three-year academic plan sy 2017-2018, 2018-2019, … · 2017-08-04 · three-year academic plan sy...

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

Kapolei Middle School Academic Plan Page | 1 Version: #2 Date: 4.11.2017

Where are we now? Prioritize school’s needs as identified in one or more of the following needs assessments:

● Comprehensive Needs Assessment (Title I Schools)

● WASC Self Study

▪ WASC Category B: Standards Based Student Learning: Curriculum, instruction

▪ WASC Category C: Standards Based Student Learning: Instruction

▪ WASC Category D: Standards Based Student Learning: Assessment and Accountability

1. Need: Renew commitment towards the middle school philosophy that supports the whole child (SEL) to ensure that the health, safety, academic, and socio-emotional needs are met to develop well-rounded (academic) students. (Objective 2 and 3)

2. Need: Establish a positive unified school culture growth mindset to empower students with the 21st century skills and global mindset to achieve their aspirations for the future. (Objective 1)

3. Need: Ensure that supports are in place to address student needs for academic preparedness and resiliency as they

transition between grade levels. (Objective 4)

Addressing Equity: Sub Group Identification



● Other

In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs. Disadvantaged and SPED

ORGANIZE: Identify your Academic Review Team Accountable Leads.

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

1. Christine Kerr/Keli Silva 1. Researched and Evidence Based Strategies for a Well-Rounded Learner (Teacher Clarity: LI/SC Process)

2. Jerzelle Ruiz-Cabilao 2. Whole Child, Social Emotional Learning (Second Step)

3. Jill Fletcher 3. Empowered, Global Mindset (Wheel)

4. Anson Chan 4. Prepared and Resilient (9th Grade On-Track, Transitions)

5. Jennifer Yoshino 5. Focused Professional Development (PLC, Impact Cycles)

6. Bryan Honda 6. Inclusive Practices (Equity)



7. Kristy Markham 7. Induction and Mentoring

8. Sarah Iverson 8. NGSS

9. Kalei Ohai 9. Social Studies C-3 Framework



Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship.

☐ Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future. ☐ Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational

opportunities. ☐ Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be

successful in their post-high school goals. ☐ Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.

Outcome: By the end of three years, Rationale:



80% of students will be able to articulate clearly and specifically as measured by school walkthrough data:

● What they are learning ● Why they are learning it ● What success looks like; and ● What their next steps are

School climate survey will show that 80% of students will report a positive school climate as measured by the safety dimension of the SQS

1. Based on research, when students are able to understand the learning progression, it yields growth of up to three times the normal yearly rate.

● Hattie- Assessment Capable Learners = effect size of 1.44 (Ainsworth- Learning Intentions and Success Criteria; Fisher- Visible Learning for Literacy)

● Collective Teacher Efficacy = effect size of 1.57

2. Based on research, to learn, students need to feel safe and supported. Without these conditions, the mind reverts to a focus on survival. (ASCD, ASCA; Hattie- Teacher-student relationships = effect size of 0.72)

Planning Funding Interim Measures of Progress

Desired Outcome Enabling Activities

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

ART Accountable

Lead(s)

Source of Funds (Check applicable boxes to indicate source of funds)

Define the relevant data used to regularly assess and monitor

progress



*WASC Recommendation #3, #4, and #5 (Consistency, Focus, and Data) SY 2017-18 54% of students will score proficient in ELA by SY 2017-18 47% of student will score proficient in Math by SY 2017-18 43% of student will score proficient in Science by SY 2017-

Objective 3: Well Rounded: Research and Evidence based Provide professional development and support to implement Visible Learning Teacher Clarity along with evidence based instructional practices Continue existing supports: ● Content/grade level articulations to discuss

LI/SC process and analyze student work ● Content Department Coaches conduct

monthly/quarterly Instructional Walks to provide feedback to teachers

● Parent Curriculum Nights to showcase academic learning at school

SY 2017-18 Provide Professional Development on the LI/SC process to ensure all classrooms have teacher clarity within their standards based instruction. ● Understanding content standards through

the LI/SC process (CCSS, NGSS, C3, HCPS III)

● Learning Progression ● Clear Learning Intentions ● Success Criteria ● Assessments aligned to LI/SC (standards)

and formatted similar to SBA questions Social Studies ● LI/SC process to incorporate HCPS III with

C3 Framework ● All grade levels will develop and implement

Christine Kerr Keli Silva NGSS Sarah Iverson C3 Framework Kalei Ohai

☐ WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A

SY 2017-18 Teachers determine priority standards by departments Developing LI/SC progressions for prioritized standards Determine how content resources may not align to LI/SC progressions NGSS and Social Studies C3 common units Admin walkthroughs and Department Coach Instructional Walks focused on consistent



18 SY 2018-19 57% of students will score proficient in ELA by SY 2017-18 50% of student will score proficient in Math by SY 2017-18 54% of student will score proficient in Science by SY 2017-18

one unit using the C3 Framework in 2nd semester

● Continue use of SEE-I Science ● LI/SC process for NGSS ● All Grade levels will use Claim, Evidence,

and Reasoning (CER) for Science labs and analyzing data

● Continue to meet as grade levels to create NGSS units - 1 per semester




and formatted similar to SBA questions Social Studies ● LI/SC process to incorporate HCPS III with


two units using the C3 Framework in 2nd semester

language of LI/SC by departments SY 2018-19 Developing LI/SC progressions for prioritized standards Determine how content resources may not align to LI/SC progressions Agree on student Common Assessments based on LI/SC progressions Analyze student work on Common Assessments NGSS and Social Studies C3 common units



‘ SY 2019-20 61% of students will score proficient in ELA by SY 2017-18 54% of student will score proficient in Math by SY 2017-18 64% of student will score proficient in Science by SY 2017-18

● Continue use of SEE-I Science ● LI/SC process for NGSS ● All Grade levels will use Claim, Evidence,


● Continue to meet as grade levels to create NGSS units - 1 per quarter




and formatted similar to SBA questions ● Focused feedback on LI/SC

Social Studies ● LI/SC process to incorporate HCPS III with


one unit using the C3 Framework per semester

● Continue use of SEE-I

Admin walkthroughs and Department Coach Instructional Walks focused on consistent language of LI/SC by departments SY 2019-20 Agree on student Common Assessments based on LI/SC progressions Analyze student work on Common Assessments NGSS and Social Studies C3 common units Admin walkthroughs and Department Coach Instructional Walks focused on consistent language of LI/SC by departments



Science ● LI/SC process for NGSS ● All Grade levels will use Claim, Evidence,


● Continue to meet as grade levels to create NGSS units - 1-3 per quarter

*WASC Recommendation #2, #3, and #5 (Advisory, Consistency and Data)

Objective 2: Whole Child: Social Emotional Learning (2nd Step) Professional Development and resources focused on teacher/student relationships Continued Programs to address the whole child: ● Continue annual Fall Fest to financially

support teams and invite the community to participate a school program.

● Attendance Monitoring Program continues to monitor, track, and target students with high frequency absences. Support is offered to improve attendance

● Continue Intramural Sports Association program in a variety of sports.

● Po’okela Awards will continue to honor students receiving a high grade point average, exceptional attendance, and other

Jerzelle Ruiz-Cabilao




Decrease reports/referrals of bullying Increase number of students who feel they have an adult advocate on campus Increase opportunities for students to build positive relationships with

national awards. ● Continuation of 21st Century that supports

students both in academics and various interest programs both before and after school.

● STEM continues to offer learning and competition venues to explore concepts.

● Multi-Tiered System of Supports have begun a PBIS program based on school readiness and our school continues to work closely with Diana Browning Wright’s researched-based strategies.

● Student Council hosts a variety of activities for students throughout the school year

SY 2017-18 Build Teacher/Student Relationships Revisit the purpose of Advisory (Period 7) to include 2nd Step (SEL) Curriculum, Team Building Activities, Academic Support, etc. to foster teacher/student relationships and develop the Whole Child ● Two days 2nd Step Curriculum/Advisory

Activities ● Two days Academic Support ● All Special Programs will to do 2nd Step

(SEL) Curriculum on Mondays ● Develop a system to collect data to measure

effectiveness of Advisory components

Second Step Planning document Tripod data



peers and teachers during Advisory

SY 2018-19 Continue previous plan SY 2019-20 Continue previous plan

Disciplinary referrals Team initiated Advisory activities and participation Consistent monitoring of implementation of SEL curriculum across teams/tracks and with Special Programs

*WASC Recommendation #3 and #4 (Consistency and Focus) 100% of Wheel topics aligned to standards and approved by admin

Objective 1: Empowered: Global Mindset SY 2017-18 Wheel teachers to start on the LI/SC process to begin aligning curriculum to standards Continue to offer AVID Elective to Grades 6-8 Work toward offering PLTW courses for PLTW pathways: Engineering, Biomedical, Science, and Computer Science Align Wheel classes to standards (CCSS, HCPS III, NGSS, etc.) and focus on: ● PE, Health on Wednesdays ● STEM (Simple coding: CS First, ) ● Finance

Jill Fletcher

Wheel class Syllabus Instructional Walks in Electives/Wheel will align with proposed Wheel Syllabus LI/SC progressions Wheel articulations by grade level - agenda



● Career/College planning ● BPA/Health ● Journalism/Creative Writing ● World Language/Culture ● Service Learning ● Global Awareness ● Speech/Debate ● Technology Skills *Grade 6 - Keyboarding SY 2018-19 Wheel teachers to continue the LI/SC process to align curriculum to standards Continue to offer AVID Elective to Grades 6-8 Work toward offering PLTW courses for PLTW pathways: Engineering, Biomedical, Science, and Computer Science SY 2019-20 Wheel teachers to continue the LI/SC process to align curriculum to standards Continue to offer AVID Elective to Grades 6-8 Work toward offering PLTW courses for PLTW pathways: Engineering, Biomedical, Science, and Computer Science



*WASC Recommendation #3, and #4 (Consistency, Focus, and Data) SY 2017-18 100% of teachers at KMS will be trained on AVID Critical Reading Strategies SY 2018-19 100% of teachers at KMS will utilize one AVID Critical Reading strategy in

Objective 4: Prepared and Resilient: 9th Grade on Track (Transitions) Continue existing transition programs in place: ● 5th to 6th grade transitions ● 8th to 9th grade transitions ● SPED transitions (5th-6th and 8th-9th) ● Military Transition Center ● 9th Grade PE credits. ● Parent Coffee Hours via PCNC for

transition SY 2017-18 Identify existing strengths and needs with practices that support transition between Middle and High School and develop a plan to address needs Develop opportunity for vertical articulation between Elementary and High Schools Provide Professional Development during PLC PD on the AVID Critical Reading (Before, During, and After) Strategies (2nd semester) SY 2018-19 Revisit Visible Learning Attributes as a school, align with GLOs, and develop ways to incorporate attributes into classroom instruction

Anson Chan


SY 2017-18 PLC PD Script for Critical Reading Strategies Agenda/Notes from articulation between feeder schools SY 2018-20 Reading Strategy lessons shared at PLC Additional PD Scripts from



their content area 100% of students at KMS will utilize AVID Critical Reading Strategy in all of their classes SY 2019-20 100% of teachers at KMS will utilize two AVID Critical Reading strategies in their content area 100% of students at KMS will utilize AVID Critical Reading Strategy in all of their classes

Identify existing strengths and needs with practices that support transition between Middle and High School and develop a plan to address needs Develop opportunity for vertical articulation between Elementary and High Schools Teachers will select one of the three AVID Critical Reading Strategies to implement in all their classes. Students will gain exposure to the different Critical Reading Strategies selected by their content teachers in all of their classes. SY 2019-20 Teachers will select two of the three AVID Critical Reading Strategies to implement in all their classes. Students will gain exposure to the different Critical Reading Strategies selected by their teacher in all of their classes.

sharing strategies at PLC

Goal 2: Staff Success. Kapolei Middle School has a high-performing culture where employees have the training, support and professional



development to contribute effectively to student success.

Outcome: By the end of three years, Rationale: 1.Professional Development Teachers at KMS will receive professional development on the school-wide initiatives. Using the Impact Cycle process, teachers will determine their PD needs based on student feedback and incorporate best practice strategies in their instruction. Teachers will also conduct Camping Learning Walks to learn from their peers. 2. Inclusion All SPED, math and ELA teachers will participate in co-teaching methods and practices. Students provided supports and strategies in the classroom through differentiated instruction. 3. Mentoring All new teachers will be paired with a New Teacher Center Trained Mentor. Training is on-going. Mentoring practices will increase the rate of retention compared to previous non-mentoring years Establishment of a full-release mentor will provide the background and foundations of previous professional development

1. Professional Development: Because of the lack of opportunity to gather the entire staff together at the same time for professional development, we need to use PLC time within the day to support teachers with our school-wide initiatives.

2. Strategies used in the inclusion setting to increase the number of SPED students to enter the general education classrooms and access content grade-level standards. This also provides a greater chance for teacher to student feedback and clarity in the classroom to assist with student achievement.

3. With approximately 16% of certified staff being beginning teachers, having a full-release mentor is critical to orientating our new teachers to programs, both academic and behavioral strategies, overall school goal, and work related happiness.






ART Accountable

Lead(s)



progress

*WASC Recommendation #3, #4 and #5 (Consistency, Focus, and Data) 100% of teachers received PD via PLC on school-wide focus areas Teachers engage in application of strategies and reflection of effective teacher practice

Objective 1a: Focused Professional Development Continue structures in place for providing professional development for teachers for SY 2017-2020): ● PLC structure to provide training and

professional development on school-wide focus areas (e.g. Visible Learning, LI/SC, student centered learning, differentiation, technology, etc.)

● Visible Learning Impact Cycles ● Camping Learning Walks with teacher

reflection and integration of strategies learned within classroom practice

● Develop a system to measure effectiveness of PLC PD and make the data accessible

Jennifer Yoshino

PLC Sign in Impact Cycle template Google Classroom Camping Learning Walk reflection PLC Scripts Data Sharing Board in P-6



*WASC Recommendation #5 (Data) SY 2017-18 100% of SPED, English, and Math teachers trained on co-teaching models Selected pilot teachers will implement co-teaching model in one content area SPED teachers will differentiate instruction and products in inclusion setting SY 2018-19 Pilot group to expand to both content areas Non-pilot SPED teachers will focus

Objective 1b: Inclusive Practices: Equity Provide professional development and support to implement research & evidence based instructional practices specific to IDEA and Disadvantaged subgroups SY 2017-18 All SPED, English, and Math teachers trained in a variety of different co-teaching models, start to “experiment” with the models in the inclusion setting Differentiated PLCs for SPED, ELA/Math teachers and facilitated planning for co-teaching Pilot co-teaching model with select SPED teachers to focus on co-teaching in one subject area Incorporate differentiated instruction in inclusion classrooms with equal input from SPED and General Education teachers SY 2018-19 6th Grade Pilot of co-teaching model ● Yellow Track: Co-teaching in all ELA and

Math classes, EA support in Science/Social Studies

● Red/Green Tracks: Inclusion and Resource

Bryan Honda


SY 2017-18 Co-teaching model PD Instructional Walks Lesson plans Articulation agendas/notes Observations of pilot teachers by non-pilot SPED teachers SY 2018-19 Instructional Walks - focused on co-teaching strategies in place in Inclusion settings



on one content area to co-teach SPED teachers will differentiate instruction and products in inclusion setting SY 2019-20 100% SPED teachers will utilize co-teaching model in ELA/Math inclusion classes SPED teachers will differentiate instruction and products in inclusion setting

● Blue Track: no SPED students Differentiated PLCs for SPED, ELA/Math teachers and facilitated planning for co-teaching Differentiated PLCs for Yellow SPED teachers for IEP planning and collaboration (possibly Period 7, no Advisory) Incorporate differentiated instruction in inclusion/resource classrooms with equal input from SPED and General Education teachers SY 2019-20 Expand 6th Grade Pilot of co-teaching mode to both 6th and 7th grades within Yellow Track ● Yellow Track: Co-teaching in all ELA and

Math classes, EA support in Science/Social Studies

● Red/Green Tracks: Inclusion and Resource ● Blue Track: no SPED students

Differentiated PLCs for SPED, ELA/Math teachers and facilitated planning for co-teaching Differentiated PLCs for Yellow SPED teachers for IEP planning and collaboration (possibly Period 7, no Advisory) Incorporate differentiated instruction in

Lesson plans Articulation agendas/notes Observations of pilot teachers by non-pilot SPED teachers Mentoring CAL Logs SY 2019-20 Instructional Walks - focused on co-teaching strategies in place in Inclusion settings Lesson plans Articulation agendas/notes Observations of pilot teachers by non-pilot SPED teachers Mentoring CAL Logs



inclusion/resource classrooms with equal input from SPED and General Education teachers

*WASC Recommendation #1 (Teacher Retention/Mentoring) Beginning teachers paired with NTC trained mentor Ongoing support of new teacher by mentor New teachers receive PD as needed on school-wide initiatives

Objective 1d: Induction and Mentoring SY 2017-18 Implement a comprehensive Induction and Mentoring program for all beginning teachers in their first two years of teaching SY 2018-19 Implement a comprehensive Induction and Mentoring program for all beginning teachers in their first two years of teaching SY 2019-20 Implement a comprehensive Induction and Mentoring program for all beginning teachers in their first two years of teaching

Kristy Markham


New Teacher/Mentor assignments Collaboration Log Professional Development Plan Observation Cycle (lesson plan, observation, and post conference) New Teacher Meetings: Sign in, Agenda, Google Classroom



Goal 3: Successful Systems of Support. The system and culture of Kapolei Middle School works to effectively organize financial, human, and community resources in support of student success.

Outcome: By the end of three years, Rationale:





School Year(s) of Activity

ART Accountable

Lead(s)



progress

☐ WSF

☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A


three-year academic plan sy 2017-2018, 2018-2019, … · 2017-08-04 · three-year academic plan sy...

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