Momilani Elementary School

Transcription

Momilani Elementary
School Academic and Financial Plan SY 2013-14
+
Goal 1. Student Success: All DOE students demonstrate they are on a path toward success in college, career and citizenship.
Objective 1a: Students are engaged, and ready to learn.
Chronic Absenteeism
Targets:
2010-11
5.0%
Baseline (2011-12)
3.0%
Target (2013-14)
0.9%
1. Increase the percentage of students who attend school regularly.
2. Increase student safety on school campus by decreasing the number of student misconduct occurrences (Class A, B,
and C occurrences).
3. Increase the percentage of students who feel safe in school and believe that the school environment is nurturing,
orderly, and conducive to learning [measured by percentage of students whose composite rating on “School Safety
and Well-Being” on School Quality Survey (SQS) is positive}.
4. Increase the percentage of students participating in co-curricular and extra-curricular activities.
1a. Strategies:
1. Incorporate interdisciplinary curriculum based on the Common Core State Standards into classroom instructional practices. (PW Complex: 5.
Utilize the Design Team process to help improve student achievement).
2. Tailor instruction to students by assessing and responding to individual needs (including working collaboratively along educational continuum (P20) to assess kindergarten readiness and college readiness. (PW Complex: 1. Use student data to inform instruction.)
3. Provide school-led programs that develop the character and values needed for ethical behavior, student safety, and positive learning environments.
Rationale:
1. Instructional delivery must be varied by utilizing effective/best practices and strategies to meet the needs of the student.
Momilani Elementary
2. Delivery of a rigorous elementary education sets the foundation to support students’ goal to graduate college and career ready.
3. How students approach learning may be as critical as what they learn. Research shows that (performance) character traits like resilience, self
control, persistence, hard work, delayed gratification, curiosity, open mindedness and perseverance may matter more to academic performance than
native intelligences. Students with drive (GRIT)—not just brains—determine their success.
4. The Pearl City-Waipahu (PW) Complex Area realizes the need to focus on further building the infrastructure and systems to address Goal 1:
Student Success. State prepopulated data targets of the following non-negotiables: (1) Attendance, (2) Achievement, (3) Behavior, and (4) Course
Marks (AABC) will be addressed with the Complex Area, Complexes, and respective schools.
Funded Enabling
Activities
1a.1.1 Strategically deliver
a rigorous, relevant,
literacy-focused, balanced
instruction and
interdisciplinary
curriculum based on
Common Core State
Standards (CCSS).
1a.1.2 Participate in
professional development
for the Design Thinking
Process.
5/2/2013
Outcomes (Leading Indicators)
A. Initial (Teacher focused)
B. Intermediate (Student focused)
A.All teachers deliver instruction based on
CCSS curriculum map. Evidence student
attainment of CCSS through frequent
assessments for and of learning
(formative, summative, criterion and
norm-referenced). Teachers will increase
from Level High to Very High as
measured by the Assessment FrameworkCCSS by 3rd Quarter.
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Assessment
Framework:
Implementat
ion of the
Common
Core State
Standards
Element –
High
Participant
Frequency
Administrator
ART
Teachers
Daily
B.At least 95% of students are engaged in
their learning as evidenced by classroom
walkthroughs, and student summative
work demonstrating meeting of the
standards.
Teacher Leads
Data Teams
Weekly;
Quarterly
A.1 Two additional teachers will
participate in professional development to
further understand the Design Thinking
Process to improve student achievement.
Administrator
Complex Area
Staff
Counselor
Teacher Lead
SY 20122013/2nd
semester
A.2 Design Thinking trained Teacher
Team will determine selected student
population and particular student success
Administrator
Counselor
Teacher Lead
As
determined
by school
2
Description and
Funding Source
Est $ Amount
School WSF
Certificated
$1,168,205
Casual
59,290
Classified
29,115
Current
Expenses
87,615
Equipment
1,500
State Funded Title
IIA
State Funded
Momilani Elementary
indicators as appropriate.
B.All selected students will show
evidence of the Design Thinking Process
by using divergent thinking which is
creative and generative in solution
finding. Student engagement will be
measured by “thinking out of the box”
rubric scoring.
1a.2.Utilize system tools
such as CSSS Early
Warning System (EWS)
and Longitudinal Data
System (LDS) to identify
successes and challenges to
determine informed next
steps.
A. All teachers will review student data to
inform school-wide programs/instruction
(differentiation). Teachers will increase
from Level 3-4 as measured by the
Comprehensive Student Support
Screening Map by 3rd Quarter.
1a.3.1 Demonstrate
positive, caring, and
nurturing teaching and
learning practices to
support all students and
staff.
A.All members of school staff celebrate
success, demonstrate school pride, and
nurture and care for all students and staff.
Teachers will increase from Level 3-4 as
measured by the Comprehensive Student
Support Screening Map by 3rd Quarter.
2012
Comprehensive Student
Support
Screening
Map;
Integrating-3
B.The percentage of student attendance
will increase/meet as determined by the
prepopulated school data target.
2012
Comprehensive Student
Support
Screening
Map;
Integrating-3
B.All students experience “Momilani:
Quality Education in a Caring
Environment” to support their student
successes. The percentage of student
attendance will increase/meet as
determined by the prepopulated school
data target.
5/2/2013
3
Counselor
Teacher Lead
Student
Leaders
Quarterly
Administrator
ART
Teachers
Quarterly
Data Team
Leads
Data Teams
Daily
Administrator
Teachers
Staff
Teachers, Staff
On-going
Administrator
Teachers
Staff
Students
Daily
State Funded
Costs
actualized in
1a1.1
School WSF
Costs
actualized in
1a1.1 and 3.1
Momilani Elementary
1a.3.2 Establish a common
vocabulary around
character strengths (GRIT)
along with current
character education
program, “Heartitudes”
(teaching of moral and
community values).
5/2/2013
A.Teachers will utilize GRIT vocabulary
in very specific/appropriate instructional
moments.
Administrator
ART
Teachers
Daily
B.100% of students will practice
behaviors to increase one’s GRIT (special
focus on combination of persistence and
resilience) based on rubric scoring.
Counselor
Teacher Leads
Data Teams
Daily
4
School WSF
Costs
actualized in
1a.1.1
Momilani Elementary
Momilani Elementary School Balanced Scorecard
SY 07-08
Reading Math
Momilani Baseline
SY 08-09
SY 09-10
Reading Math
Reading Math
SY 10-11
Reading Math
SY 11-12
Reading Math
89.0%
90.0%
89.8%
86.7%
84.0%
84.0%
83.1%
85.0%
92.0%
92.0%
90.2%
82.8%
85.0%
85.0%
80.3%
75.9%
90.0%
90.0%
89.8%
92.1%
84.0%
85.0%
93.2%
87.3%
93.0%
92.0%
87.3%
96.6%
89.0%
89.0%
85.7%
93.1%
94.2%
95.0%
94.6%
89.1%
89.2%
90.0%
87.5%
82.8%
Grade 5
88.7%
83.0%
95.0%
85.0%
82.8%
60.3%
92.3%
81.5%
91.7%
91.7%
Grade 6
87.5%
83.9%
98.0%
94.0%
93.0%
89.5%
94.6%
91.1%
100%
93.5%
91.5%
95.0%
98.1%
96.4%
94.9%
96.7%
100%
96.4%
91.8%
93.0%
96.7%
96.0%
95.1%
96.6%
98.3%
98.0%
94.9%
95.2%
89.7%
94.7%
96.6%
98.4%
98.3%
96.5%
92.0%
98.0%
98.0%
100%
100%
100%
98.0%
100%
Related Measures
Hawaii State Assessment:
All
Disadvantaged
Grade 3
Grade 4
TerraNova Assessment:
Grade 3
Grade 4
Grade 5
Grade 6
Increase the percent of
elementary (K-6) students
receiving a "usually" or
"consistently" rating on all GLOs
at the end of the year.
Increase the percent of
elementary students receiving a
"usually" or "consistently" rating
on GLO #2 Community
Contributor.
Percentage of students reporting
that they feel safe at school
Percentage of parents reporting
that they are satisfied with their
school
Percentage of Highly Qualified
Teachers (HQT)
5/2/2013
State Baseline
2012-2013
Reading Math
86%
82%
77%
77%
63%
85.3%
88.9%
93.9%
94.8%
91.0%
To be
determined
93.9%
95.3%
96.6%
96.6%
91.5%
85%
92.9%
98.0%
94.6%
95%
92.7%
83%
97.5%
n/a
96.9%
97.6%
94.5%
100%
100%
100%
100%
100%
100%
5
Momilani Elementary
GLO Report (SY 2011 – 2012)
GLO RESULTS (GLOs 1-6)
Rarely
Sometimes
Usually
Consistently
TOTAL
Grade Grade Grade Grade Grade Grade
1
2
3
4
5
6
0
3
0
2
28
1
11
42
14
19
64
14
134
97
176
47
88
85
209
248
146
316
180
272
354
390
336
384
360
372
Subtotal: Usually and Consistently
GLO RESULTS (GLO #2: Community
Contributor)
Rarely
Sometimes
Usually
Consistently
TOTAL
Grade Grade Grade Grade Grade Grade
1
2
3
4
5
6
0
0
0
0
7
0
3
6
2
2
10
1
22
4
20
5
12
4
34
55
34
57
31
57
59
65
56
64
60
62
Subtotal: Usually and Consistently
GLOs
1: Self-Directed Learner
2: Community Contributor
3: Complex Thinker
5/2/2013
4: Quality Producer
5: Effective Communicator
6: Effective and Ethical User of Technology
6
TOTAL
(1-6)
34
164
627
1371
2196
%
1.5%
7.5%
28.6%
62.4%
1998
91.0%
TOTAL
(1-6)
7
24
67
268
366
%
1.9%
6.6%
18.3%
73.2%
335
91.5%
Momilani Elementary
Objective 1b: All students are gaining the academic skills they need to succeed on the K-12 pathway and throughout their lives.
HSA Math 3-8
HSA Reading 3-8
HSA Growth
Targets:
2009-10
82.7%
89.5%
2010-11
88.0%
92.9%
Baseline (2011-12)
89.2%
94.2%
Target (2013-14)
96.6%
98.7%
1. Academic Achievement: Increase percentage of students scoring “proficient” in reading and mathematics on
Hawaii State Assessment (switch to Smarter Balanced Assessments beginning 2014).
2. Equity in Achievement: Increase proficiency of the lowest achieving student groups so that the percentage
difference in test scores between highest and lowest achieving student groups is eliminated. (Data not available).
1b. Strategies:
1. Implement statewide K-12 curriculum, instruction, and assessments that are well-balanced and aligned with the Common Core State Standards
[PW Complex: 3. Implement the Common Core State Standards at the classroom level. 4. Promote and ensure an aligned K-12 continuum. 5
Use the Design Thinking process to help improve student achievement—moved to Strategy 1a)].
2. Use data, feedback, and school data teams at every school to improve student achievement. (PW Complex: 1.Use data teams to review data and
feedback on student achievement).
3. Establish academic review teams at each school and Complex to improve and align instruction and professional development in support of
student achievement, (PW Complex: 2. Use ART Team to monitor progress on the school’s academic plan and to make data-based decisions that
impact achievement.).
4. Provide student support and differentiated interventions based on “early warning” data for all students.
5. Implement proficiency-based advancement of students based on applicable standards of academic achievement, character development, and
socio-emotional progress.
Rationale:
1. There is a continual need to align instructions based on student attainment of the Common Core State Standards.
2. The Pearl City-Waipahu Complex Area will focus on further building the infrastructure and systems to address Goal 1: Student Success.
3. State prepopulated data targets of the following non-negotiables will be addressed with the Complex Area, Complexes, and respective schools.
a) Attendance
5/2/2013
7
Momilani Elementary
b) Achievement
c) Behavior
d) Course Marks (AABC).
4. PW Complex Area will implement the Common Core State Standards by utilizing
a) a K-12 approach
b) Academic Review Team (ART) structure
c) Design Thinking process (moved to Goal 1a.1.2).
5. Pearl City Complex K-12 Focus: Language Arts Writing.
6. Pearl City/Waipahu Complex Area Professional Learning Communities (PLCs): Advancement Via Individual Determination (AVID), Induction and
Mentoring, K-12 Construct, Science, Technology, Engineering, Art, and Math (STEAM).
1b.1.1 Participate in
for Common Core
Standards.
A.All teachers will participate in
professional development to gain a better
understanding of Common Core State
Standards to align curriculum and
instruction. Teachers will increase from
Level High to Very High as measured by
the Assessment Framework-CCSS by 3rd
Quarter.
B.Gr. 3-6 Student Group will show an
increase/meet prepopulated targets-HSA.
1b.1.2.1 Build knowledge
through content-rich
nonfiction.
5/2/2013
A.All Gr. 1-6 teacher’s reading lessons
reflect a balance of 50% literary and 50%
informational text during the school day.
Teachers will increase from Level 3 to 4 as
measured by the Implementation Rubric of
CCSS by 3rd Quarter.
[Optional]
Leading
Indicator
Current
Value
Assessment
Framework:
Implementation of the
Common
Core State
Standards
Element –
High
Expenditure
Lead
Administrator
PW Complex
Area Staff
ART
Participant
Teachers
Frequency
Description and
Funding Source
As determined State/Complex or
by
School WSF
State/Complex
Area/School
Est $ Amount
School costs
actualized in
1a1.1
Substitutes
$2,703
Data Team
Leads
Implementa- Administrator
tion Rubric of ART
CCSSIntegrating-3
8
Data Teams
Quarterly
Teachers
Weekly
School WSF
Costs actualized
in 1a1.1
Momilani Elementary
B.At least 95% Gr. 1-6 students read
informational texts intentionally sequenced
to systematically develop knowledge.
1b.1.2 .2. Ensure reading,
writing, and speaking
grounded in evidence from
text, both literary and
informational.
A.All Gr. 1-6 teachers will consistently
expect and probe students for evidence and
precision. Teachers will increase from
Level 3 to 4 as measured by the
Implementation Rubric of CCSS by 3rd
Quarter.
Data Team
Leads
tion Rubric of ART
CCSSIntegrating-3
B.At least 95% or more students will
consistently probe each other for evidence
and precision in their discussions.
1b.1.2.3 Conduct regular
practice with complex texts
and its academic language.
1b.1.2.4 Participate in
for Writing.
5/2/2013
Teachers Leads
Data Teams
Quarterly
Teachers
On-going
Data Teams
Quarterly
Teachers
On-going
School WSF
Costs actualized
in 1a1.1
School WSF
Costs actualized
in 1a1.1
A.All teachers are aware of students’
reading levels and carefully monitor their
progress utilizing assessments (GatesMcGinite, Imagine Learning, Achieve
3000, iReady) Teachers will increase from
Level 3 to 4 as measured by the
Implementation Rubric of CCSS by 3rd
Quarter.
tion Rubric of ART
CCSSIntegrating-3
B.At least 95% of students read following
the staircase of complexity called for by
the standards.
Teacher Leads
Data Teams
Quarterly
Administrator
PW Complex
Area Staff
ART
Teachers
As determined State/Complex Area School costs
by
School WSF
actualized in
State/Complex
1a1.1
Area/School
A.All teachers will participate in
professional development to improve
writing. Writing tasks and student work
reflect balance between genres. Teachers
will increase from Level 3 to 4 as measured
by the implementation rubric of CCSS by
3rd Quarter.
Implementation Rubric of
CCSSIntegrating-3
9
Momilani Elementary
increase/meet prepopulated targets-HSA.
1b.l.2.5 Use mathematical
reasoning to construct an
argument that defends one’s
position; explore their own
and others’ reasoning.
A.All teachers will provide opportunities to
use mathematical reasoning. Teachers will
increase from Level 3 to 4 as measured by
the Implementation Rubric of CCSS by 3rd
Quarter.
Teacher Leads
A.All teachers provide opportunities for
students to challenge their problem solving.
Teachers will increase from Level 3 to 4 as
measured by the Implementation Rubric of
CCSS by 3rd Quarter.
A.All teachers will use formative
assessments and instruction in their
respective content areas/grade levels to
improve student achievement. All teachers
will increase from level 2-3 to 4 as
measured by the Formative Instruction
Readiness Matrix by Quarter 3.
B. Gr. 3-6 Student Group will show an
5/2/2013
Teachers
Weekly
Data Teams
Quarterly
Teachers
Quarterly
Teacher Leads
Data Teams
Quarterly
Administrator
PW Complex
Area Staff
ART
Teachers
As determined State/Complex
by
School WSF
State/Complex
Area/School
Teacher Leads
Data Teams
Quarterly
Data Team
Leads
Implementa- Adminstrator
tion Rubric of ART
CCSSIntegrating-3
B.At least 95% of students will routinely
self-assess their own progress based on
rubric scoring and learn from previous
attempts to solve a problem to select
alternate solution pathways.
1b.1. 2.7 Participate in
for Formative Assessment
and Instruction.
Quarterly
tion Rubric of ART
CCSSIntegrating-3
B.At least 95% of students talk about each
others’ thinking, ask clarifying questions,
identify potential flaws in thinking, and
respond to each others’ questions to reach
justifiable conclusions.
1b.1.2.6 Provide
opportunities for students to
make sense of problems and
persevere in solving them.
Data Teams
Formative
Instruction/
Data Team
Readiness
Matrix Rating
3; Formative
Instruction
and
Assessment
10
School WSF
Costs actualized
in 1a1.1
School WSF
Costs actualized
in 1a1.1
School costs
actualized in
1a1.1
Momilani Elementary
increase/meet prepopulated targets – HSA. Action Plan
for teachers on
implementation of Data
Teams and using the 6-Step
Process.
A. School teams will be trained on
implemention of Data Teams. All
Momilani teams implementing the Data
Teams Process will increase from level 2-3
to 4 as measured by the Data Teams
increase or meet on prepopulated targets –
HSA.
Data Teams
Implementation Action
Plan
Template,
Formative
Instruction/
Data Team
Readiness
Matrix Rating 3
Administrator
PW Complex
Area Staff
Teachers
Quarterly
Data Team
Leads
Data Teams
Quarterly
Formative
Instruction/
Data Team
Readiness
Matrix Rating
3; Formative
Instruction
and
Assessment
Action Plan
Administrator
ART
Teachers
Quarterly
Data Team
Leads
Data Teams
Quarterly
1b.2.2.Utilize assessment
data (formative, summative,
criterion-referenced
assessments and LDS and
other reports) systematically
to drive educational
decisions. Align instruction
to CCSS. (Assessment for
and of learning).
A.School Data Teams will receive support
with training, analysis and use of data to
increase student achievement. All teachers
will increase from level 2-3 to 4 as
measured by the Formative Instruction
1b.2.3 Access and review
qualitative and quantitative
evidence regularly to make
mid-course corrections as
needed.
A.All teachers collect and review relevant Assessment
Administrator
evidence ranging from outcome metrics to Framework- ART
leading indicators and process measures,
High Element
including evidence from appropriate rubric.
All teachers will increase from level High
to Very High as measured by the
Assessment Framework by Quarter 3.
Teachers
On-going
HSA.
Data Teams
Quarterly
5/2/2013
HSA.
Data Team
Leads
11
State Funded Title
IIA
To be
determined
Complex
School WSF
School costs
actualized in
1a1.1
Complex
School WSF
School costs
actualized in
1a1.1
Momilani Elementary
Complex Area Professional
Learning Communities
(PLCs) to further align
Complex Area/Complex K12 curriculum, instruction,
and assessment.
A.All teachers will continue the horizontal
and vertical alignment by focusing on
common practices, assessments, and
rubrics/scoring guides to ensure students
are attaining skills as they move on the
continuum from Grade K to Grade 12. All
teachers will increase from level High to
Very High as measured by the Assessment
Framework: Implementation of the CCSS
by Quarter 3.
Assessment
Framework:
Implementation of the
Common
Core State
Standards
Element –
High
increase or meet on prepopulated targetsHSA.
1b.3. Participate in State
driven professional
development for Academic
Review Team (ART).
A. ART Team will participate in the statewide webinar focusing on ART structures
and procedures. ART Team will increase
from Level High to Very High as measured
by the Assessment Framework: Academic
Review Teams Rubric by Quarter 3.
Assessment
Framework:
Academic
Review
Teams
Element
High
increase or meet on prepopulated targetsHSA
1b.4 Ensure proactive
prevention, early
intervention (effective,
timely, and additional
assessments as needed) and
effective transitions. Focus
support for the “at-promise”
students (ELL, SpEd, 504,
non-proficient). Analysis of
dashboard to guide
professional development,
5/2/2013
A.All teachers will analyze data from
assessments including the LDS and utilize
the DSI to create formative assessments to
guide differentiated interventions/student
supports towards student achievement of
CCSS. All teachers will increase from level
High to Very High as measured by the
Assessment Framework: Implementation
of the Comprehensive Student Support
Rubric by Quarter 3.
Assessment
Framework:
Comprehensive
Student
Support
Element
High
Administrator
PW Complex
Area Staff
ART
Teachers
Quarterly or
State Funded Title
As determined
IIA
by school
administration
Data Team
Leads
Data Teams
Quarterly
Administrator
ART
ART Team
Quarterly or
State/Complex
As determined Area/School WSF
by school
administration
Data Team
Leads
Data Team
Quarterly
Administrator,
ART
SSC
Teachers
On-going,
observation,
formative
assessments
12
State/Complex
Area/School WSF
To be
determined
School costs
Actualized
in 1a1.1
School costs
actualized
in 1a1.1
Momilani Elementary
ongoing identification of
“at-risk”.
B.100% of non-proficient students (SpEd,
ELL, 504, “at-promise”) are identified and
provided with appropriate supports in an
inclusive environment evidenced in support
team notes.
1b.5 Address support
systems beyond academic
achievement through
“Heartitudes” and “GRIT”
(Character Education
Programs).
A. All teachers and staff focus on
optimizing a safe, caring environment
conducive to receiving a quality education
as evidenced by classroom walkthroughs
and a 90+% in Student “Safety and
Wellness” dimension of the School Quality
Survey (SQS).
B. At least 95% of students are motivated
and committed to learning and have a sense
of belonging and accomplishment.
5/2/2013
2012 SQS
Student
Safety
Dimension:
92.7%
Data Team
Leads
Data Teams
Quarterly
Administrator,
Teacher Leads
Teachers
On-going,
observation,
walkthroughs
Teacher Leads
Students
Quarterly
13
School WSF
Costs actualized
in 1a1.1
Momilani Elementary
Objective 1c: Students are connected to their school and community to develop a love of learning and contribute to a vibrant civic life.
Baseline (2011-12)
Gr. 5 GLO Attainment of 3 or
higher
Targets:
Target (2013-14)
Not available
(74% unofficial)
--To be determined
1. Life-long learning, character, and citizenship: Increase percentage of 5th graders consistently demonstrating GLOs
(5th grade: score of 3 or higher on each GLO)
2. Parent satisfaction with school responsiveness
3. Engagement level of parent and community stakeholders
1c. Strategies:
1. Partner with community organizations, libraries, and businesses that provide learning and service opportunities that utilize the resources of the
communities and places where students live and attend school. (PW Complex: Partner with family and community organizations to increase school
and student involvement within the surrounding community we live in—Civic life.)
2. Work with agencies and families to coordinate wraparound services that address non-school factors that impede student success
3. Strengthen family-school partnerships based on shared accountability, goals/priorities, responsibilities and contributions, where families are
engaged in meaningful and culturally respectful ways to support student success
Rationale:
The Pearl City-Waipahu Complex Area realizes the need to further strengthen family and school partnerships on shared accountability
priorities and goals. Building engaging and meaningful school and community programs will lead to positive Complex Area relationships.
Funded Enabling
Activities
5/2/2013
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
14
Participant
Frequency
Description and
Funding Source
Est $ Amount
Momilani Elementary
1c.1.1 Participate in
intramurals sponsored
Pearl City High School.
(Pearl City Complex
Elementary Schools)
A. All Gr. 5-6 teachers encourage student
participation in selected intramural
activities sponsored by Pearl City High
School (e.g. basketball, volleyball, and
track).
Administrator
Gr. 5-6
Teachers
As
determined
by Complex
B.Pearl City Complex of Elementary
Schools will increase/maintain student
participation in selected intramural
activities.
Gr. 5-6
Teacher Leads
Students as
determined by
teachers
As
determined
by School
1c.1.2 Participate in Pearl
City Complex Music
Concert (Pearl City
Complex Elementary
Schools, Highlands
Intermediate, and Pearl
City High School).
A.All teachers will encourage student
participation in the Pearl City Complex
Music Concert.
Administrator
Teachers as
determined by
School
As
determined
by Complex
B.Pearl City Complex of Elementary
Schools will increase/maintain student
participation in complex performing arts
activities.
Teacher Leads
Students as
determined by
teachers
As
determined
by School
1c.1.3 Demonstrate and
showcase STEAM-related
activities from school level
lessons/activities (PW
Complex Area Schools).
A.All Grade Level Teachers selected will
demonstrate and showcase a STEAMrelated activity at a Complex Area venue.
Administrator
Teachers as
determined by
School
Annual
B.All selected students will have the
opportunity to increase/maintain
participation in school and Complex Area
STEAM showcase.
Teacher Leads
Students as
determined by
teachers
As
determined
by School
5/2/2013
15
Pearl City High
School
School WSF
School costs
actualized
in 1a1.1
PCHS
School WSF
School costs
actualized in
1a1.1
Complex
School WSF
School costs
actualized in
1a1.1
Momilani Elementary
1c.2 Seek opportunities to
provide assistance to
students or parents where
conditions outside of
school serve as barriers to
learning. (e.g.at-risk
factors, chronic
absenteeism, abuse).
A.All students are monitored for at-risk
factors and supported in the classroom or
referred for other assistance. Families are
involved in partnering with the school at
all levels of the continuum of services.
Target:
Chronic
Absenteeism =
.9%
B.All students are engaged and ready to
learn. School will be a safe place to learn
for students. Student Attendance will
increase/meet target goal.
1c.3 Establish multiple
avenues focusing on
parent involvement where
parents are true, active
partners in supporting and
the decision-making
process of their child’s
education plan. (e.g.
parent/child activities,
School Community
Council (SCC), Hui O
Momilani, Momilani
Foundation, Fit Factory)
A. All Momilani Faculty and Staff focus
on meaningful opportunities for parent
involvement/partnerships to support a
safe, caring environment conducive to
receiving a quality education as
evidenced by SQS Parent Satisfaction
Dimension.
B.At least 95% of students have
relationships with adults, peers, and
parents that support learning as evidenced
in “Satisfaction” dimension of SQS. 90%
of students will receive “usually” or
“Consistently” rating on all GLOs at the
end of the year.
2012 SQS
Parent
Satisfaction
Dimension:
94.5%
Principal
ART
Counselor
Attendance
Clerk
Health Aide
Teachers
Parents/
Guardians
On-going
Data Team
Leads
Data Teams
On-going
Administrator
ART
As determined
by school
groups
On-going
Teacher Leads
Data Teams
On-going
GOAL 1:
STUDENT SUCCESS
School costs
actualized in
1a1.1
School
Hui
Foundation
School Community
Council (SCC)
School costs
actualized in
1a1.1
Certificated
Classified
Casual Hourly
Current Expenses
Equipment
TOTALS / SUMMARY
5/2/2013
State/Complex/
School WSF
$1,168,205
29,115
59,290
87,615
1,500
$1,345,725
16
Momilani Elementary
Possible Enabling
Activities if Funds are
Available
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Participant
Frequency
Description and
Funding Source
To be determined
$15,000
To be determined
$20,000
Est $ Amount
Strategies:
1. Secure resources to support 1:1 initiative of iPads and laptops.
2. Expand use of ebooks to exercise options for reading.
Rationale:
1. The DOE will provide each student with a n iPad/tablet/notebook from the 1:1 Computing Initiative.
2. There will be a need to provide security, safety, and maintenance for the computing devices.
3. Seek ibooks, site licenses for curriculum, instructional supports, and assessments.
1. Purchase covers and
screen film protectors for
180+ iPads and 240+
laptops.
A.Teachers will have increased safety
and less maintenance of iPads/Laptops.
Administrator
Technology
Team
1st Sem.for
Teachers
B.All students will learn responsible care
and maintenance of their issued
iPads/Laptops.
Teachers
Students
2nd Sem. For
Students
2. Purchase personnel
services to prepare,
support, and maintain
computing devices.
A.All teachers will be able to reliably
utilize technology (computing devices)
for learning.
Administrator
Technology
Team
Beg. Summer
2013-July
2014
B.All students will increase computing
skills and utilize devices to increase their
academic achievement.
Teachers
Students
Daily
5/2/2013
17
Momilani Elementary
[Optional]
Leading
Indicator
Current
Value
Expenditure
Possible Enabling
Available
3. Purchase ebooks, site
licenses for curriculum
application, instructional
supports, and assessments
for and of learning.
A.All Instructional staff will seek out
research-based supports for instructional
and student use.
Administrator
Instructional
Staff
On-going
B.All Students will utilize technology to
support and improve their academic
achievement.
Teachers
Students
On-going
Lead
Frequency
Description and
Funding Source
To be determined
Est $ Amount
$20,000
$55,000
TOTALS / SUMMARY
5/2/2013
Participant
18
Momilani Elementary
Goal 2. Staff Success: The DOE has a high-performing culture where employees have the training, support, and professional
development to contribute effectively to student success.
Objective 2a: The DOE effectively recruits, retains, and recognizes high‐performing employees.
Highly Qualified Teachers
Baseline (2011-12)
Target (2013-14)
100%
100%
Targets:
Effective teaching: Increase percentage of highly qualified teachers, and increase percentage of teachers rated as
“highly effective” beginning in 2014.
2a. Strategies:
1. Fully implement beginning teacher induction and mentoring standards. (PW Complex: 1. Provide induction and mentoring support for all
beginning teachers.)
2. Provide effective orientation programs for all non-certificated and classified personnel and supervisory training for all new supervisors. (PW
Complex: 2. Provide training, coaching, support and feedback to all teachers to ensure they maximize their effectiveness.)
Rationale:
The Pearl City-Waipahu Complex Area recognizes the importance of a mentoring and induction program to support beginning teachers. The program
will help gain the skills and knowledge to increase student achievement.
5/2/2013
19
Momilani Elementary
Funded Enabling
Activities
2a.1.Participate as needed
in Professional Learning
Community (PLC) for the
Mentoring and Induction
Program.
A.Every non-highly qualified and nontenured teacher will meet qualifications
to become highly qualified. All teachers
will increase from Level High to Very
High as measured by the Assessment
Framework: Teacher Induction Rubric by
Quarter 3.
B. Gr. 3-6 Student Group will show
student increase or meet on prepopulated
targets – HSA.
2a.2.Participate as needed
in professional
development for new
teachers on
Teams and using the 6Step Process.
A. All School teams will be trained on
implementation of Data Teams. All
teams implementing the Data Teams
Process will increase from level 2-3 to 4
as measured by the Data Teams
increase or meet on prepopulated targets
– HSA.
5/2/2013
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Participant
Hawaii
Teacher
Induction
Program
Continuum
Intergrating3
Assessment
Framework:
Teacher
Induction
Program –
High
Administrator
PW Complex
Area Staff
ART
Any non-HQT
and nontenured
teacher
Quarterly
Data Team
Leads
Mentor
Inducation
Program
Participants
(through the
Data Team
Process
Quarterly
Data Teams
Plan
Template,
Formative
Instruction/
Data Team
Readiness
Matrix Rating 3
Adminstrator
PW Complex
Area Staff
ART
Any non-HQT
and nontenured
teacher
Quarterly
Data Team
Leads
Data Teams
Quarterly
20
Frequency
Description and
Funding Source
Est $ Amount
State/Complex
To be
determined
State Funded Title
IIA
To be
determined
Momilani Elementary
Objective 2b: Training and professional development for all DOE employees supports student learning and school improvement.
Baseline (2011-12)
100% of PD aligned to State
Goals
Not available
Target (2013-14)
-To be determined
Targets:
1. 100% of professional development (PD) courses are aligned to support student achievement and school
effectiveness as reported in pre- and post-course evaluations by 2013
2. Increase the number and percentage of students that rate their learning experience as exceptional
2b. Strategies:
1. Provide all teachers with evaluation and feedback based on student growth and teaching practice that guide professional development opportunities
designed to support student achievement and learning. [PW Complex: 1. Data Teams Professional Development and implementation trainings will
support teachers at becoming more effective with student learning and school improvement. 2. Maintain and create a collaborative culture by
having Professional Learning Communities (PLC) for the different State initiatives (i.e. Data, K-12 Constructs of Writing for Pearl City and Math
for Waipahu, AVID, Mentoring and Induction, STEAM).]
2. Provide all administrators with information and feedback based on student growth and school effectiveness that guide performance improvement
opportunities designed to support student achievement and school improvement. (Student Growth Percentile (SGP), Educator Effectiveness System
( EES), Longitudinal Data System (LDS): utilize integrate into Data Teams (DT))
Rationale:
1. The Pearl City-Waipahu Complex Area realizes the need to focus on further building the infrastructure and systems to address Goal 2: Staff
Success. The Pearl City-Waipahu Complex Area will continue to provide professional development and implementation trainings, to provide
teachers with the skills and strategies they need to raise student achievement.
2. The Pearl City-Waipahu Complex Area utilizes PLCs to provide the infrastructure to address Goal 2: Staff Success. The Pearl City-Waipahu
Complex Area will continue to use the PLC process to maintain and allow schools the opportunity to collaborate on the various State/Complex
Area initiatives.
5/2/2013
21
Momilani Elementary
Funded Enabling
Activities
for teachers on
Teams and using the 6Step Process.
A. All School teams will be trained to
implement Data Teams Process. All
teachers will increase from level 3-4 as
measured by the Data Teams Readiness
Matrix by Quarter 3.
– HSA.
collaboration amongst the
Complex Area
Professional Learning
Communities (PLCs) in the
various areas such as Data
Teams, K-12 Construct,
AVID, Mentoring and
Induction, STEAM.
5/2/2013
A. All teachers will participate in the
PLC process to collaborate on common
challenges and successes according to
State/Complex Area initiatives. All
Matrix by Quarter 3.
– HSA.
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Participant
Frequency
Data Teams
Plan
Template,
Formative
Instruction/
Data Team
Readiness
Matrix Rating 3
Administrator
PW Complex
Area Staff
ART
Teachers
Quarterly
Data Team
Leads
Data Teams
Quarterly
Data Teams
Plan
Template,
Formative
Instruction/
Data Team
Readiness
Matrix Rating 3
Administrator
PW Complex
Area Staff
ART
As determined
by school
Quarterly
Teacher Leads
As determined
by school
Quarterly
22
Description and
Funding Source
Est $ Amount
State Funded Title
IIA
To be
determined
State/Complex
To be
determined
Momilani Elementary
Objective 2c: Leadership across the department has the capacity to implement systemic change, including adapting and innovating;
modeling optimism and fairness; overseeing school transformation, and student success.
Targets:
<Describe measureable target>
1.
Baseline (2011-12)
not available
Target (2013-14)
-to be determined
100% of DOE schools have academic review team in place.
2c. Strategies:
Fully implement and support school-based teams of teachers and leaders (academic review teams) that guide instructional development
strategies at the school and Complex levels. (PW Complex: Provide State implementation of: a) Data Teams/Formative Instruction, b)
Academic Review Team, c) Common Core State Standards, d) Personalized Learning for All Students, e) Educator Effectiveness System, and f)
Induction and Mentoring.)
Rationale:
The Pearl City-Waipahu Complex Area recognizes the importance of the consistency across the department to build the capacity for systemic change.
Ongoing “Plan-Do-Check-Act” within the department’s infrastructure will strengthen student achievement for College and Career Readiness.
Funded Enabling
Activities
2c. Participate in
for:
1) Data Teams/Formative
Instruction
2) Academic Review
5/2/2013
[Optional]
Leading
Indicator
Current
Value
A. All teachers will participate in
professional development topics
throughout the calendar/school year. All
Matrix and the Hawaii Educator
Data Teams
Plan
Template,
Formative
Expenditure
Lead
Administrator
PW Complex
Area Staff
ART
23
Participant
Frequency
As determined
by school
To be
determined
Description and
Funding Source
State/Complex
School WSF
Est $ Amount
School costs
actualized in
1a1.1
Momilani Elementary
Team,
3) Common Core State
Standards
4) Personalized Learning
for All Students
5) Educator Effectiveness
System
6) Induction and
Mentoring.
Effectiveness System Continuum by
Quarter 3.
B. Gr. 3-6 Group will show an increase
or meet on prepopulated targets – HSA.
Instruction/
Data Team
Readiness
Matrix Rating 3,
Hawaii
Educator
Effectiveness
System
Contiuum –
Intergrating3
Teacher Leads
As determined
by school
To be
determined
GOAL 2:
STAFF SUCCESS
WSF:
Costs actualized
in Goals 1 and 3
TOTALS / SUMMARY
Possible Enabling
Available
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Strategies:
Rationale:
1)
TOTALS / SUMMARY
5/2/2013
24
Participant
Frequency
Description and
Funding Source
Est $ Amount
Momilani Elementary
Goal 3. Successful Systems of Support: The system and culture of the DOE work to effectively organize financial, human, and
community resources in support of student success.
Objective 3a: DOE facilities and technology systems meet 21st century education needs and standards goals.
1:1 Computing (?)
Baseline (2011-12)
Not available (50%)
Target (2013-14)
--To be determined (100%?)
Targets:
1. Increase percentage of students and schools that have access to reliable technology resources
2. Increase speed and reliability of internet access
3a. Strategies:
Provide students and employees with computer systems and broadband that support 21st Century learning (PW Complex: 3b.1 The Complex Area
schools will utilize CISCO and its infrastructure to meet the needs of 21st century education.
2. Provide efficient, effective technology support to our classrooms, schools, and support offices (PW Complex: 2. The Complex Area Schools will
utilize Longitudinal Data System (LDS) and Data Systems Information (DSI).
1.
Rationale:
1. The Pearl City-Waipahu Complex Area recognizes the importance of having the technological infrastructure, which enables
a) students with the tools and opportunities to become a 21st century learner and
b) utilization of systems like LDS and DSI, which helps data collection and disaggregation of data that lead to changes in instructional
practices.
5/2/2013
25
Momilani Elementary
Funded Enabling
Activities
3a.1Access available
technology (CISCO) to
support student
achievement.
3a.2 Use of the LDS and
DSI systems by all
Complex Area schools to
increase student
achievement.
5/2/2013
Expenditure
[Optional]
Leading
Indicator
Current
Value
Lead
Participant
Frequency
A.School will utilize the CISCO
infrastructure to expand technology
applications to support learning and
assessment.
State
PW Complex
Area Staff
Administrator
Technology
Team
To be
determined
B.All students will integrate the
technology within their everyday learning
and projects.
Teacher
Students
Quarterly
A.Gr. 3-6 teachers will use LDS and DSI
to assist with student instruction and
assessment.
Administrator
PW Complex
Area Staff
ART
Gr. 3-6
Teachers
On-going
– HSA.
School Leads
Data Teams
Quarterly
26
Description and
Funding Source
Est $ Amount
State/
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
State/
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
Momilani Elementary
Objective 3b: DOE financial systems, business processes, and organizational resources support student and school success.
<Describe measureable target>
Baseline (2011-12)
Not available
Target (2013-14)
-To be determined
Targets:
Increase percentage of accredited schools by 2018
3b. Strategies:
1. Expand WASC accreditation process to all DOE schools as a tool to confirm achievements of school turnaround.
2. Ensure strategic deployment of resources that support student success, staff success, and successful systems.
Rationale:
In alignment with department given objective and strategies, Pearl City-Waipahu Complex Area will implement financial, human, and community
resources to support student success.
Funded Enabling
Activities
3b.1.Prepare for WASC
Accreditation for all public
schools (2018 Momilani)
by utilizing the self-study
process to assess school’s
progress.
5/2/2013
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
Participant
Frequency
A. School will participate in the WASC
accreditation process according to State
timelines.
State
PW Complex
Area Staff
Administrator
School
State
TimelinesMomilani
2018
B.School will address WASC
accreditation criteria/recommendations
Administrator
ART
As determined
by school
To be
determined
27
Description and
Funding Source
State/
School WSF
Est $ Amount
School costs
actualized in
1a1.1, Goal 3
Summary
Momilani Elementary
3b.2.Seek grants/aids to
supplement/support
educational resources to
support student success.
5/2/2013
from the visiting team to impact student
achievement and school culture.
School Leads
A. Stakeholders will seek fiscal and
physical resources to supplement DOE
School Funding [Weighted Student
Formula (WSF) and other].
Administrator
Teacher Leads
President/
Non-profit
Leads
Hui,
Foundation,
Business,
Community
On-going
basis
B.Students will have access to current,
aligned, research-based instructional
materials, aids, and technology.
As determined
by school
As determined
by school
On-going
28
State/Complex/
School WSF/
Internal and
External
Stakeholders
School costs
actualized in
1a1.1, Goal 3
Summary
Momilani Elementary
Objective 3c: Robust internal and external communication effectively marshals school, state, and community resources behind DOE goals.
Baseline (2011-12)
No data available
Targets:
Target (2013-14)
-To be determined
Parents/guardians receive regular communication on how to support student and school success
3c. Strategies:
1. Consistently develop effective communication plans for all major DOE projects. (PW Complex: 1 Implement department given objective and
strategies (State Strategic Plan Goal 3c) to increase department internal and external infrastructure.
2. Provide robust and user-friendly websites to internal and external stakeholders.
3. Use Academic and Financial Planning Process to ensure consistently robust Complex- and school-level parent communication and family
engagement strategies. (PW Complex: 1. Leeward Community Children’s Counci. 2. Pearl City and Waipahu Community Involvement).
Rationale:
1. Successful practices in effective school improvement research include taking a proactive approach to aligning organizational and structure
issues to curricular and instructional priorities.
2. The Pearl City-Waipahu Complex Area participates in monthly Leeward Community Children’s Council meetings and activities. The council
allows for outside agencies to support the Leeward District schools and students.
3. The Pearl City-Waipahu Complex Area understands the importance of forming partnerships with the community. Building these engaging and
meaningful school and community partnerships will lead to positive Complex Area relationships that focus on student and school success.
Funded Enabling
Activities
5/2/2013
[Optional]
Leading
Indicator
Current
Value
Expenditure
Lead
29
Participant
Frequenc
y
Description and
Funding Source
Est $ Amount
Momilani Elementary
3c.1 Communication
effectiveness: Internal and
External stakeholders that
understands and supports
priorities of the department.
A.All internal and external stakeholders
will have access to websites where
information is shared.
B.There will be a reduction of complaints
on lack of communication to the
State/District offices.
3c.2 Improve
communication to
Stakeholders. Use of
applied technology to
improve two-way flow of
(internal and external)
communication such as,
ensuring two-way ongoing
communication with
parents regarding student
progress through eProgress
Reports, blogs, websites,
mass messaging, e-mail,
texting, and newsletters.
A. All teachers and staff focused on
optimizing a safe, caring environment
conducive to receiving a quality
education as evidenced by School Quality
Survey (SQS) Student Satisfaction
Dimension.
3c.3.1 Include parents/
business community
partners to participate in the
academic/ financial
planning process to give
input on enabling activities
and awareness of resources
needed to meet
State/School Goals/Targets.
A. All internal and external stakeholders
will have opportunities as true partners to
participate in parent, business or
community groups and have access to
school academic/financial plan, activities,
announcements, calendar, and blogs.
Evidenced by increase/meet School
Quality Survey (SQS) Parent Satisfaction
Dimension.
2012 SQS
Student
Satisfaction
Dimension:
95.7%
B.At least 95% of students show
academic progress and satisfaction with
their school as evidenced by
increase/meet SQS Student Satisfaction
Dimension and student reflections.
B.Internal and external stakeholders
express high satisfaction in the SQS.
5/2/2013
PW Complex
Area
Superintendent
Administrator
2012 SQS
Parent
Satisfaction
Dimension:
94.5%
Technology
Team
1x/month
Administrator
Administrator
ART
Teacher Leads
As
determined
by School
Administration
Staff, Teachers,
SCC, Hui,
Foundation
Leads
Administrator
Staff, Teachers,
SCC, Hui,
Foundation
Leads
Weekly/mo
nthly
ART
Data Team
Leads
Data Teams
As
determined
by School
Administrator
ART
Administrator
Internal/
External
Stakeholders
On-going
Administrator
Data Team
Leads
As determined
by school
As
determined
by School
30
State/Complex/
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
State/Complex/
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
Momilani Elementary
3c.3.2 Partner with
Community Associations
(Pearl City Complex
Schools) (pending).
3c.3.3 Engage as DOE
School Partner with the
Leeward Community
Children’s Council (LCCC)
mission.
A. Pearl City complex principal will
represent the Pearl City Complex in
monthly community meetings.
Administrator
Pearl City
Complex
School
Administrators
B.Pearl City complex students will be
supported and participate in community
activities and resources.
As determined
by school
As determined
by school
A. School will participate in Leeward
Community Children Council meetings
and/or activities.
Pearl City
Complex
School
Administrator
Pearl City
Complex
Administrators
B.School will communicate/apply
meeting details as appropriate to the
school/student needs.
As determined
by school
As determined
by school
GOAL 3:
SUCCESSFUL
SYSTEMS OF
SUPPORT
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
Monthly
Rotation
basis
Complex/
School WSF
School costs
actualized in
1a1.1, Goal 3
Summary
Certificated
Classified
Casual
Current Expenses
Equipment
TOTALS / SUMMARY
5/2/2013
Monthly
Rotation
basis
$182,576
192,790
9,720
8,265
0
$393,351
31
Momilani Elementary
Possible Enabling
Available
Expenditure
[Optional]
Leading
Indicator
Current
Value
Lead
Frequency
Description and
Funding Source
Strategies:
1.
Rationale:
1)
2)
5/2/2013
Participant
32
Est $ Amount
Momilani Elementary
5/2/2013
33

Momilani Elementary School

Transcription

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