haiku elementary school 2019-2020 · haiku elementary school 2019-2020 s p e d /504 t he s c hool...

Haiku Elementary School 2019-2020

COMPREHENSIVE NEEDS ASSESSMENT (CNA)

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WHERE IS THE SCHOOL NOW: What does the data say?

Demographic Data – Who are we?

(e.g., Trend Reports, SSIR, Strive HI , LDS reports – attendance; discipline; enrollment; characteristics of the students, staff, and community; etc.). Consider look fors among various populations:

students, community, parents, teachers, and administration.

Reflective Questions to keep in mind:

How has the enrollment in the school changed over the past three years? What percentage of the school is in the high needs group? How has the high needs students changed over the past three

years? Is chronic absenteeism a challenge? Is there a pattern of high absenteeism for specific student population? Intersecting data: What are the differences in student achievement results because

of attitudes related to whom students have as teachers? Is there a relationship between attendance and standardized achievement growth? Do students who attend school every day perform better on

the state assessment than students who miss school for more than ten or more days?

Summary of Data/List of Data Sources:

⇨⇨SSIR ⇨⇨LDS & Strive HI

Attendance

● Chronic Absenteeism still remains high, but has decreased by 1% from last year (24%). It

continues to be almost double the complex and state averages.

Enrollment

● This year’s enrollment went down from 493 to 476.

● Due to lower enrollment, 2 grade levels (Grade 2 & 3) have 3 sections instead of 4.

● There has been a steady ELL increase since 2013-2014 with the past year showing an

increase from 21 students to 37 students.

● According to the LDS, White (53.5%) ethnicity is still the highest serving population though

continuing to decrease over the last 4 years. Hispanic (2.6%) and Pacific Islander

(21.2%)

ELL

● According to eCSSS, we currently have 37 active, 7 monitoring and 10 inactive with a

total of 54 students that are ELL. According to the LDS we have seen almost a

doubling of the ELL population from 4.69% in SY 2014-15 to 7.56% in SY 2017-18.

●

Low SES

There was a slight increase in Low SES. This year we are at 55.46%, up from 53.32%.

● Math proficiency, Low SES students made a 12% decrease in proficiency over the

past three years. In ELA, Low SES students had only a 2% drop in numbers achieving

proficiency over the past three years.

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https://drive.google.com/file/d/1iqjakbWiS5LbsrbWOn-vheOh0sWL0rat/view?usp=sharing


SPED/504

● The school percentage of IDEA students served has had no significant change at about

10% of the student population. Grade 4 and Grade 5 have the bulk of IDEA students.

● This year, there was a dramatic increase in the percentage of students receiving Special

Education services in their general education classes most of the day from 29% to 81%..

Strengths

Challenges

● Science proficiency continues to be above state and district percentages.

● In science, non-high needs students have shown a steady growth over the past three years

and high needs students have increased by 10% in proficiency since last year.

● 84% of IDEA students spend 80% or more of their day in the general education classroom.

● There has been a 1% decrease in chronic absenteeism.

● Chronic absenteeism and tardiness continue to be an issue at Haiku School.

● The gap between high needs and non-high needs students is not shrinking. The minimal

decrease is due to the non-high needs students’ proficiency dropping.

● Aging and inadequate facilities continue to be an issue.

● Cafeteria has a posted capacity of 90 and is over capacity daily.

● Difficulty finding PTTs to fill RTI positions and STEM/NGSS support.

Summary of Analysis of data:

Even though enrolment has decreased Haiku School is still operating well over capacity. The facility is old and does not meet school needs. Chronic absenteeism, while down by 1% is still a major

issue for our school. Haiku continues to need to support for all students as our Math and ELA proficiency rates decline.

DEMOGRAPHIC DATA Implications for developing the academic plan:

● Impact on financial planning Continual PD to support focused differentiation in small group instruction.

● Increase the ELL support.

● Is there something more that can be done to decrease the culture of chronic absenteeism/tardies?

● Effective use of personnel resources (EAs, PTTs, PPTs) to support small group instruction and RTI Math and ELA.

● Need for updated/expansion of school facilities

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Perceptual Data – How do we do business?

(e.g., SQS, Tripod survey, parent/community surveys, student surveys, staff surveys, interviews, etc.)


Are the students who are getting the best grades also reporting satisfaction with the learning environment? How do students, parents, staff, administration, and/or community perceive the learning

environment? Are there differences in how students perceive the learning environment, based on: Whom they have as teachers? The students’ participation in different programs?

Summary of Data and List of Data Sources:

SQS Spring 2017

● The percent of students completing the survey increased from 79.8% to 92.4%.

● The percent of parents completing the survey increased from 43.6% to 76.3% and teachers completed the survey 100%.

● Students rated Safety as their lowest indicator. Safety positive responses of teachers/parents increased and students stayed the same overall:

Students: 73.1%

Parents: 87.8%

Teachers: 80.3%

● Well-being positive responses showed significant increase for teachers, and slight increase for parents and students overall:

Students: 78.2%

Parents: 95.3%

Teachers: 72.0%

● Satisfaction was the lowest indicator for teachers, but did increase 15% from last year. Parents and students increased, as well.

Students: 86.7%

Parents: 86.1%

Teachers: 68.8%

Involvement/Engagement responses showed increases for teacher, parents, and students:

Students: 78.2%

Parents: 91.4%

Teacher: 72.7%

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● Students rated Classroom Management and Confer significantly lower than the other five 7Cs at just 51% and 54%.

● Confer dropped 11% from the previous year.

● Scores on the 7Cs all dropped, except Classroom Management (which stayed the same and as the lowest indicator).

● Care continues to be the highest rated category, but did decrease by 5%.

Strengths Challenges

● Overall on SQS for all indicators, positive responses increased for teachers, parents, and

students.

● Response rates for both perceptual surveys by students, parents, and teachers increased

significantly.

● Care and Clarify remain high percentages in Tripod Survey.

● SQS shows teacher satisfaction as an area of concern

● Tripod scores indicate continued struggles in Confer and Classroom Management.

● According to Tripod, student interest (Captivate) is a significant issue.

Summary of Analysis of Perceptual Data:

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We had a much higher percentage of students complete the Tripod survey in 2017 compared to 2016. The Tripod Survey went down in every category except Classroom Management. We scored

relatively high in Clarify and Care. We scored very low in Confer, Captivate and Classroom Management.

We also had a significantly larger percentage of SQS surveys returned in 2017 compared to 2016. For teachers, parents, and students the percentage of positive responses increased. Teacher

satisfaction continues to be an area of concern but also an area of great improvement.

PERCEPTUAL DATA Implications for developing the academic plan:

● Schedules need to be revamped leaving morning block sacred to ELA/Math instructional time. This will help with classroom management.

● Professional Development for RTI (Walk to Math & Reading),Common Core Standards, Standards Based Grading, Curriculum, SEL

● Increase our students’ Depth of Knowledge through critical thinking, real-life applications, problem-based learning, and performance tasks.

● Project Based Learning can have a positive impact on our Tripod data

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Student Learning Data – How are the students doing?

(e.g., Strive HI Reports, HSA Reports, ACT, WIDA, Universal Screeners, School Wide Assessments, Program Assessments, report card grades, etc.)


Which achievement, growth or gap index received less than 5% of the points? Is it the same indicator for each grade level tested? What indicator is identified as the major area of need? In which

grade level(s)?

How did the high needs students perform on the state assessment? Looking at the trend over the past years, is there growth in proficiency attainment for each of the high needs group? Are some

groups of students doing better than others? Are the grade levels or departments making greater progress? Intercepting data: How have students in the ethnicity groups scored on the state

assessment? Is there a difference in student achievement results by program participation? By co-curricular programs? What are the differences in student learning results based on who the students

are and how they are taught to learn? What are the difference in the result we are getting, based on whom we have as students and how they are taught? How would they prefer to learn? Are we

utilizing program models that will ensure students’ long-term academic achievement?

List of Data Sources:

STRIVE HI

● Math (36%) has made a significant decline between 2015 and 2018.

● ELA/Literacy (56%) Proficiency continues to decline over time.

● Math Growth (50) increased by 9 points and ELA/Literacy (49) stayed the same as last year.

● HSA Science Proficiency shows a slight decline over the past school year. In SY 2016-2017 Haiku students again achieved 71% proficiency, 8% and 10qa% better than complex and state

averages respectfully. SY 2017-2018 Haiku students slightly decreased by 4% from the previous year to 67%, we continue to be above the state and complex area in this area.

● Chronic Absenteeism dropped by 1% from 25% to 24%, which is still well above the complex and state averages.

● Our high needs students are performing at 42% rate, and non-high needs are performing at 63% in Language Arts, which is a 22 point Achievement Gap Rate.

● Our high needs students are performing at 32% rate and non-high needs are performing at 42% in Math, which is an 10 point Achievement Gap Rate.

● The Achievement Gap has decreased due to High Needs scores increasing and Non-High Needs scores decreasing.

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http://www.hawaiipublicschools.org/Reports/StriveHIHaikuEl17.pdf


WIDA

● 37 students took the Annual English Proficiency Test.

● 2 students Entering

● 4 students Emerging

● 8 students Developing

● 4 students Expanding

i-Ready

● This is our second year using i-Ready as our school wide universal screener for reading and math.

● i-Ready data correlates with SBA results.

● i-Ready instruction is being implemented in grades K-5

Data for Mid-year Diagnostic should be inserted here, and predicted proficiencies for Spring 2019 SBA.

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ELA SBA PREDICTIONS

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MATH SBA PREDICTIONS


● Science proficiency continues to be above the state and district averages.

● The percent of students that are proficient in Science is 8% higher than the complex and 10%

higher than the state average (57%).

● The median growth percentile remains stable at 49 for ELA and 50 for Math.

● The amount of 3rd graders that read on grade level increased from the 2016-2017 school

year from 62% to 67%, it is a 5% increase.

● Math and ELA/Literacy proficiency continue to decline.

● Math and ELA growth has declined.

● Need to continue to address Achievement Gap.

● The percent of students that are proficient in Math is 14% below the complex and 12% below

the state.

● Chronic absenteeism continues to be well above State and Complex Areas (11% for both) at

24%.

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● Currently have a Social Emotional Learning Program to address the social emotional needs

of our students.

● Chronic absenteeism decreased by 1%.

● Too many online programs

Summary of Analysis of Student Learning Data:

We continue to be ahead of state and complex averages in proficiency for Science. We had a decline in proficiency in ELA and Math, but we had an increase of the amount of 3rd graders who read

on grade level by 5%. Continued Science Proficiency could be attributed to incorporating more STEM activities in regular classes, in addition to the opportunities of more science activities because of

the the Susan Bendon Grant, and student participation in NGSS gardening activities for 2 @ 6-8 week sessions. The school struggles to address greater Proficiency, Achievement Gap, & Student

Growth. We currently have a Social Emotional Learning Program to address the social emotional needs of our students. Chronic absenteeism continues to be well above complex and state.

STUDENT LEARNING Implications for developing the academic plan:

● Students in the ELL program will have more targeted instruction and access to the Imagine Learning program outside of the academic block. ● When servicing the needed sub groups, teachers can identify specific instructional strategies that are successful for individual students based on i-Ready data.

● Continue to provide students with targeted instruction at all levels to support the gap & growth rate through the RTI model for ELA and Math.

● Continue to use iReady and our RTI math and reading programs to address proficiency and growth for each grade level.

● Social Emotional needs can be addressed by a school level counselor.

● Chronic absenteeism data, follow up, and program can be addressed by a school level counselor.

● Project Based Learning can promote academic rigor at all levels.

School Processes Data – How effective are our processes?

(e.g., School Leadership, Governance, Organiza

tion, Communication, Programs, Culture & Environment, Monitoring & Accountability, Standards Based Education, Assessment, the Decision Making Process, School Improvement Process,

Professional Development Plan, Programs, RTI, etc.


What are the instructional strategies used by the teachers in reading? In math? What are the instructional strategies used by the teachers when a student doesn’t learn? Over the past two-three

years, have there been any significant changes in the programs? Is there school-wide implementation of CCSS? Is there instructional coherence? How are decisions made? Is decision-making

inclusive? Are decisions data-driven? Is the school plan based on thorough analysis and incorporation of prioritized findings from a comprehensive needs assessment? Does the plan consist of

strategies, activities, people responsible, due dates, timelines and resources needed to be addressed to implement and achieve the vision and goals and to eliminate the contributing causes of the

gaps or enhancing successful practices? Is the school a safe, clean, healthy, orderly place that nurtures learning? Is the culture characterized by trust, care, professionalism, and high expectations for

all students? What information triggers a request for services outside of the classrooms? For ELL? For SPED? What programs are operating in the school this year? How effective is our RTI

system? Have we fully developed all three Tiers in the RTI system?

List of Data Sources: Processes Inventory

Haiku Elementary School Processes Inventory INSTRUCTIONAL

PROCESS (TECHNIQUES AND STRATEGIES

THAT TEACHERS USE IN THE LEARNING ENVIRONMENT)

ORGANIZATIONAL PROCESS

(STRUCTURES THE SCHOOL PUTS IN PLACE TO IMPLEMENT THE VISION)

ADMINISTRATIVE PROCESSES

(ELEMENTS ABOUT SCHOOLING THAT WE COUNT)

CONTINUOUS SCHOOL IMPROVEMENT PROCESSES

(STRUCTURES AND ELEMENTS THAT HELP SCHOOLS

PROGRAMS

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https://docs.google.com/document/d/1e5P5GhfTewunOWSYZTarVDNLU4wwt7VCdVt65b8xj20/edit


CONTINUOUSLY IMPROVE THEIR SYSTEMS)

Student Reflection & Self-Assessment (use of rubrics, exit tickets, graphing of progress, goal setting and monitoring, data binders/folders)

Data Teams (Data Teams Meetings within grade-level teams meet on Wednesday afternoons: Behavioral and Academic, Data Teams Steps & Process & Meeting Agreements reviewed in each meeting.)

Attendance Program SEL Teacher & Vice Principal monitors student attendance and makes referrals to family court, as appropriate)

Continuous School Improvement Planning (Victoria Bernhardt Framework for Continuous School Improvement, Staff Meetings, Academic Plan, CNA)

See list of programs in WASC Self-Study Chapter 1 Pg. 7

Classroom Assignments (types of tasks, student choice, projects, collaboration)

Data Analysis & Use (Analysis and use of data to determine instructional groupings and strategies, school-wide initiatives and areas in need of improvement, individual student needs)

Student Groupings (heterogeneous/inclusive groupings, homogeneous small-groups, mixed-ability groupings)

Contributing Cause Analysis (Plan-Do-Check-Act, Decision-Making for Results)

Classroom Discussions (teacher talk, student-to-student talk, student-to-teacher talk)

Inquiry Process (Plan-Do-Check-Act, Decision-Making for Results, vertical articulation, cross-grade-level planning)

Data Collection (Strive-HI, school-wide assessment data, i-Ready Data, classroom assessment data, demographic data, perceptual data, process data, walkthroughs, agendas, meeting notes)

Data Analysis & Use (Analysis and use of data to determine our strengths, challenges, and areas in need of improvement)

Differentiated Instruction small-groups created based on assessment data, instruction based on evidence-based curriculum and interventions, implementation of ECRI

Instructional Coaching district- and school-level support for teachers in instruction

Positive Behavioral Interventions & Supports Chapter 19, Discipline Referrals, Red Tickets, Rider Rewards, School-Wide Behavior Expectations, attendance rewards

Evaluation Next steps/decisions after data analysis

Direct Instruction instruction based on evidence-based curriculum and ECRI.

Mentoring Teacher Induction & Mentoring, school-level mentors, district-level mentors

Effective Communication Messenger, Sunday Message, Google Drive, Google Calendar, Lotus Notes, Website, Meetings, Newsletters, Rider Review, Conferences, Marquee,

Leadership Facilitates continuous school improvement, and educates all stakeholders on the process

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https://drive.google.com/file/d/0B54LDnamFUsqVXZOTGUwcExjMUU/view?usp=sharing

https://drive.google.com/file/d/0B54LDnamFUsqVXZOTGUwcExjMUU/view?usp=sharing


Student communication folders and planners

Grading grading based on common standards-based assessments, rubrics, and expectations

Mission Statement The mission of Haiku Elementary School is to provide a challenging and encouraging learning environment where all students become positive, contributing members of our society. Vision what will it look like, feel like, and sound like when the mission is implemented

Number & Use of Support Personnel

● 5 RtI PTTs ● 2 ELL PTT ● 1 SSC Clerk ● 1 SASA ● 1 PCNC ● 1 Health Aide ● 3 Office Clerks ● EAs ● 2 Adult Supervisors ● 1 Lunch Clerk ● 1 Library EA ● 1 Tech DPUST ● 3 Custodians ● 1 Garden PTT ● 1 PE Instructor ● 1 SBBH Counselor ● 1 SEL Teacher

Mission Statement The mission of Haiku Elementary School is to provide a challenging and encouraging learning environment where all students become positive, contributing members of our society. Vision what will it look like, feel like, and sound like when the mission is implemented

Homework Students are expected to read nightly, some families have their students access online programs, family time and fluency drills are encouraged.

Parent Involvement PTA, family events outside and during the school day, curriculum-based events, PCNC/communication, parent-teacher conferences, SCC, website, parent volunteers

Policies and Procedures BOE, DOE, bargaining units, school, classroom

Professional Learning Continuous professional development and learning opportunities for all staff aligned to our Academic Plan.

Inclusion All students are included in heterogeneous groupings based on their least restrictive environment. Training and professional development done by Stetson Group - last year.

Policies and Procedures BOE, DOE, bargaining units, school, classroom

Teacher Assignments Teachers have ability to request a transfer to a new line within the school. Teachers are assigned based on academic plan, certification, teaching skills, experience, and special abilities, past performance and data collected via walkthroughs.

Partnerships District personnel, Diana Browning Wright, Lara Whitefield (Achieve 3000), i-Ready, School Garden Network, Haiku School Foundation, PTA, Haiku Community Association, SCC, Boys & Girls Club

Inquiry Process STEM, close reading, higher-level thinking, critical

Professional Learning Communities

Teacher Certification Self-Assessment Vertical articulation, faculty meetings, revisiting of our

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thinking, project-based learning

Data Teams, Faculty Meetings,Grade-Level/Department Meetings

35 certificated teachers; 94.3% of teaching staff is highly qualified

Academic Plan & CNA, EES reflections

Standards Implementation CCSS implemented through evidence-based curricula

Response to Intervention RtI Plan, Walk to Math, Data Teams, Kid Talks, ARC, progress monitoring, universal screener, evaluation process

Teacher Hiring Based on the budget needs and academic plan.

Academic Review Team (ART) meets quarterly to review the effectiveness of the Academic Plan

Technology Integration Curricula is delivered with, and students utilize for practice through, “smart boards”, tablets, computers, laptops, and projectors. All student have access to a chromebook and/or laptop.

Educator Effectiveness System Danielson Framework for Effective Teaching, classroom observations, administrator/teacher conferences, SLOs/SSIOs, PDPs, Core Professionalism, Tripod Survey.

Teacher Turnover Rates Turnover rate will continue to be low with the decline in enrollment.

Leadership Structure (Support Staff Roles & Responsibilities)

Retentions (Use of Light’s Retention Scale, less than 1%)

Daily 5 supports small-group instruction

Academic Review Team (ART) meets quarterly to review the effectiveness of the Academic Plan

Revised 11/26/2018


● Ready Math has been implemented at all grade levels; this is our first year using the program

schoolwide. (Unified Math curriculum for grades K-5)

● Addition of SEL Teacher to support teachers in analyzing behavioral data and implementing

behavior interventions and to support students in their social-emotional learning. .

● We are now in the fifth year of using the Wonders curriculum, and teachers provide

secondary and tertiary interventions.

● Curriculum coordinator helps teachers with strategies; shares knowledge of the program.

● We achieved six years of WASC accreditation. Our mid-cycle visit was in February 2018, and

we were given positive feedback. We will start a new WASC cycle in 2020-2021..

● Focused, consistent ART team.

● We built capacity and have more trained teacher mentors.

● Teachers need additional professional development on how to effectively deliver small-group,

differentiated instruction.

● Some teachers need additional support with classroom management.

● Lack of substitute teachers can be challenging when planning grade-level articulation days.

● Lack of EA and parapro substitutes is a challenge.

● Standard Based Grading practices need to be aligned by grade-levels.

● New Non-classroom teachers - Math and ELA Coaches, SEL and Curriculum Coordinator -

learning roles and responsibilities

● No school counselor.

● New TA VP and Principal

● New SASA- learning position

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● Academic & Behavioral Data teams, and grade-level meetings are held on Wednesdays.

Grade levels rotate through meetings each week.

● Teachers share strategies and collaborate during meetings.

● Agendas and minutes are posted on Google Docs and feedback is given.

● Vice Principal addresses student discipline, monitoring student attendance, and assisting the

principal with general operations.

● Master Google Calendar communicates school wide events to all school staff.

● Teachers have a better understanding of tiered interventions, appropriate academic and

behavioral referrals, and the referral process.

● Support services of ARC/RTI continue a push-in model servicing all classrooms with some

pull-out support. .

● ECRI will be implemented in Grades K-2

● Junior Police Officer Program and Rider of the Month program for behavior and academic

successes have been added.

● Difficulty in hiring adult supervisors & PTTs

● Not following a school-wide writing curriculum

● Daily 5 not used consistently

● PTTs have been supporting teachers in ALL general education classrooms for 45 mins x 3

days a week for small group instruction based on data from the i-Ready Universal Screener,

however we want to move to a Walk to RtI model where all levels will be supported.

Summary of Analysis of Strengths & Challenges:

Haiku School’s processes are improving over time and moving in a cohesive direction to support all levels student achievement. Our challenges have increased from last year, but we continue to be

committed to addressing our needs. We can improve by implementing with fidelity familiar programs & processes and building upon what we do each year.

SCHOOL PROCESSES Implications for developing the academic plan:

● Continue PD to support teachers using effective instructional strategies to support student growth and learning.

● School wide academic block schedules with RtI program for ELA and Math

● Introduce Project Based Learning to address student voice.

● Continue to refine data team processes to inform instruction.

● Need for a school counselor to address Social Emotional needs, low level discipline, and chronic tardy and absenteeism.

● Continue ECRI in grades K-1 with some of grade 2-3, full implementation of Grades K-2 with support from school and/or district support staff.

● SEL to be integrated into the curriculum to permeate throughout the school

HOW DID WE GET TO WHERE WE ARE?

Hypothesis of Contributing Causes: Why IS it working/Not working?

● Building momentum and focus on what needs to be done with the support of ART Team and new Administration.

● Focus on, implementing and continuing initiatives/programs/curriculum that are research and evidence based.

● Through PD, better understanding of how social emotional learning needs to be a school-wide effort and partnering with families.

● More supervision needed during non-academic time.

● Vice Principal helps with school safety and supervision.

● Better understanding of Student Growth, previously there was an emphasis of the “bubble” group to show achievement. However, school is now focusing on how to meet the needs of all

students.

● Overall a willing, collaborative, stable faculty and staff.

● Building sustainable relations with PTA to provide resources and activities for student learning

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WHERE DOES THE SCHOOL WANT TO BE: What is the school’s mission and vision?

Mission/Purpose/Vision/Goals

Reflective Questions to keep in mind.

Does the Strategic and Academic/School-wide Plan align with the vision and goals of the school? Do the school administrator and /or school leadership team effectively orchestrate the school to

achieve its vision, mission, and goals? Is there a common understanding of the mission, purpose, vision, and goals of the school?

Mission/Purpose – Why do we exist? What is the purpose of the school?

Mission: The mission of Haku Elementary School is to provide a challenging and encouraging

learning environment where all students become positive, contributing members of our

society.

Vision/Goals – Where Do We Want To Go? (Specific Description of what it will be like when the

mission is achieved?

Vision: We are growing together as lifelong learners.

Analysis of Mission, Purpose, Vision and Goals:

● Are we challenging our non-high needs students?

● The use PBIS helps to educate our students with the goal to become contributing members of society.

MISSION AND VISION Implications for developing the academic plan:

● Enabling activities will address student needs based on data.

● Students develop a positive growth mindset and have a voice.

● Address students social emotional needs.

● Students learn to problem solve and work together collaboratively.

● Provide stretch activities for all student academic levels.

HOW DOES THE SCHOOL PLAN TO GET TO WHERE THEY WANT TO BE: What will be the focus of academic plan?

Review and determine commonalities across the implications and to narrow the focus of your academic plan.

LOOK FOR IMPLICATION COMMONALITIES

DEMOGRAPHICS STUDENT, STAFF, PARENT QUESTIONNAIRES STUDENT LEARNING PROCESS DATA

● Continual PD to

support data driven

differentiated small

group instruction.

● Increase supports for

ELL students if the

population continues to

increase.

● Is there something

more we can do to

● PD and articulation to address classroom management practices, including building a

culture of peer observations and informal walkthroughs with constructive feedback.

● Increase our students’ Depth of Knowledge through critical thinking, real-life

applications, problem-based learning, performance tasks and project based learning.

● Teachers’ delivery of curricula may improve next year based on familiarity and

experience with the new curricula, and common schedules, resulting in increased

student achievement.

● Comprehensive Staff Supports

○ Continued Professional Development and articulation

■ Common Core State Standards (CCSS) PD

● Incorporating more

NGSS/STEM

activities in

enrichment and

regular classes

● Students in the ELL

program will have

access to more

targeted instruction

● Continue PD

to support

teachers

using

effective

instructional

strategies to

support

student

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decrease our culture of

chronic absenteeism?

● Effective use of

personnel resources

(EAs, PTTs, PPTs)

● Possibility of losing a

SPED allocated

position for the SY

2018-2019.

● With the drop in the

number of SPED

students receiving

services, is the RtI

process working? or

are teachers reluctant

to refer students?

■ Curricula

■ Articulation days

○ Teacher Induction & Mentoring (TI & M)

■ Peer observations/feedback

■ Supports for new teachers has increased, we have more trained

mentors

○ Staffing

■ Supervision

■ Special Education Teachers

■ Counselor

■ PTTs

■ Teacher staff support-NCTs

○ Social-Emotional Learning (SEL) for Staff

■ Increase staff morale

● Comprehensive Student Supports (CSS)

○ Social-Emotional Learning (SEL)

■ Second Step Curriculum in use and exploring adding Mind Up

Curriculum

■ Teachers are teaching the Second Step Curriculum

■ Second Step Pacing Guide & School-wide Schedule

■ Counselor will include Second Step themes on Morning Broadcast

■ Implement DBW SEL strategies/agreements school-wide

○ Improve Student Morale

■ Provide students with choices and voice

■ Challenge students at all levels

■ Engage students at all levels

■ More standard based project learning/hands on activities

○ Positive Behavior Interventions and Supports (PBIS)

■ Behavior Matrix

● Teach it, model it, practice it

● Staff is trained on our school-wide behavior

expectations and consequences

■ Revision of discipline referral form/process.

■ Monthly Rider Rewards for academic and behavior successes.

■ Rider Rewards store

○ Safety

■ Supervision

■ Junior Police Officers

■ VP

■ Quarterly Safety Meetings

○ Response to Interventions (RtI)

● When servicing the

needed sub groups,

teachers can identify

specific instructional

strategies that are

successful for

individual students.

● The expanded ARC

program has had a

positive impact on

ELL students

proficiency.

● Continue PD to

support meeting the

needs of all students

in particular looking

at strategies to

support the gap rate

from high needs to

non-high needs

students.

● Continue to provide

opportunities for

subgroups to

demonstrate

proficiency and

growth in math and

ela/literacy.

growth and

learning.

● Improve

communicati

on between

all

stakeholders

: student,

parents,

staff,

community.

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■ Training

■ schedules

■ Meeting the needs of ALL students

■ Walk to RtI

■ I Ready School Wide screener

What are the common and/major strands across the implications listed above? The BIG ideas?

● Professional Development for School-wide application and fidelity: School is using 21 hours per contract for professional development to support teachers in using effective

instructional strategies to support student growth and learning, small group instruction and differentiation, social emotional learning, and supervision and behavior expectations.

○ Small Group Instruction: School has professional development to support focused differentiation and small group instruction ie Stetson, i-Ready/Ready, ECRI...

○ Differentiated Instructional strategies to support RTI/SPED/Inclusion: School needs to develop personnel to differentiate adopted strategies to support RTI and tiered

instruction. Provide professional development on PBL.

○ Social Emotional Learning (SEL)/Diana Browning Wright (DBW): Social-Emotional Learning (SEL), Teachers will teach the Second Step Curriculum, follow a schedule and

schoolwide pacing guide

○ Supervision and behavior expectations for all staff: school has established school-wide behavior expectations and consequences, revision of discipline/referral process.

● Address Gap rationale: Continue PD to support meeting the needs of all students in particular looking at strategies to support the gap rate from high needs to non-high needs students.

Continue to provide program to target student needs and challenge students at all levels.

● Attendance: decrease our culture of chronic absenteeism and tardies.

● STEM/NGSS: Increase science proficiency by incorporating NGSS/STEM activities/PBL, support, and planning to enrich classroom learning and instructional strategies. Provide

teachers with PD to address NGSS.

● Support curriculum alignment through articulation days that enable teachers to collaborate.

● Parent involvement: continue to provide families and the community with resources that support student learning, growth, and partnerships.

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haiku elementary school 2019-2020 · haiku elementary school 2019-2020 s p e d /504 t he s c hool...

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