academic planschool wide rti system to address the needs of all students. 3. there is a need to...

rhree-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020

Three-Year Academic Plan 2017 - 2020

Kailua High School 451 Ulumanu Drive

Kailua, Hawaii 96734 (808) 266 - 7900

<www.kailuahiahscbool.com>

Submitted By: Francine W. Honda Date

~~)/--:~ 6"/.3/~4!>.I 7

Date Approved By: Lanelle Hibbs

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www.kailuahiahscbool.com

Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020

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 Leaming: Instruction

• WASC Category D: Standards Based Student Leaming: Assessment and Accountability

2016-17 WASC Self Study School Needs:

1. There is a need to analyze data and implement strategies to close the achievement gap between disadvantaged and non-disadvantaged students and to increase student achievement in all core areas.

2. There is a need to develop and implement a data team process and a school wide RTI system to address the needs of all

students.

3. There is a need to refine the pr~ess of collecting, analyzing, and using data in all areas of instruction to ensure a rigorous academic culture, driving school improvement and supporting student academic and personal success. This should be done in a timely and consistent manner and nurtured in all classes using research based practices and standard based grading.

4. Continue to try initiatives such as the Surfrider Way to encourage a more positive school culture and pride in the school community, resulting in increased participation in student activities.

5. There is a need to develop a technology plan supported by PD to increase teacher use of technology.

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

• International

plan should address identified sub group{s) and their needs.

Baccalaureate (IB) Economically Disadvantaged: a) Increase attendance; b) Decrease # of D/Fs; c) Increase Math/English/Science performance on Authorization standardized tests.

• Other Students with Disabilities: a) Increase attendance; b) Decrease # of D/Fs; c) Increase Math/English/Science performance on standardized tests.

Enabling Activities Listed in AcPlan to Address SubGroup Needs: Title I PTTs, MIP, RP, AVID, SWAWP, PTP/L, Inclusion Program, Modified PSSAS, Small class size, HOMs, p4c strategies .

• Kailua High School Three- Year Academic Plan Page I 2Version 4/24/I &Purple editsS/ 17/18 Green Edits Nov 2018 ART Ed1tsFeb/Mar • 19 Edits Blue


- -~ .,... __ ·-~··• ~~--· - -- - - ·--· I\ ORGANIZE: Identify your Academic Review Team Accountable Leads.

Responsible for implementation of the school's strategies and initiatives Name and Title of ART Team Accountable Lead

1. School Wide Argumentative Writing Process (SWAWP) 1. ILT --Cummings

2. ILT and SAC-Cummings, Hanoa

3. DHs and SSC--Grimble, Nishida, Feurer, lshigo, Pasion, Espinda, Peters, Afong, Matsumoto, Kamei

4.Admin and AC- Honda, Matsukawa, Rezentes, Cummings

5.PCNC, Admin, DHs, SAC- Baldwin, Honda, Rezentes, Matsukawa, Grimble, Nishida, Feurer, Ishigo, Pasion, Espinda, Peters, Afong, Matsumoto, Hanoa 6.

7.

8.

9.

10.

2. Surfrider Way (School Culture)

3. Core State Standards (Common Core, NGSS, C3 Framework); Response to

Intervention (Differentiation); p4c; HOMs; AVID

4. Professional Development

5. FOL Groups

6. Parent, Family, SCC (School Community Council), and Community

Engagement

6.

7.

8.

9.

10.


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 - A II 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:

All Kailua High School students will be empowered; safe, healthy and supported; well

rounded; prepared; and, resilient. Strategies learned through the School-Wide

Argumentative Writing Process (SWAWP); Advancement Via Individual

Determination (AVID); and incorporating the Habits of Mind (HOM) and

philosophy4children (p4c) to enhance the quality of students' thinking,

problem-solving, decision-making and actions will continue to be emphasized.

Success indicators for our objectives include: increasing math achievement from 19%

to 59%; engaging in academic skills they need to succeed in college, career and

citizenship, as shown by an increase in the colleg e,.going rate of70 % to 85%; an

increase in the graduation rate from 87% to 89%; an increase in ELA proficiency of

49 % to 64%; and, an increase in Science proficiency from 38% to 50%. School

climate indicators (percentage of students reporting positive school climate as

measured by the safety dimension of the SQS) will increase from 77% to 89% through

continuing and expanding the Surfrider Way initiative and student showcases. Chronic

absenteeism will decrease from 22% to I I%.

Kailua High School will institutionalize PDCA for continuous improvement. P = Plan (Develop); D = Do (Implement); C = Check (Evaluate, Reflect); A "" Act

(Refine) are iterative processes to review and improve curricula, instruction and

assessment of performance and progress.

In 2014-2015, the Smarter Balance Assessment (SBA) was administered for the first time and 54% of students met proficiency in reading while 17% were proficient in math. In 2015-16, ELA proficiency dropped to 49% and math proficiency increased to I 9%. These data points are far from the state targets of 57% and 51 % in ELA and Math; thus the need for an increase in mathematics achievement ( as well as in reading). In addition, an average of 55.3% of all students earned a "C" or better in SY 2015 - 16. Students should be scoring higher on standardized tests, indicating a need for: 1) further development and revision of the standards-based curriculum currently being implemented at K.HS; 2) a review of grading practices to ensure appropriateness and consistency in the implementation of policy and instructional practice; 3) a continued emphasis on inquiry (Lipman; Jackson) and higher-order thinking (Costa); 4) use of diverse and authentic assessments to determine student progress and needs; and, 5) consistent monitoring, support and feedback to teachers for continuous improvement.

The school needs to continue initiatives such as the Surfrider Way to

promote a positive school culture, school connectedness, and pride in the

school community.

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Planning Funding Interim Measures of r, ...... _

Source of Funds

Desired Outcome

Enabling Activities (Indicate year(s) of implementation

in next column)

School Year(s)

of Activity

ART Accounta

ble Lead(s)

(Check applicable boxes to indicate

Defme the relevant data used to regularly assess and monitor progress

source of funds)

1. Students are immersed/engaged in curricula that are aligned DHs XWSF 60 % of students will

Students to Core State Standards (Common Core, NGSS or C3 $59,775 achieve grades of a C or

acquire the Framework) and complete department/teacher-made and higher for every course.

academic state assessments or tools. (CNA 1.2, 3.3) knowledge □ Title I lOO'l-o of teachers will

and content needed to Continue implementing CCSS; training on how to implement NGSS & I l 7- l 8 ___ _

(1.8 I 8.S FTE teacher.

submit syllabi and curriculum maps aligned

succeed in C3. 18-19 K.L&AO) with state standards.

high school ----------------------------- --------------------------------------and beyond. Continue CCSS; further training on implementing NGSS & C3. 19-20

STAR data

---------- --------------------------------------------Continue CCSS; full NOSS implementation; begin implementation of C3 lessons .


Planning Funding

Interim Measures of Proeress

Desired Outcome Enabling Activities

(Indicate year(s) of implementation in next column)

School Year(s)

of Activity

ART Lead

Source of Funds

Define the relevant data used to regularly

assess and monitor progress

Students will improve literacy skills (reading, writing, speaking)

2. Utilize "best practices" such as p4c, AVID to teach literacy through subject content processes to increase comprehension of course content. (CNA 3.1)

Provide refresher PD; continue to implement.

-------------------------------------------------------------------·--- ----------Continue to provide PD; continue to implement; conduct walkthroughs to provide feedback to teachers.

---------------------------------- - ---- --· ·- - - ■---------------------------------

Sustain and simultaneously renew. (WASC 1, CNA 3.4)

17-18

--18-19

19-20

DHs □ WSF

0 Title I

Curriculum Maps

Reading Plus data

Student work

Student grades

Walkthrough data

3. Incorporate reading, writing, and speaking directly about text in □ WSF all courses, using the School-Wide Argumentative Writing Process ILT 100°0 DHS submit

(SWAWP) to increase literacy. Incorporate the 8-Step Process: □ Title I planning documents for

Read & Annotate the Prompt; Read & Annotate the Text; Use the SY 19-20 roll out of

Graphic Organizer; Write your response; Re-read & Edit the □ Title II their specific writing

Response; Fill out the SWAWP Rubric, Provide Feedback to D Title III initiative.

students, Revise writing. (CNA 3.1) □ IDEA

D Homeless SY18-19 SMARTe

Provide training on revised rubric. Continue to provide Pre Imp/PD; continue to implement.

I 7-18 OCTE D Other

Goal: 85°0 students mcrease proficiency on

--------------------------------------------------------------------Continue to provide targeted PD; continue to implement while

---18-19 □ NIA SWAWP rubric from

rough to final draft

simultaneously renewing. ILT will prepare individual depts.to plan for different types of writing specific to their dept. --------------------------------------------------------------------------------

SY 19-20: IO0°;o of DHs submitting

Implement SWAWP process to different types of writing as determined 19-20 scores :documents from

by individual departments. their writing initiatives

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----- -----------------------------------------------------------------

-------------------------------------------- -------------------- ----

-------- --------------------


I Interim Measures of Planning Funding Progress

Define the relevant School Source of Enabling Activities data used to regularly Year(s) ART Desired Funds (Indicate year(s) of implementation assess and monitor Lead(s) of Outcome

in next column) progress Activity

PTPGrade □ WSF 4. Provide instruction to students in college, career and military Level □ Title I

100% of graduating awareness to develop and demonstrate knowledge of post-secondary Students are

Coor. □ Title II students will continue to

options as well as leadership skills and civic responsibility. Complete college and □ Title III

Secondary plan; Resume; Personal Statement; Personal, components of the Personal Transition Plan which includes: Post career ready.

receive .. S" on PTP □ IDEA College □ Homeless Educational, and Career Goals. (CNA 1.3) Counselor □ CTE

17-18 □ Other AFJROTC

Continue PTP/L course. □ NIA

18-19 I ASVAB Test confirmation

Continue PTP/L Course with simultaneous renewal. College & Career

Monitor and adjust PTP/L Course as needed. Center -Provide ASVAB test once a semester

19-20 Coor.

-Provide military recruiting opportunities once a quarter XWSF $10,000 I Annual AVID Self-study

5. Continue to implement AVJD with fidelity schoolwide to promote student

achievement. 1 (CNA 1.2, 1.3, 2.2, 4.2, WASC 3) AVID □ Title I Coor. Walk-through data

Continue implementation of AVID strategies; provide training/PD on AVID strategies. 17-18 ____ I 80o/o of AVID students will

maintain a cumulative 3.0 □ Title II □ Title III

Further develop and monitor widespread use of AVID strategies through I □ IDEA

GPA. walkthroughs; Continue implementation of AVID strategies; provide training/PD 18-19 I

□ Homeless 100% of AVID senion will on AVID strategies. Identify one teacher per department to attend AVID PATH or be accepted to a 4 year □ CTE Summer Institute training and set aside PD funds to pay for registration fees. collej!e

19-20 ____ I I □ Other Continue monitoring use of AVID strategies; provide training/PD. Continue □ NIA providing opportunities for AVID PATH or Summer Institute training for teachers.


Planning Funding Interim Measures

of Pl'OffeSS

Desired Outcome


in next column)

School Year(s)

of Activity

ART Lead(s) I Source of

Funds

Define the relevant data used to

regularly assess and monitor

progress

Increase student achievement through rigorous, relevant course offerings.

6. Students will complete units of study and lessons that are rigorous, relevant (Quadrant C and D). (CNA 2.1, 2.2)

• Continue implementing curricula and instruction that promotes inquiry, creativity, quality performance, projects and presentations such as: Science Fair, Wellness Fair, Art, Musicianship, Hawaiian Dance, Celebration of the Arts, AFJROTC, Health Occupations, Community Quest, Office Quest, Capstone, Robotics, Vocademics, Work Study, Math League/Bowl

Plan and implement student projects that encapsulate rigor, relevance

DHs XWSF $88,659 X Title I Sec FRr. Equipment te assist emrietdum,

.....,;.__ imtruenon; assessment te

sttpport school initiati , es te

ineh1de

Pacing guides/curriculum maps, lesson plans, lesson calendars. Walkthrough data on higher level questions District/State Science Fair results Rosters/# participants/results of any Band,

and collaboration.

----------- --------------------------------------------------------------17-18 hardwflt'le tie.

~ ,:: .. vu_ -lebeoks, ROTC, WLFA-run showcases.Math

Continue to plan/implement rigorous, relevant instruction for students. 18-19 eam) ; 8oftwefe (ie;

League , Wellness Fair, CQ, CTE-run

Evaluate implementation, refine, revise and incorporate changes/improvements. Publicize through social media to parents & community . (CNA 3.4) (WASC 1)

19-20 CleltdR:cod, ); f'l'HHt'H't"! ............. ""nance& ~ other neecssmy aeeessories.

showcases etc.

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Planning Funding

Interim Mea111resof Prouess

Desired Outcome

Enabling Activities

(Indicate year(s) of implementation

in next column)

School Year(s)

of Activity

ARTLead(s) Source of

Funds

Define the relevant data used to regularly assess

and monitor progress

Increase student achievement through rigorous, relevant course offerings.

• Offer basic and specialized courses in/our Career Pathways. (CNA 2.1) I

Continue 4 pathways; survey students to determine interest in return of IET Pathway (Building & Construction, Design Tech/Robotics, Engineering).

Expand after school program to increase student interest in Robotics.

Increase CTE program of studies by adding new course offerings (Core, Concentration, Cluster). Continue partn ership with PAF (Pacific American Foundation) to increase after school course participation.

Seek :,onrcc:~ of fundir,g to 1nc1C8.1c the nambcr of € TF. p:oithways offcted . Olfet afle, ,elwcl cla,1u a11cl ucti,itiu tlol111 ,enc the .~pcc1al need ., 01 1n1crc~~-of<tmdmt.'in STF:M. fine a11s. hcahn1'wcllness.

• Increase student participation by promoting dual credit opportunities (ECHS/Running Start). Offer dual credit courses on campus. (CNA 1.2)

Continue to offer English 100, History 151, Botany 105, Agriculture 152, Botany 160.

Expand section offerings to include more students in ECHS courses offered currently or expand course selection to include Math 100. Identify career/course paths to offer an ECHS program (earning certification) or courses that open opportunities to students. Seek other sources of funding to continue growth. Departments identify students for ECHS.

Sustain and monitor program. Journalism and JCS courses confirmed.

I 17-18

I 18-19

I 19-20

I

17-18

I 18-19

19-20

I DHs

XWSF $15,000 □ Title I

□ Title n □ Title Ill □ IDEA □ Homeless

□ CTE □ Other □ NIA

Career Pathways Interest Survey (RIASEC)

Student participation (attendance data)

Student Focus Groups Registration Manual 10% of students will participate in not-for-credit after school PAF (Pacific American Foundation) classes.

95%ofECHS students will earn dual credit.


Planning Funding

Interim Measures of Progress

Desired Outcome


in next column)

School Year(s)

of Activity

ART Lead

Source of Funds

Define the relevant data

used to regularly assess and

monitor progress

Increase student achievement by providing differentiated instruction and supplemental support for targeted intervention.

7. Continue programs to provide differentiated instruction: (WASC 4, CNA 1.2)

• Reading Plus (RP): Continue RP; Provide training/PD as needed. ------------------------------------------------------· Continue RP; Continue to provide training/PD as needed. Look into alternatives for Reading Plus. --------·------------------------------------------------------------------------------Deeide whether Reading Pitts is eontintted or an altemarive is used. Continue RP until 2022. Continue to analyze student/teacher use data.

• Math lntervendon Program, Mastery Learning & one-on-one instruction (Tiers I, JI, Ill) provided by MIP teacher. (CNA 1.2, 3.2)

Continue MIP in Algebra I and/or Geometry. - ---------------------------------------------------------------------Sustain and monitor MIP Program. Support and assist math teachers with Tier 1 interventions.

• Continue to provide inclusion trainings for teachers of general education courses. Start work with Stetson & Associates (Inclusive practices consulting group) . (CNA 1.2, 1.3, 3.3)

SPED and Stetson to provide general education teachers with training on inclusionary practices.

17-18

18-19

---------19-20

17-19

-------------19-20

17 - 20

DHs AC Admin Data Manager

XWSF

X Title I See FR!-": Equipmc-ntto assist eufl"ictthnn instruction, assessment to lfflft ~-ypo!'t ~

initiari , es to .HN me¼ __ ,..

JterdMlfC (ie. am,.,. ~--~ .. icbooks , etlft9}: soifflMC (ie. Cle~· maintenance &anyeth:cr ft:Cees:,a(j

~ ----~. 8.S FTE MIP luehef

--Reading Plus Data (Pre & Post)

--Pre and Post MIP grades/ assessment

--Pre and Post SSIP grades/assessment

-Inclusionary Practices in Morning Bulletin -Attendance at faculty trainings on inclusionary practices. -KK Inclusion bulletin/ News letter -Departments• Inclusive Action Plans

Kailua High School Three-Year Academic Plan Page 11 OVersion 4/24/l&Purple edits S/17/ 18 Green Edits Nov 2018 ART Ed1t,Feb/Mar ' 19 Edits Blue


Interim Fundi.n1

Planning Measures of Pro2res1

Define the School Source of Enabling Activities relevant data

ART Year(s) Desired Funds used to regularly (Indicate year(s) of implementation Lead(s) of Outcome assess and in next column) Activity monitor progress •68% of students who DHs • Provide increased learning time through directed smdy halL (CNA 4.1, 4.2, attend 'FIM will AC Increase WASC3) achieve grades of€ or Admin student 1 . 1 ., rng1R;I al the end of

17-18 achievement Data Gather walkthrough data on use of Directed Study Hall and compare with course grades. each gum te1 through Manager various RTI -Increase number of Implement new bell schedule. Evaluate the use of Teacher Initiated Meeting (TIM) time to

18-19 ( differentiation students who attend see how many students are using this time to get help and how teachers are using the time TIM Quarterly ) strategies. to collaborate with colleagues for student success. Continue to analyze data.

indicators -Quarterly Teacher 19-20 inclttding Continue new bell schedule and analyze data from Yr I and Yr 2 of implementation and log (red

2WIB make recommendations for adjusbnents/changes to schedule. folder)/Department stlatc2ics data on the usage of

TIM • Provide instruction in organizational and note-taking strategies through AVID. Students will use an organizational tool (binder) for school related materials.

-_ % of bell schedule Cohort of AVID trained teachers will maintain data on the impact of the use ofbinders on survey responses will

students' organizational skills. May: Share out data. (CNA 1.3, 4.2, WASC 3) be positive from Provide refresher PD on AVID strategics. Collect data on student supply needs to create a students, parents, and 17-18 school supply list. teachers

Provide refresher PD on AVID organizational strategies in July. Develop plan for 9th

18-19 -Walkthrough Data graders mandatory use of organizational tool.

All 9•h graders mandatory use of organizational tool. Provide intermittent PD as needed. School supply list provided for students.

19-20

• Provide tutors for classes with large numbers of high need smdents. (CNA 1.2) 17-18

Continue placement of tutors in core classes. Continue to collect data on use of PTTs. Title I Semester

18-20 If funding is available , hire PTTs on a priority basis. Continue to collect data on use of student survey

1 P1T orosmun to see if having a tutor helped with learning.

https://Fundi.n1

---------- -----------------------------------------------------------------------------------


Planning Fundln1

Interim Measures of P. ____

Desired Outcome

Enabling Activities


School Year(s)

of Activity

ART Lead

(s)

Source of Funds

Define the relevant data used to regularly

assess and monitor progress

8. Further develop p4cHI, Habits of Mind, GLOs and HA (BREATH} DHs □ WSF practices. (CNA 3.1) D Title I

Students will practice p4cHI, GLOs, HA and Habits of Mind strategies with

Provide refresher PD workshops. Begin developing vertically aligned targets; Begin brainstorming ideas from grassroots level of school community. Develop a plan to collect data on p4c practices. Provide time to meet to develop ideas/support for teachers.

-------- -----------------------------------------------------17-18

----------------

□ Title II D Title III □ IDEA

□ Homeless □ CTE ---

Walkthrough data ( 5 ° o yearly increase)

p4cHI EOY Survey

Curriculum maps efficacy. □ Other

Continue to provide refresher PD workshops; provide time to meet to develop □ NIA 18-19 ideas/support for teachers. Continue philoSURFER internship.

Implement targets; and, contmue to provide consistent faculty support through 19-20 PD workshops to reflect on practices.

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Interim Measures of Planning Funding Prouess

Def"me the relevant School Source of Enabling Activities data used to Year(s) ART Desired Funds (Indicate year(s) of implementation regularly assess and of Lead(s) Outcome

in next column) monitor progress Activity

Increase student and staff involvement in co-curricular activities to foster positive school culture/ pride.

9. Students acquire community, leadership and social skills through their participation in student leadenhip conferences and workshops in the summer and during the SY in the leadership training course, through membership in school clubs and service organizations; athletics; and/or other co-curricular activities. (WASC 5, CNA 2.2)

Advisors and Coordinators gather feedback of existing and recommended activities, invite student and staff to participate in the plannmg process, through vanous events and activities

17-18

SAC DWSF □ Title I □ Title II □ Title III □ IDEA □ Homeless □ CTE □ Other □ NIA

Advisors and Coordinators collaborate school-community groups [such as, Project Grad. Friends of Kailua, and KHS Alumni Association, etc] to share in partnerships of programs. new and existing, to continue to strengthen the positive school culture on campus.

Advisors and Students attend/facilitate conferences, network with other schools to gather insight on successful activities and events that would be effective on campus.

Measure student mvolvement, duration, and participation throughout high school life - # multiple groups involved and the length of participation with student leaders [ie. enter in at grade 9 and exit at grade 12]

Conference packets with roster

Create a schedule at the beginning of the school year, mapping out activities where student and staff participate; acquire feedback for list of recommended activities and adult instructors/advisors, some of which may be aligned to national organizations/clubs/groups.

18-19 Measurement of school community groups involvement, duration, and level of

Schedule is established and approved; co-curricular activities are determined; all staff participation .

invited to get involved/facilitate or co-facilitate an activity.

Monitor progress and effectiveness of programs/activities to determine strengths & needs. 19-20

Measure staff involvement, duration and level of participation.

----------------------------------------------------------------------------------

---------------------------------- ---------------------------------------------------


Planning Interim Measures or Funding

Prouess

School Defme the relevant Enabling Activities Source or Desired Year(s) ART data used to Funds (Indicate year(s) of implementation

Outcome of Lead(s) regularly assess and in next column) Activity monitor progress

10. Provide opportunities for participation in events through outreach to SAC □ WSF Increase staff, parents/community. (WASC 5, CNA 2.1) DHs X Title I parents and • School Community Council (SCC) regular meetings PCNC See FRF: An increase in total community • Parent workshops Admin Parent attendees divided by involvement/ • Future Surfriders Day (Parent Tours) AD Involver total enrollment

• Evening meetings engagement in Class • Showcases of student work/performance co-curricular □ Title II I Activity Sign In Advisor • Movie, Message and Talent Showcase Night activities to □ Title III Sheets sec • Co-curricular activities foster a □ IDEA • Registration Night positive Quarterly lead family □ • MayDay school Homeless engagement meetings • Community Service Day culture/pride. (PCNC) and her □ CTE • PC Day (Parent Community Day) discussion □ Other

notes/handouts/ppts □ NIA Monitor and adjust events that involve parents/community. Refine programs that I I

17-18 demonstrate high % of parent/community involvement to sustain/improve involvement.

18-19 Continue to improve existing activities by increasing staff, parent and student participation. Examine barriers/challenges for families in vanous subgroups.

19-20 Improve and monitor activities to sustain continued growth of involvement.

Kailua High School Three-Year Academic Plan Page I 14Version 4/24118Purple edits5/ 17/ 18 Green EditsNov 2018 ART EditsFeb/Mar ' 19 Edits Blue


Planning Funding Interim Measures ofPl'02reSS

Desired Outcome

Enabling Activities


in next column)

School Year(s)

of Activity

ART Lead(s)

Source of Funds

Def'me the relevant data used to

regularly assess and monitor

proeress

Students utilize critical thinking and philosophtcal inquiry to analyze and reflect on the world around them-

11. Students are actively engaged in critical thinking and philosophical inquiry.

Collect data from all stakeholders.

----------- ----------------------------- --------------- ----------Analyze data and refine program. ----------- -------------------- -----------------------------Institute changes/improvements.

17-18

----18-19

---------19-20

Social Studies

DH

-

□ WSF □ Title I □ Title II □ Title III □ IDEA

□ Homeless


75% of students in Philosophical Inquiry course will receive C or better quarterly.

12. The Student Philosopher in Residence program (philoSURFERS) □ WSF Grant-required

successfully supports the use of critical thinking skills at our feeder schools □ Title I documents

through the implementation of philosophical inquiry. (CNA 1.2, 3.1, 4.2, WASCS) 80°0 of feeder

school teachers

Collect data from all stakeholders. Create a survey for feeder school participants 17-18 involved report

------------- --------------------------------------------------------------- positi. e f.eedback of Analyze data and reflect on program's needs and strengths. 18-19 t-he program and

------------- ------------------------------ ----- -----------.----------- philoSURFER

Pending funding, identify and incorporate changes/improvements. 19-20 an increase in

critical thinking and philosophical inquiry in their classes.

------- ------------------------------------------------------- -------------------------______________________________________________

---------------------------------------------------------------------------------------------------______________________________________________________ ----------

Three-Year

Planning

Desired Outcome

Students actively participate in civic responsibility.

Students feel intellectually safe and connected to one another across campus.

Academic Plan SY 2017-2018, 2018-2019, 2019-2020

.


in next column)

13. Planning time is used to establish the school-wide community service day activities. Preparatory lessons are taught during PTP/L. (WASC 5)

Collect data from all stakeholders.

Funding

School Year(s)

of ART

Lead(s)

Source of Funds

Activity

Social XWSF Studies $3,734

DH □ Title I

17-18

Analyze data and create suggestions/improvements. 18-19 .,. ____________________________________________________ -·-------

Institute changes/improvements. 19-20

14. Review, refine, and implement curriculum for Ethnic Studies/Philosophy, □ WSF Health Strategies, and Peer Education Courses to promote positive □ Title I Social interactions in personalized learning environments and among people with □ Title II Studies diverse cultural backgrounds. (WASC 5) □ Title III DH

□ IDEA 17-18 Collect data from all stakeholders. □ ----------Couns . Homeless 18-19 Analyze data and create suggestions/improvements. DH □ CTE

.., __________________________ --- □ Other

19-20 □ NIA Institute changes/improvements.

Interim Measures of .. •-----• Derme the relevant

data used to regularly assess


75°0 of students will participate in the community service day activities.

75% of students will indicate feeling intellectually safe and having a sense of belonging on given curriculum and/or program surveys.

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----------


Planning Interim Measures Funding

ofa ■ -~--School Def"me the relevant

I

Enabling Activities Year(s) Source of data used to ART

Desired Outcome (Indicate year(s) of implementation of Funds regularly assess Lead(s)

in next column) Activit and monitor y progress

Students make healthy 15. Implement DOE Wellness Guidelines: (WASC S) PE Dept XWSF Wellness Posters

choices to improve their Continue to promote healthy food and beverage choices on school $1.015 • quality ofliving through campus. 0 Title I Wellness articles in

healthy decisions. Provide active learning strategies to promote a healthy lifestyle in 0 Title lI Surfline • Health and PE classes. D Title III Hold an annual school-wide Wellness Fair. □ IDEA Lesson plans •

D Continue to implement Wellness Plan Homeless Wellness Fair

17-18 ---- ---- OCTE Evaluations Monitor and review progress. D Other

18-19 ---- ---- - □ NIA 2/27/19: working ~n posters & surfline Continue to implement Wellness Guidelines 19-20 articles & WF evals

Increase student 16. Review and improve the school's Attendance Plan to increase attendance. DWSF 92% of students will

attendance/decrease (CNA 2.2, WASC S) Admin 0 Title I attend school.

chronic absenteeism. □ Title II Create Attendance Committee to review attendance plan and policy. Identify at-risk D Title III Chronic

Couns. students during monthly screening meetings. Create individual intervention plan □ IDEA absenteeism--eEWS in for chronically absent students. 17-18 DH D LOS to monitor ''red" I

Homeless and ''yellow" students. Revise attendance plan. Continue to provide targeted. individualized intervention □ CTE for chronically absent students. Monitor and adjust interventions based on 18-19 D Other Attendance support collaborative staff screening meetings . Continue to review and monitor student ON/A program interventions attendance data in committee meetings. which includes home

------- visits. Monitor and adjust interventions based on collaborative staff screening meetings.

19-20

-------------

---------------- ------------------


Planning

Desired Outcome

Students will receive support through RTI services so they may increase achievement in all areas {academic, behavioral, social, and emotional attendance).

School Enabling Activities Year(s)

(Indicate year(s) of implementation of

in next column) Activity

17. Utilize Longitudinal Data System (LDS) for early identification ofstudents requiring assistance with academic, behavioral, social, emotional and/or attendance problems. (CNA 1.2, 3.3, WASC 2) The following elements of RTI are applied to meet the individual needs of

Implement RTI model and create Action Plans for individual students.

students:

• Universal Screening-Reading Progress Monitoring • Multi-tier system of supports • Data driven decision making •

Plus/S'l'hR Math

Continue Screening committee meetings and develop RTI model. 17-18

18- 19

19-20 Review and revise Action Plans for individual students. ST AR Math is discontinued . Continue looking for a universal screener (math).

ART Lead(s)

SSC

Couns. DH

Funding

Source of Funds

XWSF $3,500 □ Title I □ Title II □ Title III □ IDEA

□ Homeless


Interim Measures of Proeress

Define the relevant data used to

regularly assess and monitor progress

100% of students referred through eCSSS will receive appropriate services as evidenced by eCSSS reports .

Avg. daily attn. rate will be 92% or ·higher.

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Interim Measures Plannin1 Fundin1 of Pre2ress Def"me the relevant

School Enabling Activities Source of data used to Year(s) ART

Desired Outcome (Indicate year(s) of implementation Funds regularly assess of Lead(s)

and monitor in next column) Activity progress

The system and culture 18. Continue to identify needs of students for successful transition to Couns. 9th grade student

of the school will work 9111 grade. Collaborate with feeder schools to plan and implement 17-20 Dept promotion rate

effectively to organize transition activities. (WASC S) increases by 5%.

financial, human, and SSC community resources Sign-in sheets

Kailua Leadership Training Conference - incoming grade 9 [ and grades 7 in support of student & 8] join the high school students to attend a 3-day conference to build SBA/ success. leadership skills, learn about project planning, ad build relationships. SAC

New Student Orientation - incoming grade 9 attend an orientation day to share operations of the school.

19. Continue to coordinate home study packet assignments for XWSF 100% of students on students on Zero Tolerance Suspension, Home Hospital, and students 17-20 Couns. ZT, HHI, or absent

0 Title I who are absent for more than four consecutive school days. (WASC 3) for 4+ school days Dept. D Title II receive HW packets • Provide tutor as needed 0 Title III

per parent requests.


Planning Funding Interim Measures of Progress

Desired Outcome Enabling Activities


School Year(s)

of Activity

ART Lead(s)

Source of Funds

Define the relevant data used to regularly assess and monitor

progress

The system and culture of the school will work effectively to organize financial, human, and community resources in support of student success.

20. Continue to provide differentiated and scaffolded instruction in one-on-one and/or small group arrangements to EL, and Special Education students in classes. (CNA 1.2, 1.3, 3.3)

Provide all teachers PD on differentiation, UDL or Inclusive Practices 17-20

ELL Coor.

SPED DH

OWSF

X Title I See FRF. ELL PTT

□ Title II □ Title III □ IDEA

60~o of EL and SPED students will achieve proficiency (C or better) on their final grades :for EL and Resource Setting core courses .

□ Homeless □ CTE □ Other □ NIA

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Goal 2: Staff Success. Kailua High School has a high-performing culture where employees have the training, support and professional development to contribute

effectively to student success.

The KHS staff will have a high-performing culture where all staff members have the training, support and professional development to contribute effectively to student success. Student data is used in the classroom and the

school to inform instruction, planning, professional development and

parent/community engagement. Targeted professional development will be

provided consistently and best practices shared to support mastery teaching,

teacher efficacy and student success within the classroom, the school, and the community. Continued support through the Educator Effectiveness System (SLOs and PDPs) will be provided to ensure teachers are offered training,

guidance, and support.

Kailua High School is a professional development school. KHS provides multiple leadership opportunities such as, mentoring and coaching new teachers, initiating and maintaining various committees, advising student activities, and presentations at school, district, state, and national events. In the past 13 years, KHS has produced 15 National Board Certified Teachers, 2 State Teachers of the Year and 5 District Teachers of the Year. In 2010 a KHS teacher received the Teacher of Tolerance Award and National Recognition and was responsible for creating and implementing the Ethnic Studies course that continues to be a Social Studies requirement for all 9th grade students at Kailua.

Since 2004, 11 KHS teacher leaders have moved into administrative positions or on to the college level.

There are many initiatives/innovations and programs utilized at Kailua High

School. Although many veteran teachers remain, new teachers are constantly entering the school community. Thus, a need for targeted PD for new and veteran teachers alike exists for many of the programs including but not limited

to: p4c strategies, SWAWP, Habits of Mind, Cognitive Coaching, Rigor and

Relevance Framework, and AVID. Consistent, ongoing PD must be implemented using a "teachers teaching teachers" framework. Consistent,

formal walkthroughs to gather data and provide feedback on the use of various

strategies to teachers is essential to increase student success.


Desired Outcome

Star' will utilize multiple strategies to mcrease student achievement in inquiry, thinking, academic content, reading, writing, and math.

Enabling Activities


in next column)

1. Staff will utilize targeted professional development opportunities aligned directly to EES performance standards: (WASC 1, 3; CNA 3.1-3.5)

• Habits of Mind • Philosophy for Children (p4c) • Cognitive Coaching and Adaptive School Leadership • Specialized areas in CTE and Career Pathways • Technology (GAFE) and incorporating technology to meet the needs of

special population • AP Institutes • Data Teams; Collaborative Planning • Effective research-based formative instructional strategies and practices • Common Core State Standards, NGSS, C3 • EES Danielson Framework, SLOs, Core Professionalism & Professional

Development Plans (PDP's) • School-wide Argumentative Writing Process (SWAWP) • AVID • Rigor and Relevance Framework: Quadrant D Lessons • ILT observations • HA/BREATH

Provide targeted PD in identified Department focus areas from the list above; conduct walkthroughs for teachers to acquire feedback in implementation of strategies.

Provide teachers of common content areas time to plan/co-create lessons that are: 1) rigorous; 2) relevant; and 3) incorporate safe practice time.

School I ART Year(s) Accounta

of ble Activit

y

17-20

Lead(s)

Admin

AC

DHs

Source of Funds

□ WSF

□ Title I

□ Title II □ Title III □ IDEA

□ Homeless □ CTE D Other □ NIA

Define the relevant data

used to regularly assess and

monitor progress

l 00% of teachers will utilize instructional strategies learned

as evidenced by curriculum maps, pacing guides, planning calendars, etc.

Dept Meeting Minutes

PD Handouts

Walkthrough data

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Desired Outcome

Create a system of support for teachers by providing guidance and training to enhance teacher practice and student success . Provide educators with professional development and/or resources needed for student success.


in next column)

2. Provide teachers opportunities to develop/ further their leadership capacities through school programs and events (ie. May Day, Advisory Leads, extracurricular activities). (WASC 1; CNA 4.1, 4.2)

The Windward District Induction and Peer Mentor-and Department Chairpersons provides direct support, coaching and guidance to begiMing teachers throughout their first two years of teaching. Kailua High School Department Heads provide direct support in instructional plaMing and delivery of instruction during DH prep periods upon request or when teachers are teaching a newly assigned course for the semester. EES Evaluators provide guidance and support to teachers through the Core Professionalism process.

3. Resources are responsive to teacher and school needs through the Professional Development Cycle (overview, breakout session, department sharing, accountability, and reflection). (CNA 4.2)

Collaboration among Admin, ART leaders, and ILT to align school focus with student needs to determine what PD to offer teachers.

School Year(s) ART

of Lead(s)

Activit y

17-20 Admin

DHs

17-20 AC

Define the Source of relevant data

Funds used to regularly assess and

monitor progress

□ WSF PLC Meeting Summaries are

0 Title I provided to the principal by the peer mentors. Teacher Survey Emails Flyers EES Documentation

OWSF I KHS Meetings X Title I Calendar See FRf. PB days I D~partment (stipend/ mmutes

~ Meeting agendas

________________ ----------------------------------------- ---------

---------


School Define the Enabling Activities Year(s) Source of relevant data Desired ART (Indicate year(s) of implementation Funds of used to regularly Outcome I Lead(s)

Activit assess and in next column) y monitor progress

4. All teachers will be HQ in all academic areas. (CNA 4.1) □ WSF Support 100% of teachers □Title I Admin

non-HQTs by • Provide PD to support teachers working toward HQ status. identified as creating a Support non-HQT PD planning and mentoring support through the EES non-highly •

DHs system/action process. 17-20 qualified develop □ Title II plan teachers and implement a □ Title III can utilize professional □ IDEA towards learning plan to achieving HQ becoming highly status. qualified. Student data S. Using the data team process, student data is used to differentiate instruction □ WSF will be used and inform teachers of areas of need. (W ASC 1, 2, 3) Data Team □Title I to infonn Summary DHs instruction, Provide refresher PD for data teams. 17-18 (including a

.., __ .., _______________ planning, and spreadsheet and □ Title II PD to RTI FOL Committee continue to examine and redefine data team reflection) or Data □ Title III increase processes/objectives. Pilot data teams process with one department to create a model 18-19 Walls □ IDEA student and guidelines for every department to use m creating and formalizing data analysts to □ achievement. inform instruction. Homeless Pre/Post student

---------------------------------------------------------------------------------------□ CTE data will show Provide PD for data teams. Mandate every department to create data teams m order to 19-20 D Other growth increase achievement and close the achievement gap. ON/A

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-------------------- ---------- ------ ------------

-------------


Source of Funds Define the relevant

Enabling Activities data used to regularly (Check ~hoo1ART (Indicate year(s) of implementation Desired Outcome Year(s) of Lead(s) assess and monitor applicable boxes

Activity in next column) progress to indicate source of funds)

PD Sign In Sheets Teachers and students

DHs □ WSF 6. Teachers will use technology in the classroom to help X Title I

will have 21st century enhance student instruction. (WASC 4)

PD Handouts See FRF. PTP Grade

Eqttipment t6 technological skills. Level Coor. Provide PD/fraining on Google; provide time for sharing Curriculum Maps assist best practices on incorporating G-Suite and other ettrriettlmn,

17-18 technology into all subjects. Sakurai Lesson Plans assessment te instntetfon,

18-19 Continue to provide PD/continue sharing best practices. Planning Calendars

initiati. es t6 supi,ort sch6ol

·---- ---------- -------------inelttde Implement and monitor G-Suite use and other technology 19-20 hardware (ie.

use in all classrooms. Chromeboeks, emts); soft-ware

6e: ClottdR-e~ ); maintenance, & M• 6fher neeessm, Al.1".P.P.!i~APiP..'i


Goal 3: Successful Systems of Support. The system and culture of Kailua High School works to effectively organize financial, human, and community

resources in support of student success.

Student success will be supported by the systems developed ( or currently in

place) at Kailua High School. Fostering of innovations through sharing Bright

Spots; providing adequate resources to support KHS/community plans; and

increasing the efficiency and transparency of instructional and operational

supports to promote student learning will continue to occur. Financial, human

and community resources will be adequately allocated to programs /initiatives

that are deemed effective through walkthrough data (among other data),

administrative detenninations, and continued financial resources.

For the years prior to the past two, the school experienced declining enrollment

resulting in insufficient funds for basic needs such as, personnel, instructional

materials and supplies. The lack of resources severely limits the school's

capacity to offer an array of courses to meet the students' interests and academic

needs. KHS will continue to communicate school needs to external

organizations, such as community and business partners, Department of Education leadership, and State Legislators, while pursuing other sources of

funding for school programs.

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Source of Defme the relevant data I Funds used to regularly assess


XWSF Programs and services are $320,798 provided to all students and

□ Title I faculty in: Safety /Security;

□ Title II Health; Food Services;

□ Title III Facilities; Personnel;

□ IDEA Administrative; Business

□ and Technolo ~

Homeless Class size enrollment

□ CTE □ Other 60% of students achieve

□ NIA proficiency (C or better) on their semester grade for their courses.

=!-5-70% of students in classes receiving library instruction acquire information literacy skills.

Desired Outcome

Establish and maintain a system of supports and service programs to meet the educational, health, and safety needs of all students.


in next column)

1. Develop a school improvement plan/process to monitor support service programs and personnel in order to allocate funds for administrative and auxiliary supports. (WASC 2, CNA 4.2)

2. In order to maintain small class sizes, allocate Article VI teacher positions to maintain small class size in ELA, Math, Science, and Social Studies classes to meet the instructional needs of students. (CNA 1.2)

3. Provide a continuum of grade and subject level appropriate library services to teach information and technology literacy and support classroom instruction. (WASC 3, CNA 1.3)

School Year(s) of Activity

17-20

17-20

17-20

ART Accounta

ble Lead(s)

Admin

Librarian


Define the relevant Enabling Activities School ART Source of Funds data used to Desired Outcome (Indicate year(s) of implementation Year(s) of Lead(s regularly assess and Activity ) in next column) monitor progress

4. Continue to use multiple strategies to maintain XWSF 60% of parents ( on Improve our system of communication with students, parents, community, SQS) report 17-20 I Admin I $14,355

business and University partners on school programs, X Title I satisfaction with engagement to address the events and progress: (CNA 2.1) See FRF:Pestaget home-school educational, health and

paper fer Smtline communication on • Surfline safety programs to meet the ~,e w sletter student progress • School Website needs of all students.

(Question #13 on • Progress Reports □ Title II Parent Survey: I am

• Letters □ Title III satisfied with the

• Telephone Contact: Mass Messaging printed materials, □ IDEA • Parent Conferences □ Homeless e-mail/online, • Email phone/text, or □ CTE • Meetings; School Events in-person meetings □ Other

□ NIA used by the school to • Course Syllabi communicate with me.)

• Social Media Twitter

• Infinite Campus • Mass Text Messaging

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Derme the relevant School Source of Enabling Activities data used to Year(s) ART Funds regularly assess (Indicate year(s) of implementation Desired Outcome of Lead(s) and monitor in next column) Activity progress

Increase % of students with zero incidents to

O WSF S. School Safety Committee will: (CNA 4.2) Maintain and/or expand Admin I D Title I • Collaborate to ensure all safety protocols are implemented

95% 0 Title II services and support effectively; SSA □ Title III programs to meet the • Identify areas of concern and utilize the PDCA cycle to ensure 80% students will □ IDEA educational, health and safety measures are implemented in order to prevent indicate a positive □ Homeless safety needs of students. violence/substance use; response on Safety □ CTE

• Identify and monitor students who need health and medical Dimension on SQS attention

0 Other □ NIA

Determine the effectiveness of current program/initiatives. Create and implement at least one program/initiative to improve school climate and reduce school violence. 17-18

18-19 while eliminating ineffective programs/initiatives. Monitor program/initiatives. Maintain successful programs /initiatives

19-20 Continue to determine the effectiveness of current programs/initiatives.

--

----- -- ---------


Effectively organize human resources to support school improvement and student success.

6. "FOL" (Focus on Learning) Groups will use the PDCA cycle: (CNA 4.1)

• Plan for school improvement after collecting and analyzing Admin □ WSF lndividual FOL □ Title I Groups will monitor data.

AC • Implement plans for school improvement. D Title II data and goals set for

Evaluate and reflect on the results of implementation . □ Title III the group. • Refine plan for school improvement in an iterative process . □ IDEA - Meeting agendas •

D Homeless --Minutes

□ CTE --3 year plans in FOL Based on the WASC Identified Areas ofNeed, create FOL Groups : D Other Folders in GoogleDocs Technology, School Culture: Surfrider Way, RTI (Response to □ NIA Intervention), p4c (philosophy 4 children), PTP/L (Personal Transition Plan/Leadership) AVID (Advancement Via Individual Determination) Strategies, Directed Study Hall

FOL Groups will plan for school improvement after collecting and 17-18 analyzing data.

18-19 Implement plans for school improvement. Monitor and revise plans as necessary. Directed Study Hall group will become Bell Schedule group.

Evaluate and reflect on the results of implementation and, incorporating 19-20 recommendations from the WASC mid-term visiting committee, refine plans for school improvement in an iterative process.

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academic planschool wide rti system to address the needs of all students. 3. there is a need to...

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