ● Pre/post tests
process by engaging behavioral interventions
☐Other
in regular PD. ● SWAG TAG store data
XN/A
● PD staff sign in
● Calendar of PD
100% of the staff Engage NY-Eureka 2019-2020 Jasmine ☐WSF ● Sign in Sheets for PD
will have training in Curriculum Domingo XTitle I ($14,355) ● Walk through data
newly adopted math Professional Development to Amy Strand X Title II ($8000)
curriculum. ☐Title III
being year with new curriculum
☐IDEA
(2 days of full PD)
☐Homeless
Ongoing PD throughout year to ☐CTE
include 1 full day per quarter per ☐Other
grade level to use as PLC for ☐N/A
data, planning and pacing.
[Pukalani Elementary School] Academic Plan Page | 13 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
All teachers will Purchase and update laptops and 2019-2020 Amy Strand ☐WSF ● Review technology
have up to date electronic equipment for teacher X Title I ($1,000) schedule to ensure
working teacher use ☐Title II that scheduling is
laptops and ☐Title III equitable within each
necessary electronic ☐IDEA grade level.
equipment ☐Homeless ● -Monitor technology
(projectors etc) ☐CTE equipment inventory
☐Other
on a quarterly basis.
☐N/A
● -IT Service logs will be
reviewed quarterly to
ensure technology
support is completed
in a timely manner.
All students will Provide professional 2019-2020 Jasmine ☐WSF ● Walk through data
receive differentiated development in effective Domingo ☐Title
I ● STAR Reading and
instruction. Debbie XTitle II Math Data
differentiated instruction to ☐Title III
Hisashima
All students will promote growth and ☐IDEA
show 10% growth on achievement in all students, ☐Homeless
math and reading ☐CTE
including high needs students in
☐Other
assessments as order to help close the
☐N/A
measured by STAR achievement gap.
[Pukalani Elementary School] Academic Plan Page | 14 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Plan Science pacing PLCs supported by CC will 2019-2020 Jasmine X WSF ● Science pacing guides
and assessments horizontally and vertically align Domingo ☐Title I
according to NGSS science pacing and assessments ☐Title II
that is horizontally ☐Title III
and vertically ☐IDEA
aligned allowing for ☐Homeless
STEM activities and ☐CTE
☐Other
hands on learning.
☐N/A
Substitutes for Grade Level 2019-2020 VP ☐WSF
● PD staff sign in
Articulation XTitle I ($12,824) ● Calendar of PD
Days will occur on four XTitle II
☐Title III
full days during the school
☐IDEA
year for each grade level so ☐Homeless
teachers are able to analyze ☐CTE
data, receive professional ☐Other
development, observe ☐N/A
demonstration lessons, team
teach, discuss student
achievement, collaborate, and
reflect on instruction.
[Pukalani Elementary School] Academic Plan Page | 15 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Goal 3: Successful Systems of Support. The system and culture of [Pukalani] works to effectively organize financial, human, and community
resources in support of student success.
Outcome: By the end of three years, Rationale:
[Pukalani Elementary School] Academic Plan Page | 16 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Our RtI programs (academic and behavior) will run with fidelity and ease High number of Special Education referrals prompts the need for focused
in order to support all students RtI in both behavior and academics. Tier 3 interventions need to be in
place for struggling students.
[Pukalani Elementary School] Academic Plan Page | 17 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Planning Funding Interim Measures of Progress
Enabling Activities School ART Source of Funds Define the relevant data used to
Desired Outcome (Indicate year(s) of implementation Year(s) of Accountable (Check applicable boxes to regularly assess and monitor
in next column) Activity Lead(s) indicate source of funds) progress
2019-2020 Principal ☐WSF
100% of teachers Technology- XTitle I ($ Cost
will have access to reflected in goal 1 ● -Review technology
Purchase and maintain
working equipment above) schedule to ensure
technology equipment to
that will allow them ☐Title II that scheduling is
support Wonders, Eureka,
to deliver content ☐Title III equitable within each
ECRI, Reading Plus, Smarter ☐IDEA
and instruction grade level.
Balanced Assessment ☐Homeless
aligned with ● -Monitor technology
Common Core ☐CTE equipment inventory
standards ☐Other on a quarterly basis.
☐N/A
● -IT Service logs will be
reviewed quarterly to
ensure technology
support is completed
in a timely manner.
[Pukalani Elementary School] Academic Plan Page | 18 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
100% of students Renaissance STAR Subscription 2019-2020 ☐WSF ● STAR data
will show 3 to 5% XTitle I ($7037)
CC and
growth on quarterly ☐Title II
Academic ☐Title III
STAR assessments
Coach ☐IDEA
in both ELA and
Math ☐Homeless
☐CTE
☐Other
☐N/A
All students will Develop and implement 2019-2020 CC ☐WSF ● -Review all grade level
have access to science pacing plans that ☐Title
I pacing plans at the
bridge the HCPS III standards ☐Title II
coherent science start of the school
to the new NGSS and purchase
curriculum that ☐Title III year.
science materials.
addresses NGSS ☐IDEA
standards. ☐Homeless
PLCs supported by CC will
☐CTE
horizontally and vertically align
☐Other
science pacing and assessments
XN/A
[Pukalani Elementary School] Academic Plan Page | 19 Version [Insert
#] [April
2019]Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
The Academic Review 2019-2020 Amy Strand XTitle I ($3886) ● Memos to Principal
Team (ART) will meet once a ☐Title II ● Data reviewed as part
quarter to analyze data, ☐Title III of ART process
discuss student achievement,
☐IDEA
and review the progress of the
Academic Plan.
☐Homeless
☐CTE
☐Other
☐N/A
All teachers will PD for Teachers on Behavior 2019-2020 Amy Strand ☐Title
I ● Continue to implement
gain a deeper Interventions in classrooms ☐Title II Second Step program
understanding of the Behavior team (Second Step) will ☐Title III to address student
Behavior Multi develop a plan for ongoing PD ☐IDEA behavior
Tiered Systems of during staff professional ☐Homeless
Support (MTSS) and development days that address ☐CTE ● Pre/post tests
process by engaging behavioral interventions ☐Other
xN/A
in regular PD. ● SWAG TAG store data
● PD staff sign in
● Calendar of PD
[Pukalani Elementary School] Academic Plan Page | 20 Version [Insert
#] [April
2019]MEASURING PROGRAMS, PROCESSES, INTERVENTIONS FOR TSI-CU SCHOOLS
PROGRAM / PROCESS / INTERVENTION: T
IER 3 INTERVENTION
● DURING SCHOOL
1. GRADE 2--RED LEVEL STUDENTS RECEIVE TARGETED AND INTENSIVE INSTRUCTION FROM INSTRUCTIONAL COACH AND
SPED TEACHER 90 MINUTES A DAY, 4 TIMES A WEEK.
2. GRADE 3, 4 --RED AND/OR LOW YELLOW STUDENTS RECEIVE TARGETED INSTRUCTION IN READING 30 MINUTES A
DAY, 4 TIMES A WEEK
3. GRADE 5--RED AND/OR LOW YELLOW STUDENTS RECEIVE TARGETED INSTRUCTION IN MATH 30 MIN A DAY, 4 TIMES A
WEEK
● AFTER SCHOOL
I) GRADE 1-5 RED AND/OR LOW YELLOW STUDENTS RECEIVE TARGETED INSTRUCTION IN READING AND MATH 1.5
HOURS A DAY, 2 TIMES A WEEK.
PURPOSE PARTICIPANTS IMPLEMENTATION RESULTS
What is the How will you Who is the Who is being What will it How is the To what What revisions What are the
purpose of the know the program/ served? Who look like when implementatio degree is the need to be results?
program, purpose is process/ is not being the program/ n being program/ made to what What is your
process, or being met? intervention served? process/ measured in process/ is being used baseline data?
intervention? (What are the intended to intervention is relation to intervention currently? What is your
outcomes?) serve? fully student being SMART goal?
implemented? achievement? implemented
(What is your currently?
progress
monitoring
system? To be
done monthly)
(i.e. STAR,
iReady,
DIBELS, etc.)1. The 1. Students 1.During 1.Students 8:00-9:25 1. Students 8:00-9:25 None Baseline
purpose of are progress school--stud whose Grade 2 are progress Grade 2 This model Data will be
this program monitored ents who are parents sign Reading--15 monitored Reading--15 for grade 2 is STAR End of
is to provide using STAR not meeting forms to students using STAR students working February
focused and after 7- 8 proficiency allow Instructionalafter 7- 8 Instructional well. data.
intensive weeks of in reading/ after-school Coach & weeks of Coach &
instruction instruction. math and are and students SPED teacher instruction. SPED teacher After 8 week
on identified Students will less than 1 who are at 8:1 Students will 8:1 of
skills that show scale grade level our show scale Has started. instruction
our lowest score growth below. kamaaina 12:30-1:00 score growth students will
achievers are and/or move (8:1) kids program Grade 4 and/or move Program will show 50-80
struggling up in level. session are Reading/Scie up in level. start after pt or one
with. 2. After served. nce--1 group Spring Break level growth
2 . Is provide 2. Exit tickets school--stud Curriculum on the focus
more time will be done ents who are 2. Students Coordinator area.
and support daily on not meeting whose & SPED
for our skills proficiency parents do teacher (4 points a
lowest practiced. in not sign the 16 students week is
achieving Exit tickets reading/mat forms or (8:1) normal
students to will show h and are cannot growth. WE
practice and whether more than 1 provide 1:00-1:30 would like to
develop pre students met grade level transportatio Grade 5 see
requisite the goal of below. n try to be Math--1 ambitious
skills that the day or served group growth of
may be need more (3:1) during CC & SPED 5-8 points a
getting in the time to school. teacher week)
way of practice. 16 students
developing Teachers will 3. Those that (8:1)
grade level also use exit are not
skills. tickets to served to 1:30-2:00
inform their due to lack of Grade 3
instruction personnel Reading--2
for the next and funds in groups
session. order to CC, IC & Sped
meet the teacher
small (8:1)
student toteacher ratio 2:15-3:45pm
. twice a week
Grade 1-5
3:1 sessions
in reading
and math for
8-12
students in
each grade
level.
Next Steps:
● Hire after school teachers
● Create a schedule
● Solicit families of students showing need
● Secure permission and schedule
● Rearrange current RTI schedule to fit the upcoming schedule
● Communicate with teachers and share schedule
Additional Strategies implemented for SPED students:
● Working on fundamental skills in Phonics, Reading Comprehension, and Math● Daily work on Standard based IEP objectives ● Scaffolded General Education curriculum ● Pre-teaching General Education curriculum ● Multi-sensory instruction and visual models ● Reinforcing concepts taught in General Education and Tier 2 instruction ● Differentiate General Education curriculum to support individual needs
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