SY2017-2020

Academic Plan
Action Planning Template

Lead Candace Kinoshita and Allison Provenza

Group Members Rose Yonamine, Bethany Mathews, Linda Wong, Kylee Nakamura

Need Area Desired Outcome Enabling Activity

- Increasing student proficiency in
ELA, math and science.
- Closing the achievement gap.
By the end of SY 2019-2020, proficiency for all Collaborate about the alignment of curriculum,
students will increase. instruction and assessments as it connects to
NGSS, HCPS/C3 and CCSS to ensure a
70% of all students will demonstrate reading
differentiated curriculum design that supports a
proficiency on the Smarter Balanced Assessment.
focus on student and teacher learning.
60% of all students will demonstrate math
proficiency on the Smarter Balanced Assessment.
62% of all students will demonstrate science
proficiency on the Hawaii State Assessment.

Who are the stakeholders who will be primarily What is this Enabling Activity primarily aimed at? Interim Measures of Progress
affected by this enabling activity? Improving efficiency Year 1: At least 50% of departments dialogue
Teachers Improving effectiveness and discussion will reflect differentiated
Staff Improving quality curriculum design as evidenced by their minutes
Students Monitoring progress and/or updated curriculum maps/pacing guides.
Department Head Other_______________________
Administration ___
Other________________________ 84% of regular Math and English classroom
__ teachers will utilize Mastery Connect and/or
iReady to assess standards, monitor student
performance for formative instruction, and
report student progress to stakeholders.

Year 2: 75% of students score proficient on

their QSA (Quarterly Summative Assessment).

Year 3: 85% of teachers reflect and analyze

SBA ELA/Math and HSA scores from the
current year to help guide modifications to
curriculum for the following school year.
In looking at the Enabling Activities and its alignment to the Desired Outcome, please discuss the questions below.
What actions need to be What steps are necessary When will Who will be What would tell you that your What
completed? to carry out the action? each step responsible group has successfully additional
Ex: Ex: begin and for each accomplished your Enabling resources are
end? step? necessary?
Activity and made progress
Ex:
Identify specific Write the toward the Desired Outcome? C
timelines or persons onsultants
checkpoints to name unless Are the indicators... P
monitor for the position Clearly defined D (outside)
effectiveness will change S
(specific)
and make for next year. ub Days to
Measurable
adjustments. plan or
Can be compared
attend
over time for trends and patterns workshops
Informs you of I
whether or not the effort made any nstructional
difference or impact Materials
A
With regard to data... ssessment
1. Is there baseline Tools
data?
2. Does this data need to
be...
a. created and
collected?
b. continue to be
collected?
3. Who is collecting it
and how?

Ensure vertical and horizontal Use multiple Year 1: Led by Dept. Copies of the alignment created by the Work time for the
alignment strategies to differentiate Quarters 1, 2, 3, Heads for all departments departments
for all students and 4 - RLSMS
Continual Beginning of teachers. Teacher share out
standards-based and end of. (copies/presentation) of strategies
performance assessments CCs to implemented in classes.
Works Year 2: contribute.
collaboratively to develop Quarters 1, 2, 3, Copies of rubrics.
and share performance- and 4 -
based assessments Beginning of Data team minutes.
Develop each quarter.
rubrics that are aligned
with performance Year 3:
assessments Quarters 1, 2, 3,
and 4 -
Beginning of
 each quarter

Identify, discuss, and share strategies Use multiple Years 1, 2, and Led by Dept. Minutes from discussions PD on effective
that contribute to improved student strategies to differentiate 3: Heads and Data teams minutes strategies
performance for all students Team Leads (Hattie)
Analyze data Each quarter of for all RLSMS Copies of the graded performance
from performance all 3 years teachers. assessments from each class. PD on how to
assessments bullets 1, 3, and implement
Works 4 throughout CCs to Teachers share out effective
collaboratively to develop data team contribute (copies/presentation) of strategies strategies
and share performance- process. implemented in classes.
based assessments
Review Each quarter of
performance assessments all 3 years bullet
and student data to 2, the end of
analyze impact on student each quarter.
learning and make
instructional adjustments

Regularly self-reflect based on student Analyze data Years 1, 2, and Led by Dept. Date team minutes NA
performance and make changes in from performance 3: Heads for all
lesson design and teaching strategies assessments RLSMS Copies of performance assessments
Works The end of each teachers, from each class.
collaboratively to develop quarter for all specifically
and share performance- three years. grade level
based assessments partners.
Review
performance assessments
and student data to
analyze impact on student
learning and make
instructional adjustments

Work together to identify and unwrap Continual Years 1, 2, and Led by Dept. Minutes from discussion Department time
power standards standards-based 3: Heads for all
performance assessments Summer RLSMS Copies of planned performance
Works planning, teachers. assessments.
collaboratively to develop beginning of
and share performance- each semester List of planned addressed power
based assessments and review end standards.
Develop of school year.
rubrics that are aligned Copies of rubrics aligned to the
with performance performance assessments and
assessments alignment to power standards.
Review
performance assessments
and student data to
analyze impact on student
 learning and make
instructional adjustments

Utilize assessment trackers tools Continual Years 1, 2, and Led by Data from iReady and Mastery PD on programs
(Mastery connect/ iReady) provided to standards-based 3: workshop Connect
create assessments and gather the performance assessments The beginning teachers for Copies of the assessments
data Works of each ELA and
collaboratively to develop semester math.
and share performance- quarter for all
based assessments three years. All RLSMS
Using the teachers.
programs teachers will
review performance CCs
assessments and student
data to analyze impact on
student learning and make
instructional adjustments