EWA ELEMENTARY SCHOOL SELF-STUDY REPORT 91-1280 Renton Road Ewa Beach, HI 96706 Leeward District February 27 – March 2, 2017 Hawaii DOE/WASC Focus on Learning Accreditation Manual, 2013 Edition (Edited SY 2015–2016)
DAVID Y. IGE GOVERNOR
KATHRYN S. MATAYOSHI SUPERINTENDENT
STATE OF HAWAII DEPARTMENT OF EDUCATION
EWA ELEMENTARY SCHOOL 91-1280 RENTON ROAD EWA, HAWAII 96706 PHONE: (808) 681-8202 / (808) 681-8203 FAX: (808) 681-8206
December 9, 2016 Welcome to our Ewa School Community, As one of the oldest elementary schools in the Leeward District, Ewa has a rich history dating back to the 1800’s. Currently, we are the third largest elementary school in the State of Hawaii. I am especially proud to serve as Ewa’s principal since January 2003. I was born and raised in an Ewa sugar plantation community where my grandfather and father worked. Like my father and seven of his siblings, I also graduated from Ewa Elementary School. From my perspective, we are a special school because we have maintained a strong sense of community based on the beliefs and values that were instilled in me growing up in Ewa. With 1,100+ students and 150 faculty and staff members, it is convenient to work in separate groups, however, the culture at Ewa is to function like the plantation community and care for all students, teachers and staff members. Our faculty and staff have embraced our first experience with the Western Association of Schools and Colleges (WASC) Focus on Learning (FOL) Self-Study process. A tremendous amount of effort has allowed us to begin making changes, as the need arises, rather than waiting until this self-study has been completed. Our vision and guiding principle of Kaizen, continuous improvement, leads us through this school improvement journey. Thank you to our faculty & staff for their willingness to be honest and open-minded to possible changes for the benefit of our students and school. Our school’s progress through this process was led by our FOL Coordinator, supported by our FOL Focus Group Leads and FOL Team Members who sacrificed time and effort to review and discuss prompts, gather evidence to support findings and complete write-ups. The most significant part of this process has been the inclusiveness of all school personnel and heightened awareness of the operations of the school. We look forward to Kaizen, continuous improvement, for and with our students. Sincerely,
Stanley G. Tamashiro, Jr. Principal
Ewa Elementary HIDOE/WASC Self Study Report
CONTENTS FOL Leadership Team
2
Preface
3
Chapter I: Student / Community Profile
5
Chapter II: Progress Report
47
Chapter III: Student / Community Profile - Overall Summary from Analysis of Profile Data and Progress 53 Chapter IV: Self Study Findings
57
Category A: Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, And Resources
58
Category B: Standards-based Student Learning: Curriculum
99
Category C: Standards-based Student Learning: Instruction
133
Category D: Standards-based Student Learning: Assessment and Accountability
169
Category E: School Culture and Support for Student Personal and Academic Growth
187
Chapter V: Academic Plan
233
Appendices
241
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Ewa Elementary HIDOE/WASC Self Study Report
FOL LEADERSHIP TEAM Administrators Stanley Tamashiro, Principal Melody Habon, Vice Principal Traciann Dolim, Vice Principal Self-Study Coordinator Reshel Arias Category A: Organization Joy Katsura, Dean Sugiyama, Gavin Takushi Category B: Standards-based Student Learning: Curriculum Julia Okumura, Shari Yamamoto, Kyra Yoshimoto Category C: Standards-based Student Learning: Instruction Dondra Ozaki, Laureen Teruya-Schmidt Category D: Standards-based Student Learning: Assessment and Accountability Gen Corpuz, Yolanda Macion-Ito, Kristen Shimizu, Kelijene Tengan Category E: School Culture and Support for Personal and Academic Growth Stacey Davis, Mark Iwasaki, Celeste Nae‘ole, Erica Rabe
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Ewa Elementary HIDOE/WASC Self Study Report
PREFACE Explain the school self-study process used to accomplish the expectations of the self-study. By addressing the expectations of the self-study, the school will have addressed: • • • • • •
Inclusiveness: The involvement and collaboration of all school/community stakeholders to support student achievement. Purposefulness: The clarification of the school’s vision/mission and General Learner Outcomes. Student-Focused: The analysis of data about students and student achievement Evaluation: The evaluation of the entire school program and its impact on student learning based on General Learner Outcomes, academic standards, and the HIDOE/ACS WASC criteria. Accountability: The implementation and monitoring of the Academic Plan that supports high-quality learning. Leadership: The facilitation by school leadership of the HIDOE/ACS WASC accreditation school improvement process that advocates, nurtures, and sustains the vision and the culture of learning.
______________________________________________________________________________ In SY 2015–16, Ewa Elementary School began the Focus on Learning WASC self-study process. The Focus on Learning process greatly impacted our school as a means to look closely at our programs and facilitate the school improvement process. Inclusiveness: The involvement and collaboration of all school/community stakeholders to support student achievement. The self-study process was a collaborative effort of the Ewa school community. All stakeholders participated in multiple ways. The leadership team is comprised of administrators, instructional support teachers, counselors, SSC and classroom teachers. All faculty and staff participated in Home Groups and Focus Groups. Classified staff, students, parents and community members were included in school meetings and shared information through media. Purposefulness: The clarification of the school’s vision/mission and the General Learner Outcomes. As Ewa began the self-study process, the need to revisit and revise Ewa’s Vision and Mission became apparent, since we were not utilizing our Vision and Mission statements. We realized that Ewa School faculty and staff were using “The Guiding Principles”, a set of principles that our principal has been sharing and building upon since 2003. Guided by the Focus on Learning Process, we are revising our Ewa School Vision and Mission to incorporate our guiding principles, and include our larger school community. As Ewa builds its Vision and Mission, we are starting with the principles of Kina‘ole and Kaizen. These principles are leading our school improvement process. Kina’ole is a Hawaiian word meaning - doing the right thing, in the right way, at the right time, in the right place, to the right person, for the right reason, with the right feeling - the first time. Kaizen is a Japanese word meaning – continuous improvement. We are in process of discussing with stakeholder an additional Vision principle – Kommunidad, a Filipino word meaning community. We will continue to build up our Vision and Mission statements to serve as purposeful guides for our entire school community. Student-focused: The analysis of data about students and student achievement. The FOL process has initiated many new practices at Ewa to develop and improve our collection and analysis of student achievement data. Three years ago, Ewa adopted new core programs in
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Ewa Elementary HIDOE/WASC Self Study Report
English Language Arts and Math, and a new Universal Screener. With new sets of data, new collection and analysis practices needed to be established. The FOL process and task I, supported our growth to have a greater schoolwide perspective to collectively target student needs, across grade levels and support programs. The tasks of focus groups in Chapter IV greatly extended the knowledge of our stakeholders to have a broader perspective of our school as they analyzed various types of data. We are working towards an aligned schoolwide effort to impact student achievement, and a systematic process to monitor our effectiveness. Evaluation: The evaluation of the entire school program and its impact on student learning based on General Learner Outcomes, academic standards, and HIDOE/WASC criteria. Through the collection and analysis of data, Ewa evaluated the entire school program. We have a better understanding of where we are and where we are going in relation to impact on student learning. Through data analysis, we identified that there was a gap in students proficient in skills standards compared to application standards. We were able to identify the need to align curriculum, instruction and assessments that correlate to the more rigorous Common Core State Standards, and to establish clearer targets for instruction and students learning. To improve our impact on student learning, Ewa will develop schoolwide criteria on how students’ performance levels, grades, and growth are determined in Common Core State Standards, all subject areas, and General Learner Outcomes to ensure greater consistency. Accountability: The implementation and monitoring of the Academic and Financial Plan that supports high-quality learning. Guided by the FOL process and the evaluation of programs to impact student achievement, the drafting, and review of the school’s Academic and Financial plan includes representation from all stakeholders. The Leadership Team - Academic Review Team monitors the implementation and effect of the Academic Plan. Leadership: The facilitation by school leadership of the HIDOE/WASC accreditation/school improvement process that advocates, nurtures, and sustains the vision and the culture of learning. Leadership embraced the FOL process as our school improvement process. Leadership team has demonstrated our Ewa Vision: Kina’ole and Kaizen – by quickly making changes in response to the self-study findings. After completing task 5 and revising our Academic plan to address schoolwide prioritized growths, reorganization was initiated mid-year SY 2016-17 to immediately support the Prioritized Growths/ revised Academic Plan / ART Strategies.
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Ewa Elementary HIDOE/WASC Self Study Report
CHAPTER I STUDENT/COMMUNITY PROFILE
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Ewa Elementary HIDOE/WASC Self Study Report
CHAPTER I: STUDENT/COMMUNITY PROFILE Prepare a student/community profile. Include data and findings for the following: • Demographic data, including the refined General Learner Outcomes • Disaggregated and interpreted student outcome data • Perception data summaries, if any.
______________________________________________________________________________
Background • •
Provide a brief narrative that includes general background of the school. Provide a summary of the school’s ACS WASC accreditation history.
Ewa Elementary School is one of the oldest schools in the Leeward District, with our roots dating back to 1882. While our school was located in other areas in Ewa, we have been in our current location since 1922. From its early years to the mid-1980s, students attending our school were primarily from sugar plantation families. Since the mid-1980s, our school attendance area has grown with the addition of numerous housing developments. Today, Ewa Elementary is one of seven elementary schools in the Campbell Complex, and the largest, single-track school in Campbell Complex. Based on enrollment, Ewa Elementary is the third largest elementary school in the state. On February 12, 1944, our statue of Abraham Lincoln was unveiled as a gift to the school and the entire Community through the generosity of Ms. Katherine McIntosh Burke, teacher and principal from 1919 to 1927. Every year we look forward to celebrating the beliefs and values of Abraham Lincoln at our Annual Lincoln Day Program. The pride of Ewa Elementary is easily captured in the production and execution of our annual Lincoln Day Program. Teamwork and creativity by our students and staff to celebrate the values of Lincoln, such as perseverance and honesty, are portrayed in the songs and dances performed by our 1,100 students fronting the Lincoln statue. Our school community, families, and special guests such as the Royal Hawaiian Band, political dignitaries, military representatives, and community leaders enjoy the program. In 2017, Ewa Elementary celebrates its 73rd Lincoln Day Program.
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Ewa Elementary HIDOE/WASC Self Study Report
This is the first Focus on Learning Self Study for Ewa Elementary School.
Vision, Mission, and General Learner Outcomes • • •
List statements that describe the school’s core values, beliefs, vision and mission Comment on the process and timeline used to develop, revise, and refine the vision and mission List the school’s General Learner Outcomes and any school-specific descriptors that further identify expectations
Our current principal is a former student of Ewa Elementary School. He returned to Ewa Elementary as principal in 2003 and started the “Ewa Way” Guiding Principles, expected practices and beliefs at Ewa Elementary School. The values of the “Ewa Way” are rooted in community traditions of Ewa’s “Plantation Days” when everyone “takes care” of each other. The culture of the Plantation Days embraced the sense of family/community, teamwork, responsibility to each other, and hard work. The Guiding Principles are the foundation of Ewa’s School culture. “The Ewa Way” Guiding Principles 1. Expect Blood, Give Blood - you get blood from administration before we ask for blood from you. This principle is shared from the administrators to the faculty and staff. The essence of the principle is that the administrators will not ask for more from faculty and staff, than they themselves are giving. 2. Kina‘ole - doing the right thing, in the right way, at the right time, in the right place, to the right person, for the right reason, with the right feeling-the first time. 3. Team First, Me Last - attaining team goals are more important than attaining individual goals. 4. Sword of Loyalty & Sword of Strength - based on artwork of Hisashi Otsuka a. Loyalty is a value b. Strength in character and decision making - not physical
5. I don’t know and will get back to you is an acceptable answer. I don’t know is unacceptable. 6. “Tamashiro Way” - primarily operational procedures 7. Kaizen - continuous improvement 8. Be Responsible and Act Responsibly 9. Be Careful what you ask for, as you may get it 10. Principles: a. E Pluribus Unum (SY 2013–14) - out of many, one b. It Is What It Is (SY 2014–15) - We don’t accept what is, instead we acknowledge it and make every attempt to make it or do it better. c. We Got Our Backs (SY 2015–16) - instead of a single person or a small group of people covering you, all of us will be responsible for “taking care of each other.” Working together, we take care of everyone.
d. Let’s all be Simba (SY 2016–17) - take pride in all that we do for our students and our school. When Ewa began the FOL self study process, one of our realizations was that the faculty and staff were using The Guiding Principles in the same way a vision and mission would guide a community. At that time, Ewa Elementary had a vision and mission statement, yet the present faculty and staff had no recollection of its creation. It was decided that “The Guiding Principles” would be our foundation and starting point for building up a vision and mission that would serve 7
Ewa Elementary HIDOE/WASC Self Study Report
our entire community. SY 2015–16, faculty and staff reviewed the past vision and mission and “The Ewa Way - Guiding Principles.” Teachers correlated Guiding Principles with activities and events at Ewa, finding many examples of how the Guiding Principles are demonstrated at Ewa Elementary. At the end of SY 2015–16, a few Guiding Principles that were strongly exemplified by the faculty and staff were selected to replace Ewa’s Vision and Mission. Ewa Elementary Vision & Mission revised SY 2015–16 The Ewa Way is… • Kina‘ole - doing the right thing, in the right way, at the right time, in the right place, to the right person, for the right reason with the right feeling, the first time. • Kaizen - Continuous Improvement Ewa’s vision and mission is continuing to develop in SY 2016–17: • Vision building statement is shared will all stakeholders o Open House and Ewa Parent Night Meetings • Faculty, staff and students are inspired and guided by Kina‘ole and Kaizen o Kina‘ole Note - Recognition of students, faculty and staff demonstrating this principle is a continuous practice and celebrated schoolwide weekly. o Kaizen - Ewa is implementing a Kaizen block of time designated to Response to Intervention process and continuous improvement of student achievement for all students. • In Qtr. 4, following Ewa’s WASC team visit, Ewa stakeholders will review our self-study and visiting team recommendations to further develop and complete Ewa’s Vision and Mission statements. Parent and community members will be involved through meetings. Our goal is to complete statements by the start of SY 2017–18. General Learner Outcomes GLO #1: Self-Directed Learner -The ability to be responsible for one's own learning GLO #2: Community Contributor - The understanding that it is essential for human beings to work together GLO 3: Complex Thinker - The ability to demonstrate critical thinking and problem solving GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products GLO #5: Effective Communicator - The ability to communicate effectively GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and ethically. Ewa Elementary School uses the state GLO rubric as a guideline for teachers and students. Students consistently demonstrating GLO#1 and GLO#2 are awarded quarterly with Ewa School Frontiersman Award.
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Ewa Elementary HIDOE/WASC Self Study Report
DEMOGRAPHIC DATA Students General Student Population – Ethnicity Table 1: Ethnic Diversity Filipino 45.10% Part-Hawaiian 24.30% Japanese 5% Samoan 6.5% White 5% (<4% each) Chinese, Korean, Tongan, Hispanic, Portuguese
Source: School Status and Improvement Report
• • • •
45% Filipino ethnicity 24.3% Part-Hawaiian/Hawaiian ethnicity 5% to 6.5% each of Samoan, Japanese, White Less than 4% each of Chinese, Korean, Tongan, Hispanic and Portuguese
Up until the early 1990s, children of sugar plantation workers comprised the greater majority of our enrollment, with Filipinos being that last major group to migrate as plantation workers. With remaining plantation families and new housing developments, we have become a more diverse community.
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Ewa Elementary HIDOE/WASC Self Study Report
Enrollment: Total, Disadvantaged, SPED, ELL Table 2: Enrollment and Subgroups – Number of Students
Source: School Status Improvement Report, Longitudinal Data System
• • • • • •
1,100 students annual average Ewa is the third largest elementary school in the state. 60% of students are Disadvantaged Ewa is a Title I school. Over 650 students of 1,100 enrolled receive free/reduced lunch subsidy. 5%–6% ELL 5%–6% SPED
Majority of Ewa Elementary School ELL students list Ilocano or Tagalog as the language most spoken at home. Other languages spoken by ELL students are Japanese, Mandarin, Marshallese, Chuukese and Korean. Non-English Proficient (NEP) and Limited/Functional English Proficient (LEP/FEP) receive direct ELL instruction. Mainstreamed Functionally English Proficient (MFEP) students are monitored for two years after exiting the program. Table 3: Number of ELL Students by Categories NEP
LEP/FEP
MFEP
Total
2013–14
23
65
51
88
2014–15
17
50
45
67
2015–16
27
35
44
62
Source: Ewa Elementary Annual Comprehensive Plan
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Ewa Elementary HIDOE/WASC Self Study Report
Majority of students are serviced in the regular classroom, as special education teachers and general education teachers partner in an inclusion setting. The preschool class is self-contained, and a small number of K–6 students are also in a self-contained setting. Disabilities vary in type and severity.
Attendance/Chronic Absenteeism Table 4: Ewa Attendance and Absences 2012–13
2013–14
2014–15
Avg. Daily Attendance (State 95%)
94.30%
94.40%
94.7%
Avg. Daily Absences: in days per student (State 9)
10.3
10.1
9.3
Strive HI Chronic Absenteeism
17%
12%
13%
Source: Ewa Elementary Trend Report/ Strive HI Report
• • •
Average daily attendance is under 95% Average daily absences reduced to 9.3 Strive HI Chronic Absenteeism reduced from 17% to 13%
Ewa School’s Attendance Policy supports communication between school and home regarding students’ attendance. In addition to Ewa’s Attendance Policy, Ewa counselors provide support to students that are chronically absent due to the student’s resistance to attend school through small group counseling.
Transient Rate Table 5: Ewa Transient Rate Ewa Enrollment
Students Enrolled all year (#, %)
2012–13
1,109
1,004
90.5%
2013–14
1,131
1,045
92.4%
2014–15
1,143
1.058
92.5%
2015–16
1,096
n/a
n/a
Source: School Status and Improvement Report
•
8% of students transfer out of Ewa Elementary annually.
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Ewa Elementary HIDOE/WASC Self Study Report
Discipline Table 6: Ewa Suspensions 2012–13
2013–14
2014–15
Total Suspensions
12
1
3
Class A
1
1
0
Class B
7
0
3
Class C
2
0
0
Class D
2
0
0
Total # of Students
10
1
3
Source: Ewa Elementary Trend Report
•
Serious discipline resulting in suspensions are very minimal
Co-Curricular and Extracurricular Activities Ewa provides students with many co-curricular and extracurricular activities to develop wellrounded students. Table 7: Co-Curricular and Extracurricular Activities Student Participants All Students
Grades 4–6
Activities Lincoln Day
Spring Showcase
Science Carnival
Constitution Day
Spirit Weeks
Drug Free Weeks
Jump Rope for Heart
Pennies for Patients
Student Council
JPO
Library Club
Office Monitors
Cafe Monitors
Geography Bee
Math Olympics
Robotics SeaPerch
Volleyball
Basketball
Track
Hawaii Opera (Inc. gr.3)
Grades K–3
Spelling Bee
Grade 6
Camp Erdman
Challenger Center
Pacific Aviation Barnstorming Tour
End of year banquet
Grade 5
Lego Robotic
D.A.R.E
Academy of Arts
State/Capital/ Judiciary History Center
USS Missouri
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Ewa Elementary HIDOE/WASC Self Study Report
Grade 4
Iolani Palace
Lanikuhonua
Bishop Museum
Hawaii Plantation Village
Grade 3
Hawaii Nature Center
Japanese Cultural Center
Hokulani Imaginarium and Aerospace Lab
Quarterly Open Market
Grade 2
Hawaii Nature Center
Honolulu Theater for Youth
Honolulu Symphony
Grade 1
Hawaii Nature Center
Honolulu Theater for Youth
Hawaii Plantation Village
Grade K
Artists in the Schools
Honolulu Theater for Youth
Honolulu Zoo
Grade K–6 SPED
Special Olympics
Ewa Luau
Special Olympics has provided Ewa students with special needs the opportunity to develop physical fitness, demonstrate courage, build social skills and experience success. Ewa student athletes participate in the Future Stars Program (Ages 6–7) and Competitors Program (Ages 8 and up). Ewa special education teachers volunteer and are certified through various trainings to coach students weekly after school. Our participation has grown, with more special education students and Unified Partner athletes; peers without special needs that assist in sports. Parents of special education students have expressed how proud they are of their child’s participation in Special Olympics. Ewa Elementary School entered 2 robotics teams into the SeaPerch Regional Competition. The competition had 39 teams ranging from elementary to high school ages. One of our teams won Overall First place over all the rest of the teams (including the high schools). With them winning First place, they qualified and participated in the SeaPerch National Competition at Louisiana State University.
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Ewa Elementary HIDOE/WASC Self Study Report
Staff Table 8: Ewa Faculty Certified Staff
2012–13
2013–14
2014–15
Total Full-Time Equivalent FTE
74
74.5
73.5
Regular Instruction, FTE
60
58.5
61.5
Special Instruction, FTE
6
7
7
Supplemental Instruction, FTE
8
9
5
Teacher Headcount
75
75
74
40 (54%)
41 (55%)
50 (68%)
12.5
13.4
13.5
23
22
19
100%
100%
98.6%
0%
0%
1.3%
Regular Instruction
18.3
17.4
17.6
Special Instruction
8.6
10.5
8.2
Administration, FTE
4
4
5
Librarians, FTE
1
1
1
Counselors, FTE
3
3
2
Number of principals at the school in the last five years
1
1
1
Teachers with 5 or more years at this school Teachers' average years of experience Teachers with advanced degrees Professional Teacher Credentials Fully Licensed Emergency Hires Students per Teaching Staff (does not indicate class size)
Administrative and Student Services Staff
Source: School Status and Improvement Report
Table 9: Years of DOE Service- Ewa Teachers
SY 2015–16 # of Teachers
0–5 years
6–10 years
11–15 years
15–20 years
21–25 years
25+ years
18 (21%)
30 (35%)
10 (12%)
10 (12%)
4 (4%)
14 (16%)
Source: OHR Teachers Cert Information Report
• • •
99% of teachers met the Highly Qualified Teachers requirements 19 teachers have advanced degrees 68% of the staff have been at Ewa for over 5 years, including the Principal 14
Ewa Elementary HIDOE/WASC Self Study Report
Ewa Elementary has a total of 85 certificated staff members that includes a Principal, two Vice Principals, two Student Services Coordinators, three School Counselors, a Librarian, three Tech Coordinators, three Instructional Support Teachers, nine Grade Level Support Teachers, and nine Special Education Teachers. In addition, a District Resource Autism Consulting Teacher, School Based Behavioral Specialist, and two Speech Pathologists provide support and are based on campus. Ewa Elementary is able to assign trained mentors to beginning teachers. SY 2015–16, there are a total of 12 beginning teachers and 7 school-level mentors. Ewa Elementary also partners with University of Hawaii to host College of Education students.
Parents/Family and Community Table 10: Community Population, Households and Income Campbell High School Complex 62,735
Total population Median household income
$70,223
State of Hawaii 1,360,301 $66,420
Source: School Status and Improvement Report: Campbell HS Complex Persons below poverty level Persons per household
16.40%
11.20%
5.02
2.96
Based on the 2010 U.S. Census: Campbell HS Complex
Although the median household income for our community is greater than the overall state of Hawaii, the percentage of persons below poverty is also greater. Number of persons per household in our area (5.02) is also higher than the state average (2.96). Table 11: Family Household Types Ewa Villages CDP, HI Family households with children under 18, no wife present Family households with children under 18, no husband present Number of grandparents responsible for grandchildren Mean to travel to work (minutes) workers age 16 years+
4.6% 6.3% 19.2% 35.5 minutes
Based on U.S. Census Bureau American Ewa Villages Community Survey 2009–2013
• • •
Multi-family and multi-generational 10.9% of households are single parent led 19.2% of the households have grandparents being primarily responsible for children 15
Ewa Elementary HIDOE/WASC Self Study Report
Students living in the Child and Family Services shelters for abused women and children also attend Ewa Elementary. Long commutes to work, 35.5 minutes is the median, add on to family challenges. At the start of SY 2015–16, our Principal chartered a bus for Ewa Elementary faculty and staff to tour the Ewa School community. The tour was an opportunity for the faculty and staff to see the areas, boundaries and living conditions that make up our school community. Table 12: Community Ethnicity and Language Ewa Villages Asian Ethnicity –indicating one race- Filipino, Chinese, Japanese, Korean, other Asian
59.5%
Language other than English spoken at home, percent of persons age 5 years+, 2009– 2013 U.S. Census: Ewa Villages
41.0%
Foreign Born
25.8% Based on the 2013 U.S. Census: Ewa Villages
• 59.5% Asian Ethnicity Census data does not separate Asian into subgroups. • 41.0% of families in Ewa Villages speak a language other than English in their home. • 25.8% of people in Ewa Villages were born outside of the United States. Ewa was a sugar plantation town and the last, largest group that migrated to work in the plantation was Filipino.
Table 13: Campbell Complex Educational Levels College Graduate 21.6% Some College 38.9% High School 30.6% Less than High School Graduate 8.9%
Source: School Status and Improvement Report
• • •
8.9% did not complete high school 91.1% have a high school diploma or higher. Only 21.6% are college graduates 16
Ewa Elementary HIDOE/WASC Self Study Report
School Business Partnerships Opportunities for parent involvement are a priority at Ewa Elementary. At the start of the school year, teachers call the family of each student to personally welcome them to Ewa and their classroom, and invite them to attend our annual Open House. Other schoolwide events that all families are invited to attend are Supply Drop-off, Lincoln Day and Spring Showcase. Ewa holds many Parent Nights each school year. SY 2016–17, Ewa will have 25 Parent Nights. Teachers plan and present curriculum workshops specifically for parents of their grade level. Parent Nights were initiated in response to a suggestion from the parents and community members of our School Community Council. Other special grade level events that involve parents are: chaperoning field trips, Special Olympics, Intramural Sports - volleyball, basketball and track, and co-curricular competitions - Geography Bee, Math Olympics, Spelling Bee and Kindergarten Orientation. Community businesses and organizations are a valuable support for our school and students. SY 2015–16 and SY 2016–17, Ewa School has been awarded over 30 different grants and donations totaling more than $123,000 from community partners such as: • Marshall Realty • Chevron USA • Artists in the School • Target • Lowe’s • Menehune Magic Soil Company • Your Cause, LLC Trustee for Pacific Gas and Electric • Kuakini Medical Center • NEA Foundation • Donors Choose • Good Idea Grants Here are some specific examples of how these grants and donations support student learning: • Marshall Realty Grant - purchase laptops to decrease student-to-device ratio from 1:4 to 1:2 and purchase software so students have greater access to regular use of technology • Lowe’s Grant - to purchase materials and equipment to enhance and maintain the school garden so students have hands-on learning experiences • Target Bus Grant - to help defray the cost of field trips so students are able to participate in learning activities outside the classroom • The Rotary Club of Kapolei has generously donated student dictionaries to each third grader over the past several years, as well as donating school supplies. Ewa Elementary formerly received military support from the Joint Venture Education Forum (JVEF), which provided fiscal resources to create a Transition Center for new military families. We currently partner with the Joint Intelligence Operations Center (JIOC). JIOC interacts and builds relationships with students in the classroom by providing literacy activities on a monthly basis. JIOC members attend Ewa’s Lincoln Day Program, Ewa’s Community Read Aloud and have provided materials and labor resources for a playground project.
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Ewa Elementary HIDOE/WASC Self Study Report
Ewa Elementary supports early education in our community. In addition to Ewa Elementary Special Education preschool, Ewa Elementary hosts two other preschools on our campus: Oahu Head Start and Pre-Plus.
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Ewa Elementary HIDOE/WASC Self Study Report
STUDENT PERFORMANCE DATA Strive HI Index Table 14: Ewa Elementary Strive HI School Performance Report
Status
SY 2012–13 (HSA)
2013–14(Bridge)
2014–15(SBA)
2015–16
Continuous Improvement
Continuous Improvement
Continuous Improvement
*No Index scores or classification due to Elementary and Secondary Education Act (ESEA)
130 of 400
129 of 400
166 of 400
Weighted Points
Weighted Points
Weighted Points
Achievement Math Proficiency
45%
Reading Proficiency
62%
Science Proficiency
27%
41% 48 of 100
57%
26% 48 of 100
44%
30%
29% 32 of 100
49%
36% 46%
Growth Math Growth
38
50 of
45
30 of
50
80 of
55
Reading Growth
52
200
44
200
46
200
49
Readiness Chronic Absenteeism
17%
6 of 20
12%
12 of 20
13%
12 of 20
14%
Achievement Gap
Achievement Gap
3rd Grade Advanced Reading
• • • •
Non HighNeeds 67% High Needs 44%
26 of
33%
80
39 of 80
Math 48%
-25%
-7%
ELA 48%
n/a
n/a
n/a
41 of 80
Math 50% ELA 46% 11%
School Status - Continuous Improvement From SBA testing in SY 2014–15, proficiency increased in Math 3% and Reading 6% From SY 2012–13 Science increased from 27% to 46% From SY 2013–14 Reading Growth is increasing
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Ewa Elementary HIDOE/WASC Self Study Report
SY 2014–15, Strive HI total weighted points increased from 129 points to 166 points of 400 *While HIDOE looks at opportunities to further innovate the Strive HI System, key elements will not be implemented for the SY 2015–16 reports- notably; schools will not receive Index Scores or Classifications. •
Student Achievement State Assessments Over the last three years, state testing and standards transitioned from HCPS III/HSA, to HSA/CCSS Bridge, to CCSS/SBA. Overall data trend shows reading and math proficiency decreasing. Table 15: Ewa Math - Hawaii State Assessment (HSA) (SY 2012–13), Hawaii Bridge Assessment (SY 2013–14) and Smarter Balanced Assessment (SBA) (SY 2014–15, SY 2015–16) % of Proficient Students 2012–13
2013–14
2014–15 State
Ewa
2015–16
State
Ewa
State
Ewa
State
AMO
64%
64%
64%
64%
Total
63%
45%
61%
41%
44%
26%
48%
29%
Disadvantaged
n/a
38%
n/a
34%
n/a
20%
n/a
21%
Asian/Pacific Islander
n/a
45%
n/a
42%
n/a
28%
n/a
30%
SPED
n/a
7.1%
n/a
2.7%
n/a
6.2%
n/a
n/a
n/a
Ewa 42%
Source: Strive HI Student Group Performance Report
• • • • • • •
School Status - Continuous Improvement Ewa scores are comparatively about 20% below the state Math proficiency increased 3% in SY 2015–16 Greatest decrease of proficiency over years was initial SBA test in SY 2014–15 Disadvantaged subgroup scores 6–8% lower than total Asian Pacific Islander subgroup scores similar to total SPED students scoring proficient is significantly lower than total
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Ewa Elementary HIDOE/WASC Self Study Report
Table 16: Ewa Reading - Hawaii State Assessment (SY 2012–13), Hawaii Bridge Assessment (SY 2013–14) and Smarter Balanced Assessment (SBA) (SY 2014–15, SY 2015–16) % of Proficient Students 2012–13 State AMO
Ewa
2013–14 State
72%
2014–15
Ewa
State
77%
Ewa
2015–16 State
n/a
Ewa 52%
Total
72%
62%
68%
57%
49%
30%
53%
36%
Disadvantaged
n/a
55%
n/a
52%
n/a
22%
n/a
28%
Asian/Pacific Islander
n/a
60%
n/a
55%
n/a
31%
n/a
38%
SPED
n/a
7.1%
n/a
13.5%
n/a
6.2%
n/a
n/a
Source: Strive HI Student Group Performance Report
• • • • • • •
School Status - Continuous Improvement Ewa Total scores are comparatively about 20% below the state Reading proficiency increased 3% in SY 2015–16 Greatest decrease of proficiency over years was initial SBA test in SY 2014–15 Disadvantaged students is about 8% less than total Asian/Pacific Islander students are close or same as total SPED students scoring proficient is significantly lower than total
Table 17: Ewa Science % of Proficient Students 2012–13 2013–14 2014–15 2015–16
State 34% 37% 49% 57%
Ewa 27% 44% 49% 46%
Disadvantaged 16% 38% 42% 35%
SPED. 0% 0% 20% n/a
Source: Strive HI Student Group Performance
• •
From SY 2012–13, proficiency increased from 27% to 46% in SY 2015–16 SY 2015–16, Disadvantaged subgroup is 11% lower than all Ewa
Schoolwide Data and Common Course Assessments Universal Screeners Descriptions In SY 2014–15, Ewa Elementary adopted STAR, a school-wide, computer-adaptive, universal screener in the areas of Reading and Math. Grades K–1 screen for early literacy readiness. For Grades K–1, proficiency norms were adjusted in SY 2015–16 so data can not be compared from year to year. Ewa grades K–2 have been using DIBELS since SY 2012–13. DIBELS screens basic reading foundations fluency in phonemic awareness and phonics.
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Ewa Elementary HIDOE/WASC Self Study Report
Language Arts and Math Program Data Descriptions In SY 2014–15, Ewa Elementary adopted core instructional programs in language arts and math. Having a schoolwide set of core programs at Ewa brought a great degree of alignment to teaching resources and materials, academic vocabulary, curriculum focus and pacing, common assessments, and continuity for students across grade levels and other public elementary schools in our state. For the first two years of using the program, Ewa’s Academic Plan enabling activities focused on professional development for teachers on implementing the programs. Complex and school direction was to implement the programs with “fidelity.” It has been Ewa’s challenge to have a shared understanding of what doing the programs with “fidelity” looks like. To clarify ELA and Math instructional direction, these are guidelines established for Ewa. ELA and Math Instructional Guidelines: •
• • •
Ewa’s core programs are Wonders (K–5), SpringBoard (6), Stepping Stones (K–5) and GO Math (6). The core programs are our primary resource for instruction in ELA and Math. All students will perform to the rigor of Common Core State Standards. Instructional decisions will be driven by CCSS and student data. School level and grade level decisions will be followed by all teachers. Table 18: Ewa Common Language Arts and Math Assessments
3
DRA, Spring Board Narrative Pre Test, Unit EA #1, Unit EA #2
4
5
6
STAR Math
Qtr. CC domain Stepping Stones Fluency Tests
2
Stepping Stones Interview Stepping Stones Module Performance Task
1
Stepping Stones Module Pre tests, Module Check ups, Quarterly Test
K
Smarter Balance Assessment
6
MATH Letter ID, Sounds, Wonders PA, Benchmark Books
Wonders Pre/Post Performance Task
5
Wonders Oral Reading Fluency
4
STAR Reading
3
Smarter Balance Assessment
2
FRY Sight Words
1
Wonders Weekly & Unit Assessment
K
DIBELS
STAR Early Literacy
READING
Stepping Stones Common Formative Check Point Stepping Stones Daily Focus Problems
GO Math Placement test, Module test, Unit test, Unit Performance Assessment
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Ewa Elementary HIDOE/WASC Self Study Report
Table 18 shows the common assessments used by all teachers on a grade level, and some across grade levels. Each grade collects and reports data on electronic grade level data templates and determines their own formula to identify the percentage of students demonstrating proficiency. In SY 2015–16, Ewa’s second year of new ELA, and Math programs and Universal Screener, we began to collect and analyze data from K–6. The data analysis is helping us to develop understanding and application of the different assessments within and across grade levels to refine our system of collecting, analyzing, reporting and using data. Student Achievement Summary SY 2015–16 Tables 19 and 20 are a compilation of K–6 quarter 4 program data, end of year screener data, quarter 4 report card data and state assessment data. Comprehensive data and explanation for each grade level’s data are in Tables 21–36.
K
14– 15
15– 16
94
93
15– 16
Core
At/Above %
14– 15
15– 16
14– 15
15– 16
35
55
37
65
*54
55
76
*68
35
41
39
22
32
1
84
72
30
42
2
21
7/ 40
26
25
3 4 5 6
45 36 5
14– 15
Report Card Qtr. 4 Writing
STAR Spring
Reading
DIBELS EOY
Analytic
Comp
K-Bm Bk, 1-Week, 2. RL/RI
Program Data Qtr. 4 Reading Application ORF
Reading Skills (RF)
Table 19: Ewa Reading Data End of Year Summary - % Proficient
49
15– 16
SBA ELA
14– 15
15– 16
49 18 19
29 9 21
46 41 33
26 22 31
30 21 32
22 35 36
35 35 37
[16]
[39]
36
35
43
29
43
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Ewa Elementary HIDOE/WASC Self Study Report
Table 20: Ewa Math Data End of Year Summary - % Proficient Stepping Stones Data- Qtr. 4 NBT Check up Performance 66 85 68 35 31 69 63 50 35 41 41
K 1 2 3 4 5 6
• •
• • •
STAR- Spring 14–15 15–16
42 54 55 49 48
*54 *68 39 54 62 59 48
Report Card - Qtr. 4 NBT 80 68 25 65 43 20 10(NS,RP)*
SBA 14–15 15–16 Ewa Ewa
29 26 20 30
32 27 23 30
In grades 4–6 reading and math data there is a correlation between program assessment data, report card grades and SBA results. Grade 1 Reading program data and report card proficiency gap is large with 72% of students proficient in reading application program data, and only 35% proficient on reading report card Math Report Card data from grades 1–2, and 2–3 has a disparity between proficient students. Grade 1 NBT Report card proficiency is 68%, grade 2 25%, then grade 3 65%. Reading data- proficiency total decreases from reading skills to reading application Math report card data- proficiency total decreases as students move up through grade levels
Questions • How do assessments on each grade level align to the rigor of CCSS in relation to report card grades and SBA scores? • What changes should Ewa make to assessments to better understand how all Ewa students from K–6 are achieving in Reading and Math? • What is the correlation of data from DIBELS and Star screeners to CCSS, SBA and report card grades? Kindergarten – Grade 2 Math Math data is accumulated from the core math program assessments. Each grade level determined how proficiency was calculated to identify the number of students proficient each quarter. •
Number of proficient students on check up-skills assessments is greater than number of proficient students on performance tasks.
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Ewa Elementary HIDOE/WASC Self Study Report
Table 21: Math Program Data - Stepping Stones K–2, % of Proficient Students Grade 1
Kindergarten 1.NBT
SY 2015–16 Qtr.
K.CC
1
86%
n/a
2
76%
3 4
K.NBT
K.OA
1.OA
1.G
1.MD
Check up
Perform.
Check up
Perform.
Check up
Perform.
Check up
Perform.
n/a
84%
66%
91%
44%
n/a
n/a
60%
59%
n/a
65%
88%
62%
79%
12%
77%
55%
n/a
n/a
n/a
n/a
66%
n/a
n/a
89%
67%
35%
49%
65%
52%
83%
66%
53%
85%
68%
88%
n/a
92%
n/a
n/a
n/a
Grade 2 SY 2015–16 Qtr.
2.NBT
2.OA
2.G
2.MD
Check up
Perform.
Check up
Perform.
Check up
Perform.
Check up
Perform.
1
73%
30%
53%
47%
n/a
n/a
31%
7%
2
37%
32%
61%
49%
46%
n/a
39%
32%
3
37%
36%
49%
48%
35%
26%
35%
42%
4
35%
31%
40%
31%
24%
44%
46%`
24%
Common Core State Standards K.CC - Kindergarten Counting and Cardinality NBT - Numbers and Operations in Base Ten OA - Operations and Algebraic Thinking G - Geometry MD - Measurement and Data Kindergarten – Grade 2 Reading K–2 DIBELS measures reading foundational skills. It is administered to all K–2 students in the beginning, middle and end of each year. Universal screener data indicates a range growth in the number of students reaching core grade level from the beginning of the school year to the end of the school year. (Table 22a DIBELS) Data shows a wide range in average student growth rate across classrooms. (Table 22b) DIBELS scores indicate a student’s likely need for support to achieve subsequent early literacy goals. Core indicates students are on benchmark at the time and can continue through a Core instructional program. All other students are rated as needing strategic to intensive support to achieve literacy skills.
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Ewa Elementary HIDOE/WASC Self Study Report
Table 22a: Ewa Elementary DIBELS Core Data Grades K–2, % of Students At Core Kindergarten Core Core Growth 17% 27% +10% 19% 23% +4% 27% 37% +10% 32% 65% +33% 18%
SY 2012–13 2013–14 2014–15 2015–16 2016–17
BOY EOY BOY EOY BOY EOY BOY EOY BOY
Grade 1 Core 21% 31% 27% 43% 26% 30% 44% 42% 49%
Grade 2 Core Growth +10% +16% +4% -2%
Core
Core Growth
15% 16% 17% 17% 27% 26% 19% 24% 26%
+1% +0% -1% +5%
Source: University of Oregon DIBELS Data System
•
•
SY 2015–16 Percentage of students at grade level benchmark o Increased in kindergarten (33%) o Decreased in grade 1 (-2%) o Increased in grade 2 (+5%) 3 Year Trend Percentage of students at grade level benchmark o Kindergarten Increasing +4% to +33% o Grade 1 Decreasing +16% to -2% o Grade 2 Minimal Change 0% to 5% Table 22b: DIBELS Median Growth Rate - Classrooms Grades K–2 SY
2013–14
2014–15 2015–16
Kindergarten
Grade 1
Grade 2
Range
40%–94%
43%–72%
31%–54%
Ave. MGP
66%
54%
46%
Range
45%–84%
58%–72%
22%–58%
Ave. MGP
67%
62%
37%
Range
55%–91%
32%–74%
42%–53%
Ave. MGP
77%
58%
47%
Source: University of Oregon DIBELS Data System
Range- Highest Median Growth Percent MGP classroom / Lowest MGP classroom Ave. MGP – Grade level average of all classes. Median Growth Rate is the median growth score of students within a classroom. Students’ growth goals are based upon normative data comparing a typical one-year growth from a student’s baseline score. • Classroom growth percent ranges from a high of 94% to a low of 22%
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Ewa Elementary HIDOE/WASC Self Study Report
Table 23: Ewa Elementary STAR Data - Early Literacy, Grades K–1, % At or Above Kindergarten Readiness SY
2014–15
2015–16
2016–17
Kindergarten
Grade 1
Fall
42%
46%
Winter
74%
64%
Spring
86%
55%
At/Above Growth
+44%
+9%
Fall
34%
42%
Winter
60%
69%
Spring
54%
68%
At/Above Growth
+20%
+26%
Fall
30%
59% Source: Renaissance Learning
Table 24: Ewa Elementary STAR Grade 2, Reading & Math, % At of Above SY
2014–15
2015–16
2016–17
Reading
Math
Fall
*47%
n/a
Winter
65%
50%
Spring
49%
42%
At/Above Growth
n/a
n/a
Fall
36%
34%
Winter
47%
48%
Spring
39%
39%
At/Above Growth
+3%
+5%
Fall
59%
59% Source: Renaissance Learning
Ewa first administered Star Universal Screener SY 2014–15. In SY 2015–16, scores were renormed adjusting the proficiency scale so we are not able to make analyze the data longitudinally. SY 2014–15, grade 2 administered the Early Literacy test in the fall, then changed to the Reading and Math Assessments in the winter.
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Ewa Elementary HIDOE/WASC Self Study Report
Table 25: Reading Program Data- Wonders K–2, % Proficient Kindergarten Letter Sounds
Wonders Qtr.1 Pacing
Qtr. 4 SY 2014–15
CCSS RF.3a & RF.3b
Grade 1 Reading Application End of SY 2014–15
Benchmark Book Lv4
94%
35%
Reading Skills
Reading Foundations (RF)
Grade 2
Reading Application
Reading Skills
Reading Application
Weekly Assessment
Reading Foundations (RF)
Literature (RL)/ Informational Text (RI)
Qtr.1 SY 2015–16
48%
3%
n/a
80%
52%
37%
8% / 6%
Qtr.2
68%
36%
9%
69%
64%
44%
23% / 18%
Qtr.3
81%
73%
22%
84%
60%
27%
9% / 25%
Qtr.4
93%
93%
55%
84%
72%
21%
7% / 40%
Grades 3–6 Math Math meets/exceeds percentages have decreased since 2011 in grades 3–6. (Table 26) Grade 3 significantly decreased (-16%), SY 2012–13 on the HSA test. The following SY grade 6 decreased significantly (-12%) on the Bridge test. SY 2014–15, grades 4–5 decreased significantly on the SBA test. SY 2012–13 and SY 2013–14, grade 3 meets/exceeds scores are lowest percentages in the school. SY 2014–15 SBA strongest claim was Communicating and Reasoning, and the weakest claim was Concepts and Procedures, but proficiency on strongest claim was still low. All SBA targets indicated “similar performance” with no “better” or “worse” than performance. SBA testing uses writing to demonstrate knowledge of all standards, and in SY 2014–15 the greatest change in scores was an increase in the number of Well Below students. Math Program data shows lower proficient percentages on performance task assessments (Table 28).
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Ewa Elementary HIDOE/WASC Self Study Report
Table 26: State Assessments Math Grade 3–6 2011–2012
2012–2013
2013–2014
2014–2015
2015–2016
HSA
HSA
Bridge
SBA
SBA
Meets/Exceeds
55%
39%
32%
29%
32%
Approaches
31%
31%
36%
24%
27%
Well Below
14%
30%
30%
47%
41%
Meets/Exceeds
47%
45%
43%
26%
27%
Approaches
31%
35%
33%
46%
Well Below
22%
19%
24%
28%
29%
Meets/Exceeds
46%
41%
47%
20%
23%
Approaches
33%
29%
30%
31%
32%
Well Below
21%
30%
23%
50%
45%
Meets/Exceeds
43%
50%
38%
30%
30%
Approaches
27%
27%
23%
27%
31%
Well Below
29%
22%
38%
43%
38%
Grade
3
4
5
6
44%
Table 27: Star Math At/Above Growth From Fall to Spring Grades 3–6, % At or Above 2014–15 Grade
2015–16
2016–17
Fall
Winter
Spring
At/Above Growth
Fall
Winter
Spring
At/Above Growth
Fall
3
53%
59%
54%
+1%
56%
65%
54%
-2%
54%
4
48%
61%
55%
+7%
52%
64%
62%
+10%
63%
5
48%
58%
49%
+1%
53%
56%
59%
+6%
62%
6
46%
53%
48%
+2%
48%
52%
48%
0%
49%
Source: Renaissance Learning
•
STAR At/Above percentages are higher than state tests proficiency scores
29
Ewa Elementary HIDOE/WASC Self Study Report
Table 28: Math Stepping Stones Program Data Grades 3–5, Go Math Grade 6, SY 2015–16 Grades 3–5 Stepping Stones - Number and Operations in Base Ten 1
2
3
4
Check up
Perfm
Check up
Perfm
Check up
Perfm
Check up
Perfm
3
15%
30%
n/a
n/a
31%
52%
69%
63%
4
50%
28%
46%
10%
50%
16%
50%
35%
5
37%
37%
58%
71%
61%
55%
41%
41%
Grades 3–5 Stepping Stones - Operations and Algebraic Thinking 1
2
3
4
Check up
Perfm
Check up
Perfm
Check up
Perfm
Check up
Perfm
3
36%
75%
56%
64%
17%
15%
43%
NA
4
40%
26%
48%
10%
20%
n/a
17%
n/a
5
n/a
n/a
34%
29%
52%
45%
n/a
n/a
Grades 3–5 Stepping Stones - Number and Operations-Fractions 1
2
3
4
Check up
Perfm
Check up
Perfm
Check up
Perfm
Check up
Perfm
3
n/a
n/a
47%
9%
n/a
n/a
23%
12%
4
40%
9%
39%
6%
40%%
18%
38%
27%
5
48%
14%
35%
29%
44%
33%
31%
33%
Grades 3–5 Stepping Stones - Measurement and Data 1
2
3
4
Check up
Perfm
Check up
Perfm
Check up
Perfm
Check up
Perfm
3
n/a
12%
n/a
n/a
11%
38%
26%
1%
4
42%
14%
39%
2%
25%
5%
30%
n/a
5
27%
16%
29%
20%
22%
23%
22%
19%
30
Ewa Elementary HIDOE/WASC Self Study Report
Grades 3–5 Stepping Stones - Geometry 1
2
3
4
Check up
Perfm
Check up
Perfm
Check up
Perfm
Check up
Perfm
3
n/a
n/a
n/a
27%
n/a
n/a
n/a
n/a
4
n/a
n/a
33%
1%
n/a
n/a
20%
6%
5
n/a
n/a
32%
27%
49%
n/a
n/a
n/a
Grade 6 Go Math 1 Number System 6
22%
• •
7%
2 Number System
3
Ratio & Expressions Expressions & Proportional & Equations Relationships Equations
4% 0% 14%
6%
8%
2%
19%
7%
4 Geometry 8%
20%
Statistics & Probability 14%
7%
Check up Assessment - program assessment measuring skills associated with specific lesson Perfm./Performance Task - program assessment measuring a more in-depth understanding of concepts
Grades 3–6 Reading Reading meets/exceeds percentages have decreased in grades 3–6 (Table 29). Grade 3 meets/exceeds decreased 10% SY 2013–14 on the Bridge test. All grades decreased significantly on the SY 2014–15 SBA test. SBA English Language Arts strongest claim was Listening and Speaking, and the weakest claim was Reading. There were no consistent targets indicated as “better” or “worse.” STAR screener data shows Fall to Spring growth ranging from -7% to 8% (Table 30). Reading program data shows low percentages of students are proficient based upon program assessments.
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Ewa Elementary HIDOE/WASC Self Study Report
Table 29: State Assessments Reading Grade 3–6
3
4
5
6
2011–12
2012–13
2013–14
2014–15
2015–16
HSA
HSA
Bridge
SBA
SBA
Meets/Exceeds
59%
56%
47%
22%
35%
Approaches
29%
29%
42%
33%
28%
Well Below
12%
14%
10%
45%
41%
Meets/Exceeds
56%
66%
61%
35%
35%
Approaches
27%
26%
19%
24%
15%
Well Below
16%
8%
18%
42%
51%
Meets/Exceeds
62%
54%
59%
36%
37%
Approaches
31%
31%
31%
23%
24%
Well Below
6%
15%
9%
41%
39%
Meets/Exceeds
59%
58%
48%
29%
43%
Approaches
30%
29%
42%
27%
28%
Well Below
11%
13%
10%
44%
29%
Source: Longitudinal Data System
Table 30: Star Reading At/Above Grades 3–6 2014–15
2016–17
2015–16
Fall
Winter
Spring
At/Above Growth
Fall
Winter
Spring
At/Above Growth
Fall
3
37%
38%
45%
+8%
48%
54%
46%
-2%
40%
4
38%
48%
42%
+4%
33%
39%
41%
8%
53%
5
32%
42%
35%
+3%
35%
37%
33%
-2%
36%
6
36%
32%
29%
-7%
34%
37%
36%
+2%
35%
32
Ewa Elementary HIDOE/WASC Self Study Report
Table 31: Wonders Reading Data Grades 3–5, SpringBoard Grade 6, % Proficient Grades 3–5 Wonders Reading Comprehension Qtr.
Analytical
ORF- Rate
1
2
3
4
1
2
3
4
1
2
3
4
3
5%
24%
35%
49%
15%
14%
15%
29%
/
22%
n/a
45%
4
9%
8%
18%
18%
1%
4%
3%
9%
9%
35%
47%
36%
5
20%
21%
32%
19%
15%
20%
32%
21%
23%
3%
n/a
5%
Grade 6 SpringBoard Embedded Assessments Qtr.1 Unit 1 11%
Qtr2 Unit 2
15%
10%
Qtr.3 Unit 3
22%
38%
Qtr.4 Unit 4
30%
16%
39%
Report Card Grades Report Card data review is focused on Reading, Writing and Math Numbers and Base Ten (NBT) grades. For Math, Kindergarten focus is on Counting and Cardinality (CC), and grade 6 is Number System (NS) and Ratio & Proportional Relationships (RP). Majority of students are Developing Proficiency. Table 32: Ewa SY 2015–16 Report Card Grades - Reading, % Meets with Excellence Qtr.
1
2
K
3
Developing Proficiency
Meets Proficiency 4
n/a
Well Below
1
2
3
4
1
2
3
4
2
3
4
42
1 25 NY
3
8
20
55
72
86
64
6
14
3
1
0
0
3
5
36
38
30
30
50
47
50
51
14
14
17
14
2
0
1
1
1
26
21
14
21
46
55
63
62
26
22
21
15
3
1
1
2
1
17
25
24
64
57
57
58
18
17
16
12
4
1
0
1
1
14
16
17
21
77
70
67
64
15
14
16
14
5
0
5
5
5
20
18
26
26
62
58
55
56
15
18
14
13
6
1
2
3
6
26
23
24
29
54
60
59
50
19
15
14
15
25
Source: Longitudinal Data System
•
21% proficient in reading in Qtr.1, and 32% proficient in Qtr. 4
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Ewa Elementary HIDOE/WASC Self Study Report
Table 33: Ewa SY 2015–16 Report Card Grades - Language, % Meets with Excellence Quarter
1
2
3
K.L1
n/a
K.L5
n/a
Developing Proficiency
Meets Proficiency 4
Well Below
1
2
3
4
1
2
3
4
1
2
3
4
0
0
32
73
93
94
64
24
7
6
4
3
27
86
71
12
1
2
n/a
n/a
n/a
1
0
0
0
0
27
38
30
42
64
56
62
48
9
6
8
9
2
2
7
5
12
25
20
32
36
61
67
53
47
11
7
10
5
3
3
13
10
9
43
42
40
45
46
35
40
37
8
10
9
9
4
1
0
3
15
11
27
31
30
80
68
62
52
8
5
4
3
5
5
5
6
8
29
28
38
32
54
58
52
53
12
9
5
6
6
0
0
5
2
20
36
42
63
65
47
47
19
14
12
9
18
Source: Longitudinal Data System
Table 34: Ewa SY 2015–16 Report Card Grades - Writing,% Meets with Excellence 1
2
K
3
Developing Proficiency
Meets Proficiency 4
n/a
Well Below
1
2
3
4
1
2
3
4
2
3
4
21
1 3 NY
0
0
26
76
97
95
70
5
4
3
1
0
0
10
4
35
39
35
37
56
54
48
54
9
7
7
5
2
2
2
1
2
16
16
25
30
75
73
63
61
7
8
10
7
3
1
1
2
2
24
26
25
28
59
63
61
61
16
11
11
9
4
0
0
0
0
6
14
16
21
81
70
70
66
13
16
14
13
5
3
3
5
5
25
25
28
27
58
56
56
58
15
15
11
10
6
0
0
2
1
14
12
22
42
70
65
63
48
16
23
12
9
Source: Longitudinal Data System
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Ewa Elementary HIDOE/WASC Self Study Report
Table 35:Ewa SY 2015–16 Report Card Grades K–5 Math NBT, Grade 6 NS & RP Meets with Excellence 1
2
3
K CC
4
n/a
Meets Proficiency
Developing Proficiency (K-NY)
1
2
3
4
1
2
3
4
1
2
3
4
0
82
93
80
95
15
4
16
5
3
3
4
Well Below
1
0
6
13
1
61
59
53
55
34
31
30
37
2
4
4
7
2
1
2
1
0
47
30
31
24
50
60
58
64
16
8
10
5
3
0
n/a
0
1
30
n/a
54
64
54
n/a
38
28
9
n/a
9
6
4
2
5
5
0
30
29
35
43
59
60
53
44
9
6
7
13
5
5
14
12
5
32
46
49
20
53
39
29
58
25
1
10
17
Grade 6 Report Card Math NS
1
n/a
n/a
n/a
10
n/a
n/a
n/a
63
n/a
n/a
n/a
5
n/a
n/a
n/a
RP
n/a
2
n/a
n/a
n/a
9
n/a
n/a
n/a
60
n/a
n/a
n/a
28
n/a
n/a
Source: Longitudinal Data System
General Learner Outcome Grades Table 36: Students Rated Consistent on GLO #1 and GLO #2 - Qtr. 4 2012–13
2013–14
2014–15
2015–16
K
52
57
42
62
1
40
43
45
26
2
32
47
35
28
3
23
37
36
39
4
50
51
50
45
5
35
41
26
28
6
18
24
38
22
Source: Ewa Frontiers Awards Data
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning GLO #2: Community Contributor - The understanding that it is essential for human beings to work together GLO#1 and GLO #2 ratings are used to awarded students with Ewa School Frontiersman Award. In quarter 4, students with Consistent ratings on GLO #1 Self-Directed Learner and GLO #2 Community Contributor receive the Ewa School Frontiersman Award. Ewa Frontiersman Awards data shows an increase in the number of awards given each quarter, also showing that the number of students sometimes and rarely declines throughout the year and corresponds with the increase in consistently and usually ratings.
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Ewa Elementary HIDOE/WASC Self Study Report
ELL AMAO Table 37: Ewa ELL AMAO - Title III AMAO 1 %
State Target
AMAO 2 %
State Target
2012–12
66/90
73.3%
77%
32/114
28.1%
13%
2012–13
45/72
62.5%
63%
26/104
25%
17%
2013–14
43/64
67.2%
65%
28/88
31.8%
17.5%
2014–15
36/50
72%
67%
22/67
32.8%
18%
Source: State Memo, Office of Curriculum, Instruction and Student Support
World-class Instructional Design and Assessment (WIDA) is administered to English Language Learner students to measure their development of English language. WIDA scores are used to determine if Annual Measurable Achievement Objectives (AMAO) are met. AMAO 1: Students are progressing in English language acquisition. ELL students achieve a minimum of 0.5 overall score gain on the ACCESS for ELL annually. AMAO 2: Students are reaching English language proficiency. Students meet the exit criteria of an overall composite score of 4.8 and a literacy score of 4.2. Ewa Elementary School’s English Language Learners (ELL) population slightly decreased. Ewa Elementary has exceeded the State AMAO 1 and AMAO 2 goals.
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Ewa Elementary HIDOE/WASC Self Study Report
Professional Development Since SY 2013–14, there have been many professional development activities that all Ewa teachers have participated in. Table 38 lists the activities by facilitators: State, Complex or school. Table 39 lists professional development activities that select groups of teachers participated. Table 38: Ewa Staff Development: Schoolwide Participation State
District/ Complex
School
STRIVE HI - Priority Strategies: • Data Teams / Formative Instruction • Induction & Mentoring • Educator Effectiveness System (EES) • Student Learner Outcomes (SLO) • Tripod Survey • Danielson
STRIVE HI - Priority Strategies: • Academic Review Team (ART) • AVID • STEM • CSSS/RTI
Core Programs: • Go Math & SpringBoard - Grade 6 • Stepping Stones & Wonders Reading - Grades K–5
Understanding the Common Core State Standards Structure: • Text Complexity • Progressions in Learning
Standards in Mathematical Practices (SMP)
Renaissance Learning Place- STAR Universal Screener and STAR Progress Monitor
Electronic Comprehensive Student Support Services (eCSSS)
Visible Learning
Hawaii State Assessments: • Science • Interim/Summative • Alternate Assessment
Data Teams/ Formative Instruction
Response to Intervention (RTI), Universal Screener (STAR) Technology - Use and Integration
Table 39: Ewa Staff Development: Select Department/ Teachers Participation Select Department/ Teachers
Professional Development
Select teachers representing a range of grade levels
Response To Intervention, Diana Browning Wright (DBW)
All grades 3–6 teachers, select teachers K–2
AVID
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Ewa Elementary HIDOE/WASC Self Study Report
ELL teachers
English Language Learners (ELL) Language Skills
Special Education teachers
Assistive Technology Training (SPED), Autism Spectrum Disorder: (ASD) Programming, (ASD) Behavior Training, Orton-Gillingham, Crisis Prevention Intervention – Initial Refresher (SPED)
Counselors
American School Counselor Association (ASCA), Social Communication, Emotional Regulation and Transactional Supports (SCERTS) Training
All teachers at Ewa, including classroom, support, Special Education, Student Services Coordinators (SSC), counselors, and resource teachers are involved with PD activities at the school. Wednesdays early release of students allow for weekly scheduled schoolwide faculty meetings to support professional development. In addition to Wednesdays, each grade level also meets one day a week for Standing Meetings that bring their grade level team together to address items specific to their needs. Professional Learning Team (PLT) meetings are scheduled for grade level teams about every 8 school days. Grade Level Support Teachers (GLS), one for each grade level, facilitate PLT meetings and support teachers with curriculum, instruction and assessment. Independently, many teachers have been taking courses offered through the State’s Professional Development Experiences that Educate and Empower (PDE3) for the purposes of maintaining their status of Highly Qualified Teacher (HQT) under the Hawaii Teacher Standards Board.
PRIORITY STRATEGIES Common Core State Standards (CCSS) SY 2016–17 is Ewa’s third year of implementing the state recommended common core programs in ELA and math. Ewa’s first 2 years focused on teaching of the core curriculum programs. SY 2016–17, faculty Professional Development (PD) is focused on embedding the curriculum in the math and reading workshop model, and Standards of Mathematical Practices (SMP). The WASC Focus on Learning Self Study process is helping to refine curriculum, instruction and assessment practices based on student achievement data. Comprehensive Student Support System (CSSS)/Response to Intervention (RTI) Ewa Elementary is developing a Multi-Tier System of Support (MTSS). Based on student achievement data, students are assigned to a Tier. There are 3 different tiers that the students can be assigned to. Tier 1 is where all students receive grade level instruction. Tier 2 is for students who do not make adequate progress in Tier 1 and need more targeted instruction that match their needs. Tier 3 is for students who do not make adequate progress in Tier 2 and need more intensive interventions. Teachers have also begun using progress monitoring tools, relevant to their grade level, to monitor student progress within and between academic tiers. Ewa has a school-wide intervention block called Kaizen, Continuous Improvement. The instructional focus is math operations. Teachers use data to Tier students to meet their academic needs in reading
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Ewa Elementary HIDOE/WASC Self Study Report
and/or math. Through the Diana Browning Wright initiative, Tier 1 behavior supports have been identified and implemented. Ewa has School-Wide Behavior Expectations. In addition, Teachers use the Brief Externalizing and Internalizing Screener for Youth (BEISY) as a schoolwide behavior Universal Screener. This screener identified Tier 2 students that exhibit externalizing and internalizing behaviors. Data Teams/ Formative Instruction All grade levels are implementing the data teams process. SY 2016–17, data teams focus on math operational situations. To increase responsiveness to student needs, grade level data team meetings are regularly scheduled. Some data team leaders have gone through two trainings with Tremain Nelson. Many grade levels are also using formative instruction as a strategy within the data teams process. In SY 2016–17, all grade levels will continue to go through the data teams process however Math will be our common focus. Educator Effectiveness System (EES) With the differentiated process for EES this year, administrators have been able to work with 82 teachers to ensure each receive the support needed to be effective teachers. The 13 teachers in the Enhanced category and the 3 teachers in the Standard category have addressed their Student Learning Objective (SLO)/ School or System Improvement Objective (SSIO), Danielson Observations, Core Professionalism, and Individual Professional Development Plan (IPDP) components. Majority of teachers (66) are part of the Streamlined category and have addressed their IPDP’s. No teachers were required to complete a Principal Directed Professional Development Plan (PDPDP). Our Complex Area EES Education Officer has also provided additional support, being available for individual teacher consultation as well as faculty presentations including the Tripod Survey results. There is a need to examine the Student Growth Percentile component to determine areas of strengths and needs. Induction & Mentoring All beginning teachers in their first three years of teaching are assigned a mentor prior to the start of the school year. All mentors participate in professional learning opportunities during the school year through the NTC Professional Learning Series Trainings and Mentor Forums to advance their skills, abilities, and knowledge as mentors. Mentors meet regularly throughout the year with their respective mentees to provide on-going, differentiated support focusing on improving instruction and student learning. Science - Technology - Engineering - Math (STEM) All grade levels address the HCPS III Science Standards. Some teachers are working on STEM projects (Challenger Center, U.S.S. Missouri - Robotics, Pacific Aviation Museum Pearl Harbor Barnstorming Tour, Aquaponics, SeaPerch). A new Science Teacher position was created to support Grades 2–4 with additional lessons and support, and focus on the Scientific Inquiry process. Grade 4 Hawaii State Assessment (HSA) Science data and schoolwide Scientific Process report card data was shared at an admin meeting. Additionally, we hold an annual school-wide Science Carnival.
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Ewa Elementary HIDOE/WASC Self Study Report
AVID All teachers in grades 3–6 have been trained by a certified AVID trainer and are implementing the AVID strategies in each classroom. An AVID Site Team has been established (one teacher from each AVID grade level) and has been meeting quarterly to set goals for the school’s AVID implementation as well as to disaggregate AVID assessment data. AVID trained teachers in grades 3–6 have been submitting Pre and Mid Assessment data to the school site coordinator and district AVID resource teacher. The teachers will continue to progress monitor and assess their students and turn in their Post Assessment data by April 22, 2016. The school’s site coordinator has been collecting AVID evidence for the school’s certification and will present the evidence to the complex for recommendation for certification in the fourth quarter. The student proficiency percent in AVID for SY 2015–16 is 60%, however the targeted proficiency percent for SY 2016– 17 will be 65%.
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Ewa Elementary HIDOE/WASC Self Study Report
PERCEPTION DATA School Quality Survey Table 40: Ewa School Quality Survey - Percent of Positive Responses Spring 2013 to Spring 2015 Teachers Dimensions
School
State
Parents School
Students State
School
State
2013
97.9%
98.9%
95.5%
94.0%
89.3%
90.7%
2014
94.7%
95.3%
88.6%
87.2%
85.0%
89.5%
2013
98.5%
94.4%
92.8%
92.1%
85.3%
83.8%
2014
94.2%
87.2%
85.7%
85.3%
82.4%
82.3%
2013
98.7%
96.3%
2014
96.2%
89.6%
2013
92.3%
91.3%
90.5%
86.7%
89.1%
90.3%
2014
82.4%
80.6%
77.4%
78.3%
88.4%
89.5%
2013
96.2%
95.5%
95.5%
94.2%
2014
91.2%
89.0%
87.2%
87.4%
2013
95.9%
95.4%
95.5%
92.0%
88.3%
89.7%
2014
91.8%
86.0%
79.5%
83.0%
84.3%
88.4%
Involvement
2014
89.9%
88.5%
86.6%
87.7%
82.3%
81.8%
Involve/Engage
2015
78.9%
2013
100%
92.8%
90.0%
93.3%
88.1%
87.0%
2014
82.7%
80.1%
86.1%
85.5%
83.7%
86.2%
2015
75.6%
69.7%
77.9%
83.1%
87.2%
88.6%
2013
98.9%
94.7%
93.1%
92.2%
84.9%
83.6%
2014
95.4%
87.8%
87.8%
86.2%
83.2%
82.3%
91.4%
82.6%
81.2%
86.6%
75.2%
77.1%
87.9%
80.3%
88.5%
91.9%
75.9%
78.7%
2014
89.9%
88.8%
25.3%
30.1%
96.0%
92.1%
2015
79.7%
87.4%
18.9%
34.6%
84.4%
84.9%
Standards-Based learning Quality Student Support Professionalism & System Capacity Coordinated Team Work Responsiveness of the System Focused & Sustained Action
Satisfaction
Student Safety & Well Being Safety
There are no parent items for this dimension.
85.7%
There are no student items for this dimension.
There are no student items for this dimension.
80.1%
2015 Well Being Survey Return Rate
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Ewa Elementary HIDOE/WASC Self Study Report
The School Quality Survey (SQS), administered yearly to teachers, parents and students. Participants are asked to rate Ewa Elementary performance in different dimensions. Overall, teachers, parents and students report positive perceptions of our school performance. Ewa Elementary percentages are similar to state percentages. In Spring 2015 SQS, dimensions were changed, and only grades 4–5 students were surveyed. •
•
• •
Spring Satisfaction of Teachers declined more than 17%. In the Satisfaction dimension, 42% of teachers responses were unfavorable to the statement, “I am satisfied with how well my students are achieving the standards.” In Spring 2014, Standards Based Learning Student Surveys, the least favorable responses were to “I am able to show what I have learned in different ways,” and “My teacher helps me figure out the answer to difficult problems.” In Involvement dimension Student Surveys, the least favorable response was to “Someone in my family attends school events and meetings (such as open house and parent night). Spring 2015, the least favorable response was in Safety dimension to “I feel safe from the mean kids at my school.” Spring 2014 parent survey, the least rated response was to “The school has enough resources such as money, equipment and staff.”
Tripod Survey One part of the Educator Effectiveness Survey related to the evaluation of teacher practice is the student survey, also known as the Tripod student survey. All students in grades 3–6 are eligible to take the Tripod student surveys. Tripod Survey measures student perceptions in the following areas: • • • •
Teaching Effectiveness: Measures tied to each teacher are quality assured and benchmarked statewide. Student Engagement: Data concerning effort and motivation indicate for each classroom how students judge their own attitudes, behavior, and effort. Student Satisfaction: Data indicate whether each classroom, building and district is a place where students feel safe, welcome and satisfied with their progress. Whole-school Climate: Data from individual classrooms can be aggregated up to measures of whole school climate. In addition, surveys include questions that pertain to the school as a whole.
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Ewa Elementary HIDOE/WASC Self Study Report
Table 41: Ewa Student Tripod Survey Elementary (Grades 3–6) Fall 2013
Spring 2014
Fall 2014
7Cs
70%
70%
70%
Care
84%
82%
83%
Challenge
78%
78%
77%
Control
41%
42%
40%
Clarify
82%
82%
82%
Captivate
67%
63%
66%
Confer
65%
66%
69%
Consolidate
72%
73%
74%
Effective Teaching Category
Source: The Tripod Project School Report
Ewa Elementary Tripod favorable 7C results are at 70%. The lowest category is Control, which is also the lowest category for both complex and state at 40%. When analyzing the Tripod Survey results we considered that wording for some questions might not be clear to all students. This was determined by student responses on some questions that seemed to contradict others, and the pattern existed statewide. Questions posed to students in Control category are being revised by the state to provide better clarity in this category.
RESOURCES AND MANAGEMENT School Finances Ewa Elementary School receives Weighted Student Formula (WSF) funds and General Funded Categorical Program funds from the Hawaii State Department of Education (DOE). The WSF funding was part of Act 51 of the 2004 Hawaii State Legislative session. The WSF is a fair and equitable way to distribute funds for school budgets. A baseline amount per student is set, with additional funding ("weights") aligned with different student needs and characteristics. Funding follows students to the schools they attend, equalizing opportunities at the student level. The WSF equitably distributes operating budgets to schools based upon the number of students they serve and the needs and characteristics of those students. Estimates of the WSF are made throughout the year to incorporate the latest numbers for enrollment and allocations. These reports are provided to schools so they may produce their financial plans for the coming school year; the Financial Plan guides school-level spending on staff, programs, resources and more.
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Ewa Elementary HIDOE/WASC Self Study Report
How WSF works: • •
A specific dollar amount is allocated to educate each student enrolled. Additional money is given to educate students with identified characteristics that impact their learning and achievement. These include, among others: o Gifted & Talented o Economic Disadvantage o Limited English Proficiency o Transiency Table 42: Ewa Fiscal Accountability State General Funds School Salaried Payroll
Allocation Excluding School Salaried Payroll
Expended
Carryover
2012–12
$4,802,355
$543,529
$477,407
$66,122
2012–13
$4,974,011
$402,129
$344,211
$57,918
2013–14
$5,412,306
$508,876
$477,958
$30,918
SY
Source: Ewa Elementary Trend Report 2014
Based on dollars available under the WSF, each school principal working in tandem with the School Community Council produces an annual Financial Plan to fund the school’s Academic Plan and basic operations. In the past, it was difficult for principals to make educational decisions when they did not know how much money they would receive. Through direct school funding, principals now decide how to spend a substantial portion of the Department's operating budget. This enables principals to plan and operate their school to best meet the educational needs of their students. General Funded Categorical Programs are created for specific programs and is allocated separately from WSF funds and can be used based on the allocation guidelines specific to the allocation funding and not for other purposes. We also receive Federal Funds that are allocated to specific programs and follows similar guidelines as General Funded Categorical Programs. Based on the percentage of students receiving free or reduced lunch, Ewa Elementary School qualifies for Title I funds which are used to purchase additional classroom teacher positions, substitute teachers for professional development opportunities, funds to support parent nights and our summer program.
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Ewa Elementary HIDOE/WASC Self Study Report
School Facilities Table 43: Adequacy of School Space Ewa Facilities Administration Library Cafeteria Classrooms
SY 2012–13 107% 97% 72% 80%
SY 2013–14 107% 97% 71% 79%
SY 2014–15 107% 97% 71% 79%
Source: School Status and Improvement Report
School population is placed into size categories and is used in formulas to determine State standards for space. Ewa Elementary classrooms, cafeteria and library spaces are marginal based on our enrollment. In October 2016, a new 8 - classroom building, with computer lab, faculty center and conference room was completed. The new addition of classrooms was quickly utilized to increase the number of classes on some grade levels, and decrease the number of students in some classes.
45
Ewa Elementary HIDOE/WASC Self Study Report
46
Ewa Elementary HIDOE/WASC Self Study Report
CHAPTER II PROGRESS REPORT
47
Ewa Elementary HIDOE/WASC Self Study Report
CHAPTER II: PROGRESS REPORT Summarize progress on each section of the current Academic Plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits.
______________________________________________________________________________ Ewa Elementary School’s SY 2015–16 Academic Plan was finalized April 2015. Ewa Elementary School leadership team - administrators and Grade Level Support (GLS) teachers collaborated and reflected on the DOE priority strategies to define desired outcomes and enabling activities. The Academic Plan was shared with the faculty prior to the start of SY 2015–16. For SY 2016–17 Academic Plan, having drafted Chapter I of Ewa FOL Self-Study Report, Ewa leadership team utilized Chapter I to collect, organize, review and analyze student demographic and achievement data. Data findings helped to determine strengths, challenges and student learner needs. Focusing on select learner needs guided the selection of enabling activities. The process we used to complete the Academic Plan also aligned with Ewa Comprehensive Needs Assessment (CNA). Goal 1, Strategy 1: Common Core State Standards. Desired Outcome: Decrease the Achievement Gap ENABLING ACTIVITY: Continue to provide professional development in the Standards of Mathematical Practices (SMP) during Math Workshop Model. PROGRESS: • Professional Development is ongoing in Grade Level/Professional Learning team meetings. With Stepping Stones/ GoMath new curriculum, professional development in math is focused on the curriculum components and math data. • SY 2016–17 all teachers participated in professional development for Math workshop and SMP, Grade Level Support teachers lead Observational Walkthroughs
ENABLING ACTIVITY: Coordinate and provide regularly scheduled Grade Level Professional Learning Team (GL PLT/Faculty wide meetings) for Common Core Standards: English Language Arts - Reading Wonders (Grades K–5), SpringBoard (Grade 6), Opinion/Argumentative Writing and Mathematics – Stepping Stones (Grades K–5), Go Math (Grade 6). PROGRESS: • Grade Level Professional Learning Team meetings are regularly scheduled and focus is on CCSS/Core Programs. • Complex Area Walkthroughs provide feedback to teachers’ implementation of core programs.
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Ewa Elementary HIDOE/WASC Self Study Report
Goal 1, Strategy 2: Comprehensive Student Supports Desired Outcome: Decrease the Achievement Gap ENABLING ACTIVITY: Provide professional development and support to teachers on CSSS school-wide systems to support student learning (academic/behavior RTI). PROGRESS: • Ewa School is participating in Diana Browning Wright - Response to Intervention. The 3year cohort will support Ewa in developing behavior supports. • SY 2015–16, the focus was on Tier 1. Schoolwide behavior expectations were revisited and refined. Year 2 will focus on Tier 2, and year 3 on Tier 3. • SY 2016–17, Multi-Tiered Level of Support (MTS) is initiated at Ewa. ENABLING ACTIVITY: Provide professional development and support to teachers on the Universal Screening tool (reports, planning tools, resources) PROGRESS: • Professional development was provided to all teachers in using STAR progress monitoring components. In PLT, grades K–2 review DIBELS progress monitoring tools. • Schoolwide data team process training was provided to all teachers with district support. Grade levels include their Universal Screening data in the data team process. ENABLING ACTIVITY: Ewa Elementary AVID trained teachers in Grades 3–6 will integrate AVID strategies and maintain certification by rating Level 1 or higher in the four Essentials. PROGRESS: • All teachers in grades 3–6 have been trained by a certified AVID trainer and are implementing the AVID strategies in each classroom. • An AVID Site Team has been established (one teacher from each AVID grade level) and has been meeting quarterly to set goals for the school’s AVID implementation as well as to disaggregate AVID assessment data. • Student proficiency percent in AVID for SY 2015–16 is 60% • Targeted proficiency percent for SY 2016–17 will be 65%. ENABLING ACTIVITY: Provide Support and Professional Development for teachers to understand the Scientific Inquiry Process. PROGRESS: • A new Science Teacher position was created SY 2015–16. Grades 2–4 receive additional lessons and support, focusing on the scientific Inquiry process. • Schoolwide review of state science data was held at a faculty meeting, with focus on the scientific inquiry process for all grades. • Grades 4–5 Professional Learning teams meet to align their lessons and implementation of the scientific inquiry process.
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Ewa Elementary HIDOE/WASC Self Study Report
Goal 1, Strategy 3: Formative Instruction/Data Team Process Desired Outcome: Decrease the Achievement Gap ENABLING ACTIVITY: Continue to provide support and professional development to teachers in Data Teams process. PROGRESS: • Data team training was provided to all teachers with the support of district teachers. • All grade levels are now regularly participating in the data team process. Goal 1, Optional Additional Strategy: Summer Program ENABLING ACTIVITY: Ewa Summer Program will provide all participating students in Grades K–6 Reading, Writing and Math CCSS learning opportunities that integrate Enrichment Learning Activities connected to Fine Arts, Science, Physical Education, Music and Culinary Arts. PROGRESS: • Ewa will continue with its annual Summer Program Goal 2, Strategy 4: Educator Effectiveness Systems Desired Outcome: Based on the STRIVE HI Index perform at or above the State average associated with a Continuous Improvement rating. ENABLING ACTIVITY: Provide professional development to teachers in the components of EES (overview/changes of EES SY 2015–16) PROGRESS: • Our Complex Area EES EO has also provided additional support, being available for individual teacher consultation as well as faculty presentations including the Tripod Survey results. ENABLING ACTIVITY: Monitor that all teachers will be evaluated with administrator feedback on EES components. PROGRESS: • 13 teachers in the Enhanced category and the 3 teachers in the Standard category have addressed their SLO/SSIO’s, Danielson Observations, Core Professionalism, and IPDP components. • Majority of teachers (66) are part of the streamlined category and have addressed their IPDP’s.
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Ewa Elementary HIDOE/WASC Self Study Report
Goal 2, Strategy 5: Induction and Mentoring Desired Outcome: Every student taught by a highly effective teacher ENABLING ACTIVITY: Continue to provide support and professional development to all beginning teachers and Year One teachers. PROGRESS: • •
•
All beginning teachers in their first 3 years of teaching are assigned a mentor prior to the start of the school year. All mentors participate in professional learning opportunities during the school year through the NTC Professional Learning Series Trainings and Mentor Forums to advance their skills, abilities, and knowledge as mentors. Mentors meet regularly throughout the year with their respective mentees to provide on-going, differentiated support focusing on improving instruction and student learning.
Goal 3, Optional Strategy: Parental Involvement ENABLING ACTIVITY: Provide schoolwide activities that include parents such as Open House, Parent Teacher Conferences, and Student Showcase. Provide grade level activities that include parents: Grade Level Parent Night meetings. PROGRESS: Ewa continues to provide all the activities in the enabling activity. Summary/Conclusions regarding the examination of progress on Academic Plan implementation. As we reflect on progress of our Academic and Financial Plan, a realization is more of our enabling activities need to be measurable to determine effectiveness and impact on student achievement. The FOL process is having a great impact on Ewa’s Academic & Financial Plan. Our expectation is that through the FOL process- thorough data analysis, inclusion of all stakeholders and prioritizing areas of need, our revised Academic and Financial plan will guide our decision making to develop a plan that targets improved student learning.
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Chapter III Student /Community Profile Overall Summary from Analysis of Profile Data And Progress
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Chapter III: Student /Community Profile - Overall Summary from Analysis of Profile Data and Progress Provide an overall summary from the analysis of the profile data: • • •
Based on past progress and current data, explain the implications of the data with respect to student performance Select two to three student learning needs based on the data, noting the correlated General Learner Outcomes List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study.
Summary of Profile Data Ewa Elementary School’s demographic data profiles a challenged, changing community. Ewa Elementary is now the third largest elementary school in the state. • • • • • •
1,100 students 55%–60% of Ewa students receive federal support through free-reduced lunch, and make up the largest subgroup at Ewa- Disadvantaged. 45% of Ewa students are Filipino, and the next largest ethnic group is Part-Hawaiian at 24%, making up majority of the Asian/Pacific Islander subgroup. 30% of households in Ewa are led by a single parent or grandparent. 41% of households speak a language other than English. 21% are college graduates.
Economics, language and education background are challenges to consider in supporting our students. To support our students, Ewa Elementary School provides after school and summer programs especially for disadvantaged and ELL students. Although many opportunities are provided to parents to support student learning, parent attendance is low. Ewa Elementary has 85 certified staff members. SY 2015–16, 56% of Ewa teachers have been teaching less than 10 years. Summary of Progress Data This is Ewa’s third year in implementing the state recommended English Language Arts programs, Math programs, and a Universal Screener; and second year of SBA state assessments. Teachers being more familiar with the curriculum programs in their second year, and having a common curriculum within a grade level, and common programs across grade levels may have contributed to the 6% increase in reading and 3% increase in Math SBA scores SY 2015-16. • Strive HI- Continuous Improvement School • Overall, number of students in Tier 1/proficient in reading and math is the smallest Tier, lower than Tier 2 and Tier 3 • SBA SY 2015–16 proficiency increased 6% in reading and 3% in math • Science Proficiency increased the last 3 years from 27% in SY 2102–13 to 47% in SY 2015–16, from SY 2014–15 to 2015–16 there was a 3% decrease • Proficiency of Disadvantaged population in reading, math and science is 6%–8% lower 54
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than the schoolwide proficiency percentages. Proficiency total of Special Education population is 6% for reading and math, and 20% for science.
Student Learning Needs: Analyzing student achievement data, we identified that there are gaps in students’ proficiency in skill level assessments compared to application assessments, implying a need to look at instruction of the more rigorous application standards. There are wide gaps in some report card proficiency percentages across grade levels, and Ewa SBA proficiency percentages are comparatively about 20% below the state. The data could imply a misalignment of learning targets and assessments across grade levels. To start a schoolwide effort to address student learner needs, we see a need to align curriculum, instruction and assessments that correlate to the more rigorous Common Core State Standards, and to establish clearer targets for instruction and students learning. GLO 3: Complex Thinker was selected as a need to be developed for students to demonstrate the application standards. These rigorous application standards were selected: English Language Arts Reading - All students need to read and comprehend complex literary and informational text to the rigor of their grade level standards. (K–6 RI.RL) Writing - All students need to develop as writers for a variety of purposes including text types, (K–6.W.1–3) production and distribution of writing, (K–2.W.5–6) (3–6.W.4–6), research to build and present knowledge, (K–3.W7–8) (4–6.W7–9) and range of writing. (3–6.W.10) Math All students need to make sense of problems and persevere in solving them. (Math.SMP.1) GLO GLO 3: Complex Thinker - The ability to demonstrate critical thinking and problem solving Important Questions: • • • • •
What schoolwide processes should Ewa establish in collecting data that can be used as an effective indicator of students’ progress in CCSS and SBA for all students K–6? How do we correlate our assessments in tracking students’ progress towards rigorous achievement of CCSS? How and to what degree are curricular and instructional decisions influenced by assessment data? How can we improve consistency and rigor in teaching and assessing reading and math standards? How do we ensure that differentiation impacts students’ progress towards CCSS?
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Chapter IV Self-Study Findings
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Category A: Organization Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, Resources
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Category A. Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, And Resources A1. Vision, Mission, and General Learner Outcomes Criterion The school has a clearly stated vision and mission (purpose) based on student needs, current educational research, and the belief that all students can achieve at high academic levels. Guided by the State Strategic Plan and supported by tri-level leadership (state, complex area, school), the school’s purpose is defined further by academic standards, General Learner Outcomes (GLO), and the school’s Academic Plan. Vision, Mission, General Learner Outcomes, Profile, Academic Plan A1.1. Indicator: The school has established a clear, coherent vision and mission of what students should know and be able to do; the school’s Academic Plan is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn. A1.1. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and Academic Plan has been impacted by pertinent student/community profile data, identified global competencies, and current educational research. Findings
Ewa’s vision, mission and Academic and Financial Plan are highly impacted by pertinent student/community profile, global competencies (General Learner Outcomes), and current educational research. From the initial report and initial visit, Ewa became aware that its vision and mission statement needed to change. The past vision and mission was not widely known by most faculty and staff, and when and how it was developed was also not known. In 2003, our current principal started “The Ewa Way” Guiding Principles, expected practices and beliefs at Ewa Elementary School. The values of “The Ewa Way” are rooted in community traditions of Ewa’s “Plantation Days” where everyone “takes care” of each other. The culture of the Plantation Days embraced the sense of family/community, teamwork, responsibility to each other, and hard work. The Guiding Principles are the foundation of Ewa’s School culture. “The Ewa Way” Guiding Principles are listed in Chapter I, pages 8–9. When Ewa began the FOL Self Study process, one of our realizations was that the faculty and staff were using The Guiding Principles in the same way a vision and mission would guide a community. It was decided that “The Guiding Principles” would be our foundation and starting point for building up a vision and mission that would serve
Supporting Evidence
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Academic Plan
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Ewa FOL Chapter 1, (Vision, Mission and General Learner Outcomes)
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Academic Review Team (ART) meeting minutes
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Power point PC Day Build up V & M
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Ewa Guiding Principles aligned to Ewa practices
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SSIR SY 2014–15
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SSIR SY 2015–16
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DBW evidence
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our entire community. SY 2015–16, faculty and staff reviewed the past vision and mission and “The Ewa Way- Guiding Principles.” Teachers correlated Guiding Principles with activities and events at Ewa, finding many examples of how the Guiding Principles are demonstrated at Ewa Elementary. Teachers aligned Guiding Principles to GLO/Global Competencies, teaching and learning processes, and behavior expectations that exemplify current educational research. At the end of SY 2015–16, a few Guiding Principles that were strongly exemplified by the faculty and staff were selected to replace Ewa’s Vision and Mission. Ewa Elementary Vision & Mission revised SY 2015–16 The Ewa Way is: • Kina‘ole - doing the right thing, in the right way, at the right time, in the right place, to the right person, for the right reason with the right feeling, the first time. • Kaizen - Continuous Improvement Kina‘ole a Hawaiian word, and Kaizen a Japanese word, are a reflection of our community ethnicities. We are considering adding Komunidad/Community, a Filipino/Spanish word into our Vision. Ewa’s vision and mission is continuing to develop in SY 2016–17: • Vision building statement is shared with all stakeholders o Open House and Ewa Parent Night Meetings • Faculty, staff, and students are inspired and guided by Kina‘ole and Kaizen o Kina‘ole Note - Recognition of students, faculty and staff demonstrating this principle is a continuous practice and celebrated school wide weekly. o Kaizen - Ewa is implementing a Kaizen block of time designated to Response to Intervention process and continuous improvement of student achievement for all students. • In Qtr. 4, following Ewa’s WASC team visit, Ewa stakeholders will review our self study and visiting team recommendations to further develop and complete Ewa’s Vision and Mission statements. Parent and community members will be involved through meetings. Our goal is to complete statements by the start of SY 2017–18.
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The FOL Self Study process and Title I Alignment guides us in mapping our Academic and Financial Plan. In SY 2015– 16, we used our FOL Self Study Chapter I data analysis to update Ewa’s progress in Common Core State Standards, Comprehensive Student Support Systems, Data Teams/Formative Instruction, Science/Technology, and AVID. Selecting enabling activities in the Academic Plan were based upon pertinent student/community profile data, identified global competencies, and current educational research. Based upon our demographic data indicating 55% of our students are disadvantaged, and our achievement data indicating the large number of students well below proficiency, Ewa’s Academic Plan includes enabling activities that focus on developing our Student Support System. An example of how our community profile data impacts our enabling activity is the implementation of AVID within our school as only 21.6% of the Campbell Complex parents are college graduates. AVID strategies practiced in the elementary school provides a foundation for successful study skills to better prepare students for success in post-high educational endeavors. An example of how we are using current educational research to address our endeavor to foster Kina‘ole and positive behaviors is participating in Diana Browning Wright professional development to refine its academic and behavior supports, and increasing the frequency and effectiveness of data teams to support student achievement. The FOL process facilitated a more comprehensive gathering of data that greatly impacted Ewa’s vision. Mission and Academic Financial Plan. Ewa Elementary has improved the degree that the analysis and multiple sources of data are incorporated into developing, implementing, and monitoring the Academic Plan, yet can further develop and refine its student achievement data sources. Development/Refinement of Vision, Mission, General Learner Outcomes, and Academic Plan A1.2. Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission, General Learner Outcomes, and Academic Plan are effective.
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A1.2. Prompt: Evaluate the effectiveness of the processes that ensure involvement of the entire school community. Findings
When it comes to ensuring the involvement of the entire school community in the vision and mission, our school is effective, although we are still working through the process. As mentioned in A1.1, the faculty and staff were involved in the shaping of a new vision and mission. Faculty and Staff were involved in the following ways: • Review and survey of the past mission and statements • Correlated Guiding Principles with activities and events at Ewa, finding many examples of how the Guiding Principles are demonstrated at Ewa Elementary • Aligned Guiding Principles to GLO/ Global Competencies, teaching and learning processes, and behavior expectations that exemplify current educational research. • Caught Ya note was transitioned to Kina‘ole note • RTI block was transitioned to Kaizen block Parents/School Community were involved in the following ways: • Sharing of the vision mission statement through grade level Parent Nights • Parents were given an opportunity to provide feedback through Parent Night Evaluations • Sharing of the vision mission statement through the school’s Parent Bulletins Students demonstrate their understanding of the vision and mission through: • Kina‘ole Note • Kaizen block To complete our Academic Financial Plan, leadership team utilized Focus on Learning self-study report and Title I Alignment process, and Academic Review Team: 6 Priority Strategies. Through this process the following documents are in alignment; (1) WASC Self-Study Chapter I (2) Academic Plan (3) Fiscal Requirement Form (FRF) which includes guiding questions to ensure purchases are allowable, reasonable, and aligned to Chapter I and Academic Plan. Our organizational structure of the leadership team comprised
Supporting Evidence
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Ewa FOL Chapter I
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GLS meeting minutes
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Grade Level PLC/PD Group Memory with Plus/Delta
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Faculty meeting minutes with Plus/Delta
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Faculty meeting 10/14/15
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Vision and Mission Power Point was presented to start discussion on revisiting our Vision and Mission Statement
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Faculty meeting 1/6/16 Vision and Mission revisited
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Faculty meeting 3/2/16
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Presentation on how to build our Vision and Mission
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Faculty Meeting Comments on the Vision and Mission Process
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Open House Video
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Parent Night Video and Power Point
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Student Panel SY 2015–16
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Title 1 Alignment Guide
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of Grade Level Support teachers (GLS) representing teachers and faculty groups supports inclusion. GLS teachers are the collaboration links to faculty and staff. For example, during weekly GLS Standing Meetings, grade level suggestions and concerns are addressed and documented in the GLS Group Memory. Through Open House and Parent Night presentations our Parent/Community groups our Academic Plan is shared and feedback is gathered through Parent evaluations.
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Comprehensive Needs Assessment (CNA)
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Academic Plan
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Financial Plan
Moving forward, our goal is to finalize a Vision and Mission with all of our stakeholder groups; faculty, staff, community members, and students. Understanding of Vision, Mission, General Learner Outcomes, and Academic Plan A1.3. Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the school’s vision, mission, General Learner Outcomes, and the Academic Plan. A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, General Learner Outcomes, and the Academic Plan. Findings
Ewa is effective when it comes to ensuring that students, parents, and other members of the school’s community understand and are committed to the school’s vision and mission. • Our school has shared the vision and mission at grade level parent nights and through parent bulletins. Parent evaluations passed out at grade level parent nights afford parents the opportunity to give feedback. • Parents of each grade level are given multiple opportunities to attend parent nights that are geared to helping their child/children improve. Students, parents, and other members of the school’s community demonstrate their understanding and commitment of the school’s vision and mission by: • Parent night attendance • Students are caught doing good deeds for the Kina‘ole Award • Students are striving for continuous improvement through goal setting and the Kaizen block
Supporting Evidence
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Academic & Financial Plan
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School-Parent Compact
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Open House Video
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Parent Night Power Point
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Parent Bulletins
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Mid-Quarter Progress Report (which include GLO Ratings)
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Standards-Based Report Card
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Parent Night evaluations
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Open House attendance
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school’s community understand and are committed to the General Learner Outcomes. • General Learner Outcomes are shared with parents and the school’s community through parent bulletins sent home at the beginning of the school year. • Teachers review the GLO and explain the marks that their students have earned during parent-teacher conferences • School counselors give presentations to students about The Ewa Way School-Wide Behavior Expectations, which extracts values from GLO.
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Frontiersman’s Award data
Students, parents, and other members of the school’s community demonstrate their understanding and commitment of the GLO by: • Meeting the criteria to earn a Frontiersmen Awards (students who demonstrate long-term positive behaviors as measured through GLO 1 and GLO 2) • Following of schools rules and expectations • Attending parent-teacher conferences and reinforcing GLO outside of school There are many ways Ewa ensures commitment to our Academic Plan. The Academic Plan is shared at Open House, via video and presentation by our Admin. This information is also shared at grade level parent nights. Parent evaluations passed out at grade level parent nights afford parents the opportunity to give feedback. Commitment to the school’s vision, mission, General Learner Outcomes, and the Academic Plan is also demonstrated by the signing of the School-Parent Compact Form at the beginning of the school year. Parents also demonstrate commitment by attending parent nights and school functions. There is strong commitment by Ewa School to our vision and mission, GLO and Academic Financial Plan. Regular Review and Revision A1.4. Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic Plan based on student needs and global trends. A1.4. Prompt: Evaluate the effectiveness of the process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic Plan.
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Findings
The FOL process enlightened us to the importance of revisiting our school vision and mission and revising it. We are going through the process to review and revise our school vision and mission. Teachers regularly review the GLO. Ewa uses the state rubric for common definition. GLO are shared with students and parents in the Ewa School Parent Bulletin, teachers post up GLO in their classrooms and review them at the start of each year with the students. Teachers also collect data based on the GLO #1: Self-Directed Learner, and GLO #2: Community Contributor to award students with the Frontiersman Award at the end of each quarter. The Frontiersman Award is named after our 16th President, Abraham Lincoln whose statue stands at the front of Ewa School. Ewa students can identify the characteristics of Abraham Lincoln - The Frontiersman to GLO #1 and GLO #2.
Supporting Evidence
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Academic Plan
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www.hawaiipublicschools.org
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ART Team Group Minutes
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GLS Meeting Minutes
We regularly revise and review the Academic Plan. The leadership team, which was comprised of administrators and Grade Level Support teachers (GLS), meet as our Academic Review Team (ART) once a month to review the Academic Plan, and monitor that the 6 Priority Strategies are being carried out effectively. The GLS also meet weekly to plan and monitor the school wide practices and professional development related to the enabling activities of the Academic Plan. This process is currently evolving as the school leadership team now includes classroom teachers, counselors, technology coordinators, and SSCs. The comprehensive FOL Self Study process is assisting us to develop a more effective Academic plan in targeting student needs, including all stakeholders and monitoring the plan for effectiveness. Ewa regularly reviews and revises the school vision and mission, General Learner Outcomes, and Academic Plan and continues to refine its processes for more effective review.
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General Learner Outcomes and Vision and Mission A1.5. Indicator: General Learner Outcomes and academic standards are reflected in the school’s vision and mission. A1.5. Prompt: Evaluate the ways in which General Learner Outcomes and academic standards are reflected in the school’s vision and mission. Findings
There are many ways that GLO and academic standards are reflected in the school’s vision and mission. The Ewa Way is: • Kina‘ole - doing the right thing, in the right way, at the right time, in the right place, to the right person, for the right reason with the right feeling, the first time. • Kaizen - Continuous Improvement Kina‘ole encompasses many habits and values of global learners. The GLO to be responsible, work together, recognize quality, to communicate effectively and effective and ethical use of technology all speak to Kina‘ole. In the process of building our vision, Ewa faculty and staff looked at GLO and identified GLO #1, #2, #5 and #6 with Kina‘ole. GLO #1, #3 and #4 were aligned to Kaizen, as our vision is through continuous improvement all students can achieve the academic standards. Ewa’s Response to Intervention Kaizen also relates to perseverance, a trait exemplified by President Abraham Lincoln, a president known and honored by Ewa community. Ewa is implementing a Kaizen block of time designated to Response to Intervention process and continuous improvement of student achievement for all students. Kaizen is also practiced in our ongoing professional development.
Supporting Evidence
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Ewa FOL Chapter I
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Vision /Mission Revision
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Quarterly Frontiersman Awards
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GLO data
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Ewa Guiding Principles aligned to Ewa practice
GLO #1: Self-Directed Learner - The ability to be responsible for one's own learning GLO #2: Community Contributor - The understanding that it is essential for human beings to work together GLO 3: Complex Thinker - The ability to demonstrate critical thinking and problem solving GLO #4: Quality Producer - The ability to recognize and produce quality performances and quality products GLO #5: Effective Communicator - The ability to communicate effectively GLO #6: Effective and Ethical Users of Technology - The ability to use a variety of technologies effectively and 66
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ethically. Ewa is continuing to refine its vision and mission and considering to add “Komunidad/Community” to support GLO #2 Community Contributor, and reflect our dominant Filipino community.
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A2. Governance Criterion The school’s program and operations are in alignment with the a) the Hawaii Board of Education’s policies and b) the Hawaii Department of Education rules, regulations, and procedures. The Board of Education delegates implementation and monitoring of these policies to the Hawaii Department of Education. Understanding the Role of the Governing Authority (BOE, DOE State and Complex Area) A2.1. Indicator: The school community understands the governing authority's role, including how stakeholders can be involved. A2.1. Prompt: To what degree does the school community understand the governing authority’s role, including how stakeholders can participate in the school's governance? Findings
We clearly understand that there are BOE and DOE policies, State and Complex plans and our school plans are aligned with our school policies and plans. At the start of each year, DOE policies are shared with the teachers, as well as information about the 6 priority strategies. Teachers understand that decisions are first made at the State and/or Complex level and then are filtered down to the school level. Then the leadership team meets to develop and finalize the academic plan based on the 6 priority strategies. Then the leadership team will share plans for implementation with the staff and then teachers share information with parents at parent night activities and/or open house. These activities provide parents an opportunity to give feedback as well as support their child’s learning.
Supporting Evidence
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DOE ARCH Site
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SQS Reports
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Open House video
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Parent Night FOL video
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Parent Bulletins
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Parent Night Evaluations
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Committee Notes
Ewa School leadership team has broadened from administration and Grade Level Support teachers to representatives from classroom teachers, ELL, Special Education, SSC and counselors. When it comes to the participation of stakeholders in school governance, concerns and ideas expressed via grade level meetings are noted by the Grade Level Support (GLS) teachers. The GLS group serves as the teacher representative for each grade level and participates in the Leadership Team meetings to give input in decisions directly impacting the school’s governance. Teachers are organized into various school-wide committees. These committees, which are made up of a representative of their grade level, make decisions and improvements school wide such as School Safety, Attendance, Geography Bee, Spelling Bee, Lincoln Day, etc.
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Grade Level Chairs (GLC) are designated for each grade level. Administration and GLCs have regularly scheduled meetings for stakeholders to participate in school governance. The school community has a good understanding of the governing authority’s role, including how stakeholders can participate in the school's governance. Relationship Between Governing Authority and School A2.2. Indicator: The school’s stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school. A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school. Findings
Supporting Evidence
Stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives through faculty meetings, grade level and school wide PDs, emails from the state and complex, and GLS Presentation about the Academic Plan, STRIVE HI results. This information is then shared with students and parents at Open House and other various Parent Night Activities. Ewa parents complete evaluations after attending school events. Parent night surveys indicate that parents have a good understanding of expectations and initiatives at Ewa.
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Academic Plan
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HIDOE website (hawaiipublicschools.org)
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Faculty Agendas with Updated Notes
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Open House Video
• There have been a number of initiatives that gets filtered down to school level, and we following it through school level decisions. At the beginning of each school year, based on the • governing authority’s decisions, the school’s leadership team shares such initiatives and expectations to the faculty and staff.
Parent Night Flier and Evaluations
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Grade level and school wide PD/PLT notes
Through the sharing of our Academic plan, stakeholders clearly understand how the Hawaii DOE directives of Strive HI, Smarter Balanced Assessment, and 6 Priority Strategies are addressed through our school.
Forwarded emails from the State and Complex regarding Initiatives
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Faculty, Staff, and Governing Authority A2.3. Indicator: There is clear understanding about the relationship between the governing authority and the responsibilities of the faculty and staff. A2.3. Prompt: To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the faculty and staff? Findings
The Hawaii BOE sets in motion all state policies and initiatives. The State Superintendent communicates the BOE policies and initiatives to the Complex Area Superintendents, and subsequently to school principals. Our school principal then works with the school’s Leadership Team to craft the Academic Plan, which is shared with the faculty and staff at the beginning of each year. Additionally, our principal readily shares State, district, and in school procedures and notices at faculty meetings, via Lotus Notes, the DOE email and messaging network. Information can be found in databases such as the Ewa Handbook, Document Library, Grade Level and Committee minutes are posted here. Through school leadership, there is a high degree of clarity in understanding about the relationship between the governing Board and the responsibilities of the faculty and staff.
Supporting Evidence
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Hawaii BOE Website
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Lotus Notes
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Ewa Handbook, Documents Library, Grade Level Agenda, Meeting Notes with Plus/Deltas
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Faculty Agendas
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Faculty meeting minutes with Plus/Deltas
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Forwarded emails from the State and Complex regarding Initiatives
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Grade level and school wide PD/PLT notes
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A3. Leadership and Staff Criterion – Data-Informed Decision-Making Based on multiple sources of data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the General Learner Outcomes and academic standards. The school leadership and staff annually monitor and refine the Academic Plan based on the analysis of data to ensure alignment with student needs. Broad-Based and Collaborative Planning Process A3.1. Indicator: The school’s planning process is broad-based, collaborative, and has the commitment of the stakeholders, including the staff, students, and parents. A3.1. Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff, students, and parents. Findings
Ewa’s Administrators along with Grade Level Support teachers from grades K to 6, Title I Coordinator, and WASC Self-Study Coordinator collaborate to develop the Academic and Financial Plan. The process follows FOL process, the Title I Alignment Guide (prompt 1.2 chart) and the State Strategic Plan. Decisions are made and activities are crafted to ensure opportunities for student achievement. SY 2016–17, the school leadership team was broadened to include representation from classroom teachers, counselors, SSC, ELL, Special Education and technology teachers. In order to foster the commitment of stakeholders, parents nights, open house, monthly parent bulletins, and the Department of Education’s document online website are provided to disseminate information as well as share ways to support their child’s education. In addition, the School Community Council (SCC) will start meeting more regularly in the second semester of SY 2016–2017. Our Academic and Financial Plan is available for all stakeholders to view on “School Documents Online.” With direction from Title I Alignment Guide, FOL self study process, and newly collected student data, Ewa has made significant changes to its planning processes in the last two years. Ewa will continue to refine its school planning process to positively impact student achievement.
Supporting Evidence
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Faculty meeting minutes
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Leadership Team meeting minutes
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GLS Team meeting minutes
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PD meeting minutes
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Standing meeting minutes
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School Documents Online
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Student Compact, Title 1
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Open House Video
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Title I timeline; ref. page from School
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Transformation Branch SY 2015–16
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STRIVE HI alignment template, provided by Title 1 linker
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Title I Alignment Guide
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Ewa School Academic Plan
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Correlation between Student Learning and the Academic Plan A3.2. Indicator: The analysis of multiple sources of data (e.g., demographic, student achievement, perceptual process) guides the school’s Academic Plan. A3.2. Prompt: How does the school ensure that the analysis of multiple sources of data, General Learner Outcomes, and academic standards are incorporated into the Academic Plan and impact the development, implementation, and monitoring of the plan? Findings
Supporting Evidence
Supported by comprehensive data gathering for FOL process the leadership team reviews and analyzes multiple sources of data such as: report card grades, GLO, SBA scores, STAR scores, DIBELS scores, & program scores. These data points are used to develop and determine the Academic and Financial Plan enabling activities.
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Campbell Complex’s Complex Area Plan
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Academic & Financial Plan
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STRIVE HI results
After the development of the plan, the leadership shares out information with the rest of the stakeholders such as teachers, parents, and students through faculty meetings, grade level PDs, and parents nights.
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Ewa FOL Chapter I
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Standards-Based Report cards
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Core Program data
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SBA scores
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STAR scores
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DIBELS data
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Admin. meeting minutes
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Grade Level meeting minutes
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Grade Level agendas
Through faculty PDs and grade level PDs, teachers are provided professional development, support, and resources towards the implementation of the enabling activities. The GLS progress monitors the Academic Plan’s enabling activities through the following measurable objectives. • Observational walk through data, • Analyzing student achievement data through data team process • Faculty and grade level PDs. The GLS report data and results through faculty meetings, grade level PDs, and individual meetings. After progress monitoring the enabling activities through the measurable objectives, the results are used to determine the next steps for professional development. Ewa Elementary has improved the degree that the analysis and multiple sources of data are incorporated into developing, implementing, and monitoring the Academic Plan, yet can further develop and refine its student achievement data sources.
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Alignment of All Resources and the Academic Plan A3.3. Indicator: There is correlation between the allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishment of the Academic Plan. A3.3. Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Academic Plan. Findings
The school’s resources are carefully allocated to successfully provide resources needed to support, implement and monitor the school’s Academic Plan. The allocation of resources varies from year to year based on student needs. Majority of WSF funds are used for salaries, which directly impacts implementation, monitoring, and accomplishment of the Academic Plan. Highlights from the Academic and Financial Plans include core programs, supplemental instruction, and personnel to support the implementation of the Strategic Plan’s Six Priority Strategies have been a priority for our school. Each are listed below: • We acquired a school wide Core Reading and Mathematics Programs based on State Level initiative in support of the Common Core State Standard, one of the six Priority Strategies. • We acquired a school wide Universal Screener, in response to establishing a uniform assessment to support tiering students in our RTI efforts. • Monies had been allocated to fund a Science Resource teacher to provide support and Professional Development for teachers to understand the Scientific Inquiry Process that is a part of the Common Core State Standards initiative. • Monies had been allocated to fund a Technology teacher in support of our efforts to incorporate technology into math and ELA Common Core lessons. • Monies had been allocated to fund AVID Summer Institute for teachers as part of our Comprehensive Student Support System initiative to narrow the achievement gap by promoting College and Career Readiness. • Fund Substitute Teacher to cover classrooms for Professional Development based on state initiatives (e.g., CCSS/ELA and Math, Science, CCSS/RTI)
Supporting Evidence
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Academic Plan
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Financial Plan
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Projected Weighted Student Formula (WSF) Expenditures for SY 2016– 17 Memo dated 7/25/16
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Roughly 80% teacher salaries from WSF
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Purchase Orders
The allocation of these resources supports the implementation 73
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and completion of the Academic and Financial Plan. Funding sources have been indicated for each Enabling Activity throughout the plan. Progress Monitoring of the Academic Plan A3.4. Indicator: The school’s Leadership Team/Academic Review Team has defined roles and responsibilities and monitors the progress of the implementation of the Academic Plan. A3.4. Prompt: Comment on the roles and responsibilities of the school’s Leadership Team/Academic Review Team. Evaluate the degree to which this team monitors the progress of the implementation of the Academic Plan. Findings
The Academic Review Team made up of eight Accountable Leads, two of which are Vice Principals; the other six are Grade Level Support (GLS) teachers. Each quarter, the ART meets to revisit and complete the Quarterly Continuum Rating Rubric. The goal for each school is to have a rating (3) or higher on each of the Priority Strategy descriptors throughout the continuum. Accountable Leads share updates based on the set of guiding questions listed below: • “Where are we now?” • “Where are we going?” • “Share any highlights and/or challenges?” • Overall likelihood of success • Next steps
Supporting Evidence
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Google site - ART minutes
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GLS minutes
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Quarterly Continuum
This year, we have established a School Leadership Team that includes a wider representation of the faculty and staff. The leadership team monitors the progress of the implementation of the Academic Plan. The ART currently collects evidence through leading indicators listed on the Desired Outcomes for each goal and strategy. The FOL process has greatly supported the monitoring of progress of the Academic Plan. School Community Council A3.5. Indicator: The School Community Council (SCC) reviews and monitors the Academic Plan, and provides opportunities for stakeholder input and feedback. A3.5. Prompt: To what extent does the SCC review and monitor the Academic Plan and provide opportunities for stakeholder input and feedback? Findings
Ewa is fortunate to have many staff members who are parents of Ewa students that represented our school community. However, Ewa has not met with a designated School
Supporting Evidence
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Academic Plan
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Community Council. Leadership should involve the entire school community, especially School Community Council in the review and refinement of the vision, mission, GLO and Academic Plan. The staff reviews and offers feedback on the Academic plan and other school-wide goals at the beginning of every school year. An example of staff providing feedback about professional development lead to a survey of math instructional needs. Standards of Mathematical Practices (SMP) training became an Academic Plan enabling activity.
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Admin. Meetings Minutes
Over the last several years, Ewa hosted 16–25 Parent Night workshops each school year. Parent Nights were initiated because of a suggestion from a School Community Council member requesting for opportunities for parents to better understand how to support their child academically. In recent years, leadership counted on the high parent/staff members to provide input rather than an official SCC group. To broaden stakeholder input and feedback, in second semester of SY 2016–17, leadership will begin again quarterly SCC meetings to review school-wide goals.
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A4. Leadership and Staff Criterion – Schoolwide Organization for Student Achievement A qualified staff facilitates the achievement of the General Learner Outcomes, academic standards, and the successful implementation of the Academic Plan through a system of preparation, induction, and ongoing professional development. Qualifications of Staff A4.1. Indicator: The school implements state personnel policies and procedures to ensure that staff are qualified based on background, training, and preparation. A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching. Findings
The Hawaii State Department of Education is the only state school system within the nation. The central personnel system is a clear and transparent system. All public schools are required to adhere to the hiring procedures established by the Hawaii Department of Education. According to the HIDOE website, all applicants must apply through an online system. Along with applying to the HIDOE, applicants must also look at the Hawaii Teacher Standards Board website and fulfill that requirement. It is necessary for teachers to be “Highly Qualified” in whatever subject area they are teaching since it is part of the statutory requirement under the No Child Left Behind Act. According to the School Quality Survey (SQS) taken in the 2014, 98.6% (73 of 74 teachers) of our staff are Highly Qualified.
Supporting Evidence
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HIDOE Policy
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HIDOE Website
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HTSB Website
To further support teachers, all beginning teachers in their first three years of teaching are assigned an experienced Ewa school teacher mentor prior to the start of the school year. All mentors participate in professional learning opportunities during the school year through the NTC Professional Learning Series Trainings and Mentor Forums to advance their skills, abilities, and knowledge as mentors. Mentors meet regularly throughout the year with their respective mentees to provide on-going, differentiated support focusing on improving instruction and student learning. The state and Ewa procedures are effective in ensuring that all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching.
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Maximum Use of Expertise A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments so that the expertise of the staff members is maximized in order to promote quality student learning and teaching. A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. Findings
Supporting Evidence
The HIDOE has an effective process to assign teachers to positions that they are qualified and licensed to teach. Our principal is charged with the responsibility and authority to assign personnel. Teachers receive a preferential sheet from the Principal to request positions within the school. Knowing the teachers’ background, training, and preparation for a particular position, the Principal’s goal is to assign a teacher to a role that utilizes and maximizes his/her strengths and/or encourages and supports professional growth.
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Grade Level meeting minutes
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Grade Level agendas
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Grade Level plus/delta
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Ewa “Opening Day Packet”
Administrators host meetings with various groups to develop relationship, ensure understanding of values, schedules, processes and procedures to promote success. • School Planning Day - The first day after the official end of the school year, administration gives faculty and staff an opportunity to meet together, get to know colleagues for the next school year, and set some school direction to support summer planning. • New Teacher Orientation Meeting - For teachers new to Ewa to develop relationship with administration, tour of school and neighborhoods surrounding the school, detail of school wide policies and procedures • Grade Level Chair (GLC) Meeting - For GLCs to develop relationship with administration, sharing of GLCs responsibilities, examples and procedures for accounting of grade level funds • Beginning of Year Faculty and Staff Meeting (Administration pays faculty and staff a full day stipend to add an additional meeting day to the start of the school year) - Develop relationships among all faculty and staff, Administration provides faculty and staff with the Ewa “Opening Day Packet,” a comprehensive folder with schedules, procedures, Guiding Principles
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Induction & Mentoring meeting minutes
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Grade level summer planning meeting minutes
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SPED meeting minutes
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ELL training minutes
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School Planning Day minutes
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New Teacher Orientation meeting minutes
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GLC meeting minutes
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Preference Sheet
Feedback from faculty and staff following each meeting is recorded in meeting notes Plus/Delta section. Teachers overwhelmingly support administration and leadership’s 77
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orientation processes. A mentoring program provides support for non-tenured teachers. This is done through individual and small group meetings and lead by our Grade Level Support Team. Prior to the start of the school year, our Principal holds a meeting to inform faculty and staff of the school procedures, school level rules, safety procedures, and expectations and pertinent HIDOE policies. Grade levels meet twice during the summer to plan for the upcoming school year. Curriculum is reviewed; field trips and special grade level activities are scheduled. As a grade level, we create/adjust curriculum necessary to address the grade levels’ standards and benchmarks. The SPED department holds trainings at the beginning of the school year for our EAs and PPTs. These trainings insure that they are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. Crisis Prevention Intervention trainings and Multisensory Learning trainings are held throughout the school year as needed for EAs, PPTs, and SPED Teachers. ELL trainings are conducted by Leeward Resource Teachers funded by District. New monthly ELL Teacher meetings are held once a month to insure that quality student learning and teaching is occurring. Beyond state level and district level orientations, Ewa administration provides effective orientation processes to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. Defining and Understanding Policies and Procedures A4.3. Indicator: The school has clear written policies and procedures that define responsibilities and expectations, operational practices, and decision-making processes for administrators and staff. A4.3. Prompt: Evaluate the written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty. Determine the degree of clarity and understanding of these by administration and staff. Findings
Ewa has written policies and procedures that clearly define responsibilities, operational practices, decision-making
Supporting Evidence
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HIDOE website Open Day Packet 78
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processes for administrators and faculty. Our staff has electronic access to the HIDOE website. This website shares DOE Policies, procedures, responsibilities, operational practices, decision-making, (e.g., Chapter 19). A strength of Ewa is having school wide procedures. At the beginning of each year the faculty and staff reviews the Opening Day Packet that provides clarity to curriculum, classroom set-ups, schedules, school procedures, and protocol. The Grade Level Chair is also the lead teacher for their respective grade level for operational practices and serves as a support throughout the school year to new teachers within the grade level. Grade Level Chair assignment is always to a teacher who has at least one year experience with our school. The Ewa Handbook is a comprehensive list of information, procedures and operational practices relevant to our school. Ewa Handbook is an electronic database accessed through Ewa Lotus Notes. There are over 150 documents.
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Ewa Handbook
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Ewa School Document Library
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Seven Team Agreements
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Grade Level meeting minutes
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Admin agenda
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Admin meeting minutes
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Safety Binder
Examples of Policies and Procedures in the Ewa Handbook: • Academic Financial Plan • Comprehensive Needs Assessment • School Calendar and Schedules • Attendance Policy • Lunch Schedule and Procedures • Recess Schedule and Procedures • Parking Lot Procedures • Incident Referral Form • Frontiers and Academic Awards Criteria • Standard Classroom Equipment • Purchase Order procedures and Forms • School Wide Attention Getter • Assembly- Lincoln Day Seating Procedures The Ewa School Document Library is created by our principal as a resource to document meeting schedules, pertinent information, upcoming meetings, agendas, and Admin meeting minutes. As a school, we developed Seven Team Agreements, which guide us to be more effective, efficient, and successful when we are meeting/collaborating. The Seven Team Agreements are: 1) Our focus is on all students. 2) Maintain a school wide perspective. 3) Use data to drive decisions. 4) Professional disagreements are acceptable. 5) Everyone actively participants, facilitates in the outcome. 6) Honor time limits. 79
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7) Turn cell phone to silent or vibrate. The Seven Team Agreements are reviewed at the start of every meeting and is included in all meeting agendas/minutes. It is also posted in our (Planning, Learning, and Collaboration) PLC room, where grade level meetings are held. We adhere to The Seven Team Agreements as indicated by completed meeting objectives in the grade level and admin meeting minutes. Ewa Elementary Safety Binders are red binders that contain printouts of safety and emergency procedures. Ewa’s Safe & Nurturing Schools committee continuously meets throughout the school year to review and revise safety and emergency procedures and schedule emergency drills. It is evident by our documenting and executing operational procedures that there is a high degree of clarity and understanding of policies and procedures at Ewa. Internal Communication and Planning A4.4. Indicator: The school has effective structures for internal communication, planning, and resolving differences. A4.4. Prompt: How effective are the existing structures for internal communication, planning, and resolving differences? Findings
Our existing structures for internal communication, planning, and resolving differences are highly effective at our school. Some of the existing structures include: Lotus Notes, Google, Ewa School Bulletins, team meetings which are a variety and each meet for different purpose; Standing Meetings, Professional Development (PD) meetings, faculty meetings, Peer Review for Special Education and General Education students. Our Principal informs everyone of these meetings during the first meeting of each school year. Then subsequently, meeting schedules are posted/updated in Lotus Notes, and in the school’s Google Drive. Ewa School has an established set of tenets to follow whenever adults meet in a group. They are (1) Provide an agenda at least one week in advance (2) Provide a Group note-taker (3) Group memory shared with all group members including all Administrators (4) and if applicable, a Plus/Delta/Suggestion.
Supporting Evidence
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Lotus Notes
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Ewa School Handbook
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Ewa School Document Library
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Ewa School Grade Level Meeting Minutes
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Ewa School Committee Meeting Minutes
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Ewa School Bulletins
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Google mail and drive
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An example of a written record of plus/deltas that is collected at the conclusion of each faculty meeting and school wide event. These plus/delta help the faculty and staff to avoid repeated obstacles/problems and also reflect how communication and planning allow us to be successful in our resolving of differences. It is an expectation for all full time and half time faculty and staff to view/scan/read his/her Lotus Notes’ account at least twice a day. This allows for the timeliness and delivery of information to be effectively communicated. Our organizational system supports working through differences. Grade levels meet to collaborate curriculum with GLS and operational concerns with GLCs. Administration also has an open door policy. Faculty and staff are also able to access important information through personal lotus notes accounts. DOE Memos and notices are sent through email by our Principal. There are also other structures for internal communication in place, such as, Ewa Handbook, Ewa Document Library, Ewa Bulletins, Grade Level Meeting Minutes, and Committee Meetings that allow teachers to effectively communicate, plan, and resolve differences as a grade level or a school. Staff Actions/Accountability to Support Learning A4.5. Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations. A4.5. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning. Findings
Through strong leadership and our organizational structures, there are many processes and procedures that establish communication, execution and accountability. Ewa is very efficient in executing processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. Annually, teachers receive an “Opening Day Packet” at the start up of the school year. Included in the packet are many
Supporting Evidence
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Ewa “Opening Day Packet”
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Lotus Document Library
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Ewa Handbook
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Ewa Emergency Binder
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operational procedures and guidelines. Ewa Handbook, Lotus Document Library, and Ewa Emergency Binder detail some of our shared processes and procedures To support student learning, Grade Level Support (GLS) leads the school in curriculum, instruction, and assessment (C.I.A.), representing teachers and groups in planning grade level and school wide professional development. GLS coordinate the collection and analysis of student data school wide, and within grade levels. After years of a downward trend in Ewa’s State Assessment proficiency scores, in SY 2014–15, Ewa Strive HI weighted points increased from 129 to 166. In SY 2015–16, SBA proficiency increased 3% in math and 6% in reading. Ewa Committee Structures support shared responsibilities. All teachers are members of a committee. In leading their committees, committee members are the representative from their grade levels and departments so that collaboration and communication is school-wide, across grade levels and groups (i.e. SPED. ELL, Counselors, SSC) Ewa Committees are: • Math Olympics & Spelling Bee • Constitution Day, Drug Free Schools & Science Carnival • Awards & The Ewa School Way • Lincoln Day • Social/Aloha Club • Geography Bee & Spring Showcase • Safe & Nurturing Schools • Achievement, Attendance, Behavior, Course Marks (AABC)
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GLS Meetings
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Leadership Meetings
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Data Team meetings
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Quarterly Meeting Schedules
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Professional Block Schedule
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Strive Hi results
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Committee Information, Committee Assignments
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ELL testing results
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SBA data
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Other assessment data used in planning
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Listing of PD/trainings
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SSIR SY 2014–15
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SSIR SY 2015–16
Ad Hoc Committees are also formed to address other school processes like Attendance/Tardy Procedures, Student Review, Awards Criteria, and Class List Criteria. Ewa faculty and staff successfully plans and executes school wide events to support student learning. Academic competitions and events (i.e. Math Olympics, Spelling Bee, Geography Bee, Constitution Day, Science Carnival) are cocurricular to support academic achievement. Ad Hoc, Safe & Nurturing Schools, Achievement, and Attendance, Behavior, Course Marks (AABC) committees review and establish procedures to directly support student 82
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achievement like emergency drills, playground rules, attendance policy, behavior expectations and student achievement awards. This year, it was decided that the School Leadership Team (Admin and GLS) include other representatives. The purpose of recruiting additional school personnel is to add more diverse and comprehensive perspective in our ongoing efforts for continuous improvement. Additional members now include Counselors, Student Services Coordinator, ELL teacher, Self-Study Coordinator, Tech Coordinators, and General Education Classroom teachers. As a Title I School, we continue to receive two increments of funding per school year. During the Spring of a school year, we submit the Comprehensive Needs Assessment, current SY Academic Plan, Peer Review Assurance Form, and Title I Addendum (Title I School Requirements for Schoolwide Components). These documents are reviewed and approved by the CAS, which enables our school to receive our first increment for the upcoming school year. The second increment requires submittal of the Parent Compact and parent notification documents in the Fall of the school year. As Ewa works on its FOL self-study report and learning the WASC FOL process, we are refining and merging many procedures so our Ewa School Improvement process will be cohesive and comprehensive in order to have a greater impact on student learning. For example, in lieu of the CNA required for Title I funding, we will use the Ewa FOL Chapter I SelfStudy document. The FOL process initiated at our school involved the entire faculty’s participation. Ewa’s processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs have improved greatly over the last two years and will continue to evolve as we closely monitor and analyze the data in Chapter I.
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A5. Leadership and Staff Criterion – Research and Professional Development Leadership and staff are involved in ongoing research and professional development that focuses on identified student and teacher learning needs. Support of Professional Development A5.1. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the General Learner Outcomes and academic standards. A5.1. Prompt: How effective is the support of professional development/learning? Provide evidence and examples. Findings
Supporting Evidence
Ewa school effectively supports professional development/learning. Some of the ways that the school supports professional development/learning is through notification of upcoming workshops/trainings/PDs, organization and hosting of trainings, and provision of funds to cover the cost of subs and trainings, if applicable. In our Academic and Financial Plan, $16,900 is budgeted for Professional Development.
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Academic/Financial Plan
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Quarterly PLT Schedules
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SQS Survey
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Meeting Agenda/Handouts
SY 2013–14 and SY 2014–15 Academic Plan Professional Development goals focused on teacher training in core ELA and Math programs. 100% of Ewa teachers attended state and district professional development trainings to support their teaching of the core programs.
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AVID Site Team Meeting Minutes
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AVID Pre, Mid, and Post Assessment Data
Grade level teachers meet in regularly scheduled Professional Learning Teams (PLT) meetings that focus on professional development. Grade Level Support (GLS) teachers lead the school in curriculum, instruction, and assessment (C.I.A.), representing teachers and groups in planning grade level and school wide professional development. GLS coordinate the collection and analysis of student data school wide, and within grade levels. Teachers provide feedback of every meeting in their Plus/Delta of their notes often indicating appreciation for providing PD and new learnings as a result of the PDs.
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AVID Evidence Collection Binder
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Lotus Notes
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SSIR SY 2014–15
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SSIR SY 2015–16
When it comes to notification of workshops/trainings/PDs, our Principal will send out email about upcoming opportunities and encourages teachers to notify him and sign up for the workshop/training/PD. If teachers are interested in going to training, the Principal supports them by providing substitutes during the set training days, if applicable.
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Principal and the GLS Team collaborate with the appropriate District and/or State personnel to organize and host trainings for select teachers/grade levels/whole school when applicable. These trainings include Wonders, Stepping Stones, AVID, Visible Learning, etc. These workshops are paid for by the school. Another example of how Ewa School effectively supports professional/development learning is the use of complex and school level walkthroughs that supports the effectiveness of PD Developments (Wonders, SpringBoard, Stepping Stones, Go Math, Workshop Model, etc.). After years of a downward trend in Ewa’s State Assessment proficiency scores, in SY 2014–15, Ewa Strive HI weighted points increased from 129 to 166. In SY 2015–16, SBA proficiency increased 3% in math and 6% in reading. Ewa School effectively supports professional/development learning: In SY 2015–16, all teachers in grades 3–6 were AVID trained and implemented AVID in the classrooms. All teachers in grades 3–4 modeled and taught students the AVID structure for note taking, and all teachers in grades 5–6 set the purpose for note taking. All teachers in grade 3 provided instruction how to identify (3) levels of questions and all teachers in grades 4–6 provided instruction on and gave students opportunities to create the different levels of questions. At the end of SY 2015–16, all AVID goals (mentioned above) were met. We also met our goal increasing proficiency of classroom implementation from 47% (SY 2014–15) to 60% by the end of SY 2015–16, per Academic Plan. School Quality Survey (SQS) 2016 indicates that 93% of teachers feel the school provides them with support to do their job well. Teachers reported that they are actively engaged in implementing professional development. Through school wide planning and implementation of enabling activities, our organizational structure that provides GLS as curriculum coaches for every grade level, and partnerships with complex, district and state, Ewa school effectively supports professional development/learning. To refine our evaluation of the effect of professional development and learning, more student achievement goals should be correlated to professional development.
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Supervision and Evaluation A5.2. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. A5.2. Prompt: How effective are the school’s supervision and evaluation procedures? Findings
Ewa schools supervision and evaluation procedures are highly effective. Since we are a large school, it is challenging for administrators to work with a staff of 82 teachers that need to undergo supervision and evaluation. However, the administration (Principal and two Vice Principals) has divided up the responsibilities so they can provide the quality of support and feedback that each teacher needs. For example, one administrator will cover a total 34 teachers, another administrator will cover 32 teachers, and the last administrator will cover a total of 16 non-classroom teachers. The evaluation process itself is mandated by the DOE. Admin follows the Effective Educator System (EES) guidelines. During the SY 2014–15, Ewa Elementary had 16 teachers evaluated as enhanced, 3 teachers evaluated as standard, and 62 teachers evaluated as streamlined, which means that none of the teachers at Ewa School were rated as marginal or unsatisfactory.
Supporting Evidence
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Danielson observation/EES
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EES Admin Assignment Memo
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PDE3-Resources Tab
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Intranet
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EES Manual
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Mentor logs
If a teacher is evaluated as marginal or unsatisfactory, the administrators will follow the procedures as indicated by the EES. For example, teachers will need to complete a Principal Directed Professional Development Plan (EES manual pg. 8). New hires are also assigned a mentor. The mentorship program provides support for non-tenured teachers. Nontenured teachers are given support in topics such as, classroom management, differentiated instruction, and student engagement. Mentors and new hires are also required to have 24 hours of professional collaboration time. Measurable Effect of Professional Development A5.3. Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance. A5.3. Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence how professional development/learning has had a positive impact on student learning. Findings
Supporting Evidence
In order to measure the impact of professional development, 86
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coaching, and mentoring on student learning, student data was evaluated. In SY 2014–15, Ewa Strive HI weighted points increased from 129 to 166. In SY 2015–16, SBA proficiency increased 3% in math and 6% in reading. Professional development, coaching, and mentoring have had a positive impact on student learning. Grade Level Support (GLS) teachers serve as instructional coaches for school wide professional development and grade level professional learning teams. The past two school years, school wide professional development has focused on the implementation of core programs in ELA and math. All beginning teachers in their first three years of teaching are assigned a mentor prior to the start of the school year. Mentors meet regularly throughout the year with their respective mentees to provide on-going, differentiated support focusing on improving instruction and student learning.
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GLS logs (anecdotal notes)
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Grade 5 Google Drive
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AVID Coordinator and Certification Binder
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Ref. Category D1.3
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SSIR SY 2014–15
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SSIR SY 2015–16
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Grade Level Minutes
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SQS Report
School Quality Survey (SQS) 2016 indicates that 93% of teachers feel the school provides them with support to do their job well. Grade levels demonstrate the effectiveness of PDs (Argument Writing & Data Teams) on student achievement. For example, The fifth grade team attended an Argument Writing PD in SY 2012–13 that was organized by the Complex. After attending sessions, teachers implemented strategies and through the data teams process, they used their data to drive instruction and that led to an increase in student performance. Please see the data table below. The grade 5 teachers were able to make a correlation between PDs and student achievement. Grade 5 Argument Writing Performance Task Assessment SY 2015–2016 Red Well Below
Yellow Approaching
Green Meets/ Exceeds
Pre-Assessment
92%
8%
0%
Post Assessment
20%
58%
21%
Another example is how Advancement Via Individual Determination (AVID) strategies have proven to be effective in helping Ewa students to become more organized. Students have become more proficient in taking organized notes and have also become better organized with their belongings.
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Teachers in grades 3–6 assess their students three times per year on their ability to use a variety of AVID strategies on a consistent basis. As a measure of successful implementation, we used an effect size formula to measure student growth. Ewa’s pre and post data show that students are successful in using various AVID strategies. Ewa will continue to provide professional development, coaching and mentoring based upon the needs of students and teachers determined through the analysis of data. As we refine our data process, Ewa will also refine its process to better evaluate professional development, coaching and mentoring.
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A6. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the General Learner Outcomes and academic standards. Allocation Decisions A6.1. Indicator: Decisions about resource allocations are aligned with the school’s vision, mission, General Learner Outcomes, the academic standards, and the Academic Plan. A6.1. Prompt: To what extent are resources allocated to meet the school’s vision, mission, General Learner Outcomes, the academic standards, and the Academic Plan? Findings
The allocation of school resources is aligned to Ewa’s school’s vision, mission, GLO, academic standards and the Academic Plan. Ewa Elementary School’s Financial Summary Report SY 2015–16 is divided into two parts. The Weighted Student Formula (WSF), and 10% from Categorical fund 90% of the total budget. Majority of WSF funds are used for salaries (for positions established by the school). Other WSF funds are used to purchase textbook, equipment, and supplies for the school’s instructional and co-curricular programs. A specific dollar amount is allocated to educate each student enrolled. $16,900 was used in the SY 2015–16 for professional development.
Supporting Evidence
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Academic and Financial Plan
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DOE ARCH Site
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Faculty Meeting Notes with Plus and Deltas
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Ref Ewa FOL Chapter IV Category D1.3
Categorical funding represents other school funding, which includes special education teacher positions and fiscal resources for them. The school receives further federal funding to support ELL and SPED programs. We also receive federal funds that are also allocated to specific programs and follows similar guidelines as for General Funded Categorical Programs. Ewa Elementary has been a Title I school for many years which is based on the percentage of students receiving free or reduced lunch. These resources enable the school to hire additional teachers to support students struggling to make academic progress, hire substitute teachers for faculty members attending professional development sessions, and purchase equipment and supplementary instructional materials. Data from SBA results, DIBELS, and STAR Universal Screener are some examples of sources used in determining funding allocation. This is done via the weekly meetings with
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the administration and GLS. The Principal allocates funding based on the Academic Plan and feedback from the faculty. There is clear correlation between resource allocation and students needs as is evidenced by faculty and staff positions, curriculum and technology resources, and professional development for teachers. Allocation Involvement A6.2. Indicator: The school leadership and staff are involved in the resource allocation decisions. A6.2. Prompt: Comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning? Findings
The leadership and staff are involved in the resource allocation decisions. Student needs are determined by the staff collecting and evaluating data from their grade levels and departments. Leadership further analyzes data in the development process of the Academic Plan to select enabling activities. Administration allots funding to support the enabling activities within the Academic Plan. Faculty and staff channel resource needs through Grade Level Chairs, Grade Level Support Teachers, or go directly to administration. Our weekly scheduled faculty and staff meetings provide regular opportunities for discussion with administration regarding resources. Administration shares school budgets with faculty and staff, student enrollment count schoolwide and by grade level. The decision to purchase instructional programs in ELA and math has brought a great amount of alignment to instructional practices and CCSS. In SY 2014–15, Ewa Strive HI weighted points increased from 129 to 166. In SY 2015–16, SBA proficiency increased 3% in math and 6% in reading. Allocations in past years to support additional ELL positions have resulted in Ewa meeting ELL Annual Measurable Achievement Objectives.
Supporting Evidence
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GLC Meeting Notes
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WSF Allocation & Financial Plans for SY 2016–17
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Academic and Financial Plan
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Opening Day Packet
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Purchase Order Forms
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School Level Inventory
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Current Grade Level Balances
Allocations to increase technology with an additional support teacher and increasing the number of computer devices are impacting student increase in use of technology. Based on Ewa demographic data, 55% of our students are disadvantaged, and providing use of technology in school is a 90
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priority. Standards Based Assessment (SBA) and our universal screener STAR are also computer based, so it was essential to teach students how to be efficient users of technology. This school year Ewa increased its student to device ratio from 1:4 to 1:2. Our organizational system supports involvement of faculty and staff in the allocation of resources. GLS role is to collaborate with their grade levels and ensure teachers have the curricular materials necessary to teach. GLC teachers collaborate with their grade levels to ensure supplies are adequate. Technology coordinators collaborate with teachers to plan and lead technology purchases. Lead by our leadership with collaboration with staff, the allocation of resources at Ewa has made a positive impact on student learning. Practices A6.3. Indicator: Processes and procedures are in place for developing an annual budget, conducting internal and external audits, and utilizing sound quality business and accounting practices, including internal controls within the school to ensure protection against mishandling of institutional funds. A6.3. Prompt: Evaluate the effectiveness of the processes and procedures for developing an annual budget, conducting audits, and utilizing sound quality business and accounting practices, including internal controls within the school to ensure protection against mishandling of institutional funds. Findings
We have an effective process that utilizes sound quality business and accounting practices. The faculty is provided with a multiple year plan of action that includes anticipated changes in enrollment in managing resources. Weighted Student Formula (WSF) money is allocated based on projected student enrollment and the needs and characteristics of those students multiplied by a specific dollar amount allocated to educate each student enrolled. Additional money is given to educate students with identified characteristics that impact their learning and achievement such as: Gifted & Talented, Economic Disadvantage, Limited English Proficiency, and Transiency. Additional funding is also allocated from other sources such as Title I (federal funding), Title III (federal funding) and SPED. Drafts of the financial plan are presented to the staff for feedback and input before it is submitted, along with the academic plan.
Supporting Evidence
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HIDOE Website
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WSF Allocation & Financial Plans for SY 2016–17
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Academic and Financial Plan
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Opening Day Packet
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Purchase Order Forms
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School Level Inventory
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The financial plan is developed for the coming school year; the Financial Plan guides school-level spending on staff, programs, resources and more to align with the School Academic Plan. It is then presented to the faculty and staff for approval. The budget is then submitted to State for approval. Once approved, funding is provided to the school to be distributed through the expenditure plan for all personnel costs, purchases of goods, and services.
•
Current Grade Level Balances
Expenditures must adhere to strict state guidelines. Additional approvals and requirements are needed for purchases in excess of $25,000. Quotes are required for purchases over $5,000. At the school level, the principal must approve all purchases. Approval from the Complex Area Superintendent is needed for Out of State Travel and Contracts. Expenditures using federal funds have even stricter guidelines and is internally audited yearly and randomly audited by the Title I Consolidated Monitoring and Technical Assistance (CMTA) for Selected Federal Programs. As a result of one of the audits regarding the school lunch program, the school staff ensures that the proper form is completed and submitted to the office anytime someone other than the student is picking up a student’s lunch. Another example of change from audits is the reminder to teachers about submitting all monies to the office on a daily basis for school activities (e.g., field trip monies). Payments are processed through the Office of Fiscal Services, Vendor Payment section. Specific guidelines must be followed to process payments. Invoices are scrutinized at the school level by the Account Clerk, then by Vendor Payment to ensure authenticity and accuracy. Required approvals and back up documents are necessary before payment is authorized. Each year, internal controls such as Purchase Order and small purchase item procedures are shared in detail in the Opening Day Packet. Grade Level Chairs are also included in a beginning of the year GLC meeting to discuss the many internal controls to keep our school fiscally sound.
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Facilities Conducive to Learning A6.4. Indicator: The school’s facilities are adequate to support high-quality learning. A6.4. Prompt: To what extent do the facilities support high quality learning? Findings
Ewa takes pride in its well-maintained facilities and grounds to provide a place that supports high-quality learning. According to Ewa School’s Spring 2016 School Quality Survey, the Safety dimension provides an opportunity to look into the perception of the following groups of stakeholders; Students, Parents, Teachers. 93% respond favorably to the survey question: I feel the school buildings are safe for students.
Supporting Evidence
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SSIR SY 2014–15
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SSIR SY 2014–15
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School Quality Survey
Ewa Elementary is the third largest elementary school in student population for the state of Hawaii (FOL Self-Study, p. 11). School has been built for a maximum enrollment of approximately 850 students in grades levels Kindergarten through Grade 6. However, school wide enrollment averages 1,100 students. We have added six portables to help alleviate the high enrollment. Subsequently, co-teachers and/or support teachers often teach small groups of students outside of the classrooms. According to the 2015 School Status Improvement Report (SSIR), our school facilities have been rated as: 1) Classroom - marginal (79%) 2) Cafeteria - marginal (71%) 3) Library - marginal (97%) 4) Administration - adequate (107%) To alleviate the shortage of classrooms, additional instructional support teachers were added to support high quality learning. As one of the oldest schools in the Leeward District, dating back to 1882, we have been having recent facilities upgrades. The school has air conditioning in the majority of the classrooms (i.e., 32/46 classrooms = 70%). A new 8 classroom, single story building that is fully airconditioned was completed early in late September SY 2016– 17. The building adds 6 grade level classrooms, a fully selfcontained Special Education classroom, an additional computer lab, a conference room and faculty workroom. With the addition of the new building, Ewa’s facility-classroom rating will improve.
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Instructional Materials and Equipment A6.5. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective. A6.5. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials. Findings
The policies for acquiring and maintaining adequate instructional materials and equipment are very effective. The Academic Plan guides the priorities for acquiring instructional materials and equipment at the school level. Expenditures for educational materials, equipment, and supplies are aligned with the Academic Plan. The need for resources are voiced to the GLS or admin, who bring it to the leadership team and decisions are made.
Supporting Evidence
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Needs Assessment Google Survey
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Wednesday Admin-GLS Meeting Notes
Qualified Personnel A6.6. Indicator: Resources are available to hire, retain qualified personnel for all programs. A6.6. Prompt: Determine if resources are available to hire and retain qualified personnel for all programs. Findings
Our school has adequate resources available to hire and retain qualified staff. Based on the percentage of students receiving free or reduced lunch, Ewa Elementary School qualifies for Title I funds which are used to purchase additional classroom teacher positions, Annual Child Count federal monies allow the school to fund special education teacher positions as well as other resources to support students who are eligible for IDEA services. District funds are provided to hire and retain Paraprofessionals to support students with disabilities.
Supporting Evidence
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Title I School Handbook
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Ewa FOL Chapter I Resources and Management
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eCSSS
The ELL program gets funding from the Title III funds. This fund has been used to operate a morning, an after school, and a summer tutoring program for ELL students, and purchase supplemental online curriculum program; Imagine Learning, for students in grades K–2.
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HIDOE/ACS WASC Category A. Organization: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III). Summary (including comments about the student learning needs): Ewa School is in the process of revising a vision and mission. Ewa’s revised vision and mission is: The Ewa Way is Kina‘ole and Kaizen. It is relevant and meaningful to our community and supports the belief that all students can achieve academic standards. Our vision is put into practice in the development of Ewa’s Academic Plan. We will continue to complete our vision and mission in a process that is inclusive of all stakeholders. A component to improve on is community involvement through the School Community Council. The School Community Council should convene to participate in development and review of Ewa’s vision and mission, Academic Plan and school initiatives. Ewa Leadership team leads the school planning process and is merging the Focus on Learning, Title I Alignment guide, Comprehensive Needs Assessment and Academic Plan to be cohesive, improve collaboration and ensure decisions are data driven. Ewa’s leadership team monitors both the Academic Review Team 6 Priority Strategies and Academic Plan. A comprehensive collection, discussion, and analysis of student performance data in Chapter I formed the basis for the identification of the critical learner needs of Ewa students in Chapter III. English Language Arts: 1. All students need to read and comprehend complex literary and informational text to the rigor of their grade level standards. (K–6 RI.RL) 2. All students need to develop as writers for a variety of purposes including text types, (K–6.W.1–3) production and distribution of writing, (K–2.W.5–6) (3–6.W.4–6), research to build and present knowledge, (K–3.W7–8) (4–6.W7–9) and range of writing. (3–6.W.10) Math 1. In mathematics, all students need to make sense of problems and persevere in solving them. (Math.SMP.1) GLO GLO 3: Complex Thinker - The ability to demonstrate critical thinking and problem solving In Category A: Organization we examined the effectiveness of a number of Indicators within six criteria and found that many key practices and efforts at Ewa focus on and address the critical learning needs. • Academic Plan - Critical learner needs identified in Chapter III are aligned to Academic Plan Goal 1, Strategy 1: Common Core State Standards. Learner needs can be addressed by determining enabling activities aimed at increasing the rigor of Common Core instruction and assessments. By selecting student achievement data that measures rigorous achievement of CCSS, achievement goals can be set and monitored. 95
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•
•
•
Professional Development - Ewa’s has regularly scheduled professional development for all teachers. Professional Development that builds professional capacity to teach and assess to the rigor of CSSS addresses our critical learner needs. Ewa School effectively supports professional development/learning. Teachers reported that they are actively engaged in implementing professional development. To refine our evaluation of the effect of professional development, student achievement goals should be correlated to professional development. Grade Level Support (GLS)/Leadership Team - GLS teachers are curriculum, instruction and assessment coaches for their respective grade levels and school wide initiatives. Their support can specifically target instruction and data monitoring of the rigorous CCSS identified as learner needs in Chapter III. Leadership team directs the data collection and analysis used to drive the schools decisions. Leadership team monitors progress of the six priority strategies (Academic Review Team), leads in the development and monitoring of the Academic Plan, and organizes professional development targeted at student achievement of rigorous CCSS. Data should drive decisions and support teachers’ focus on curriculum, instruction and assessment. Allocations of Resources - Ewa resources are sufficient to support students in accomplishing academic standards. Faculty and staff positions, curriculum and technology resources, and professional development for teachers should continue to align to meet the critical learner needs that address rigorous performance of CCSS.
Continued refinement and development of data collection and analysis will create clearer targets and monitoring to address the critical learner needs of Ewa students. We recognized GLO 3: Complex Thinker as a critical learner need of all students and need to still establish baseline data to address this need. Prioritize the strengths and areas of growth for Category A. Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength • Leadership has a process to refine and reviews its vision, mission and Academic and Financial Plan using pertinent student/community profile, global competencies (General Learner Outcomes), and current educational research. (A1.1, A3.2)) • Through school leadership, there is a high degree of clarity in understanding about the relationship between the governing Board and the responsibilities of the faculty and staff. (A2.3) •
Leadership carefully allocates resources to successfully provide all resources needed to support, implement and monitor the school’s Academic Plan. (A3.3)
•
Ewa School procedures are effective in ensuring that all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching. (A4.1) Ewa administration and leadership provides effective orientation processes to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. (A4.2) Ewa School has written policies and procedures that clearly define responsibilities,
•
•
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Ewa Elementary HIDOE/WASC Self Study Report
• •
•
•
operational practices, and decision-making processes for administrators and faculty and is efficient in execution of policies and procedures to support student learning. (A4.3, A4.5) Ewa Schools existing structures for internal communication, planning, and resolving differences are highly effective and well organized. (A4.4) Ewa School effectively supports professional development/learning through school wide planning and implementation of enabling activities, school organizational structure that provides GLS as curriculum coaches for every grade level, and partnerships with complex, district and state. (A5.1) Ewa School has sound processes and procedures in place for developing an annual budget, conduction internal and external audits, and utilizing quality business and accounting practices, including internal procedures within the school to ensure proper use of institutional funds. (A6.3) Ewa School has well maintained facilities and improved facility capacity with the addition of new classroom building to adequately support high-quality learning. (A6.4)
Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Growth 1. Leadership should continue developing and refining its student achievement data sources to more effectively monitor the Academic Plan. (A1.1, A5.3) 2. Ewa School will complete its vision and mission by SY 2017–18 with a process that ensures involvement, understanding and commitment of the entire school community. (A1.2, A1.3, A1.4) 3. Leadership should involve the entire school community, especially School Community Council in the review and refinement of the vision, mission, GLO and Academic Plan by regularly scheduling School Community Council meetings and utilizing other strategies that promote engagement. (A1.2, A3.5)
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Category B: Standards-based Student Learning Curriculum
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Category B: Standards-based Student Learning: Curriculum B1. Curriculum Criterion – Student Participation in a Standards-based Curriculum All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the General Learner Outcomes, academic standards, and priorities identified in the Academic Plan. Current Educational Research and Thinking B1.1. Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. B1.1. Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and revise the curriculum as needed. Findings
The following areas of current educational research were selected as findings as they are curriculum related areas in which Ewa teachers have been trained. Advancement Via Individual Determination (AVID) strategies have proven to be effective in helping Ewa students to become more organized. Students have become more proficient in taking organized notes and have also become better organized with their belongings. Teachers in grades 3–6 assess their students three times a year on their ability to use a variety of AVID strategies on a consistent basis. One indicator of successful implementation is the effect size formula that is used to measure student growth. The effect size of each teacher’s implementation ranged from 0.60–3.45. Effect size is calculated using a scale that measures student growth over a period of one year. An effect size of 0.40 represents one year’s growth over a one year span. Ewa’s pre and post data shows that students are successful in using various AVID strategies. One specific area that we have found success in is with the use of 2-column notes, a strategy to organize information. On the AVID post assessment, an average of 77% of students showed proficiency in being able to set up 2-column notes. The school will continue to have grade level discussions and professional development to improve incorporating and implementing the strategies consistently. Future plans for AVID are to include teachers in K–2. Currently there are six K–2 teachers who have been trained in AVID. In SY 2016–17, all teachers will be trained in AVID.
Supporting Evidence
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AVID (pre/post data)
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Data Teams (template)
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Ewa FOL Group B (teacher survey)
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Data team leaders in some grade levels have gone through two specialized trainings this school year. As a school wide effort to analyze student data, all grade levels have gone through two or more data team cycles. This current practice involves analyzing student data, holding discussions with the grade level teachers to plan and planning for the implementation of lessons to address student needs. For example, in grade 3, teachers focused on anchor standard 1, read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Teachers in grade 3 decreased their well below (red group) from 41% to 33%. Their approaching group (yellow) increased from 42% to 45% and the on grade level group increased from a 17% to 22% (green). The decrease in the red group and increase in the yellow and green groups shows some growth in this standard. Teachers then reassess students within the data team cycle to determine if students have made growth and discuss next steps. Currently, each grade level chooses their data team subject area based on their grade level data. A more effective way of implementing the data team process would be to select a school-wide focus in data teams. This will allow for a more aligned and impactful effort towards student achievement. 88% of the teachers have been trained in Wonders and 100% in Springboard. These two core English Language Arts (ELA) programs are state recommended programs. The school is implementing the programs as intended and are following the written curriculum. One walk through (K–5) has been conducted by district resource teachers this school year that included feedback for next steps. The walkthroughs may only consist of one class per grade level and is not consistent enough to impact instruction. Two walkthroughs in grade 6 have been conducted this year. All grade 6 teachers were observed in their SpringBoard implementation and were given feedback. Areas of strength noted by the observers were the level of student engagement, collaborative conversation opportunities, the consistent use of SpringBoard materials, and evidence of unpacking the embedded assessments, which connects the lessons teachers do to the end of the unit assessment. The areas of growth lean towards suggesting teachers to use higher level questioning to promote critical thinking. More opportunities for observation and feedback for all teachers could benefit instructional practices for the school. More observations with a school-wide focus could
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also help to impact instructional practices and student achievement. These observations will also help us determine if instructional practices are being implemented consistently. Ewa also has supplemental materials such as differentiated leveled books that can be used for small group instruction, however at this time, teachers are not consistent in small group instruction implementation. All teachers have been trained in Stepping Stones program. 60% of the teachers in Gr. K–6 have attended professional development of Standards of Mathematical Practices by the district (four days in the last two years). Teachers in grade 6 implementing GO Math reviewed webinars and held their own grade level professional development (PD) throughout the year. Some grade level discussions as an extension to the district PDs have occurred however, follow up for consistency is still a need for Ewa teachers. Ewa will need to have continued professional development for the 40% who were not trained in the core programs as well as follow up professional development for those who have already been trained. Although the SMP are embedded and written in the Stepping Stones and GO Math programs, there is currently no follow up on the practices. Ewa will need to have professional development and training for those who have not been trained. Continued professional development and observation follow ups based on the PDs could help to improve instructional practices, increase student achievement, and build consistency in implementation. As a result of this finding, in SY 2016–17, a school-wide training to review and gain a better understanding of the SMP was conducted. As a follow up of this professional development, walkthroughs with feedback have been planned in order to support the SMP. 77% of the teachers were trained in Visible Learning (VL) in SY 2014–15. Visible Learning’s goal is to help teachers implement the practices that work best to accelerate student learning. Teachers teach students various strategies to take ownership of their learning. Of the 77% of the teachers who were trained, 66% are using/teaching VL strategies. Of the 66% of the teachers using or teaching VL strategies the following shows the strategies they are using: Learning intentions (what students should be able to do) 62% Success criteria (specific steps to achieve their goal) 73% Teacher/student feedback 58% 102
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Assessment capable (self monitoring) 45% Set mastery goals 20% Metacognition (thinking about your process) 10% It is not known whether these Visible Learning strategies are impacting student performances. There are some teachers teaching Visible Learning strategies, but there is no consistent school-wide data that is collected to show the impact on student learning. The teaching of Visible Learning strategies are taught by isolated individuals rather than working in grade levels. The majority of Ewa’s teachers have been trained in current research practices. Ewa teachers will need to focus on sustaining these practices so that all teachers continue to maintain and refine the practices to result in student achievement. Therefore, although there are numerous research based practices in place at Ewa, a need for consistency of school-wide targets and expectations along with follow up on student impact is necessary to determine if these practices are effective in impacting student achievement. Academic Standards for Each Subject Area B1.2. Indicator: The school consistently implements, within and across grade levels or departments, General Learner Outcomes and academic standards for each subject area, course, and/or program that ensure the same high expectations for all students. B1.2. Prompt: Evaluate to what extent clearly articulated General Learning Outcomes and academic standards for each subject area, course, and/or program are consistently implemented within and across grade levels or departments that ensure the same high expectations for all students. Findings
Ewa has a Frontiersman award in which students are awarded every quarter for GLO 1 and 2. Future school wide discussion using the state rubric will need to be conducted so that we are consistent in the school. Ewa Elementary has come a long way in the past few years from not having a core program to having core ELA and math programs. The implementation of these core programs allows our curriculum to be aligned and scaffolded to ensure that there is a systematic teaching of skills, use of program assessments, process to collect and analyze data and of using supplemental materials to differentiate instruction. Each grade level has pacing guides which includes assessments.
Supporting Evidence
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Grade Level Pacing Guide
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ELA (Wonders and SpringBoard curriculum)
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Ewa FOL Group B (teacher survey)
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Math (Stepping Stones and GO Math curriculum)
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Teachers in ELA use their grade level pacing as a guide to help them stay on track, however teachers adjust the pacing to fit the needs of their class. Ewa consistently administers unit assessments in Wonders and in SpringBoard. The pacing guide shows consistent implementation of the assessments. Pacing guides of grade levels implementing Wonders show that we have not covered the entire curriculum in the school year in ELA. For SpringBoard, however by the second year of implementation, the entire program (all four units) were covered. A school-wide agreement to do specific components of the Wonders program contributes to the dilemma of not completing the entire curriculum. This leaves students without exposure to the full extent and rigor of the grade level standards. However, having a core program ensures that skills, concepts and activities are taught in a systematic way. Common assessments from the core program also allow us to see some comparable data. Continued support to build an understanding of common core standards and an understanding of rigor will help us to ensure that we are meeting high expectations for all students. In order to address the needs of students that may need extra support or students who are beyond grade level, teachers have small group instruction books that coincide with the stories in Wonders. These books are focused on the same strategies as the student readers that are used in a whole group setting. Some teachers use these specific books for their approaching students, ELL, or special education, and above grade level students. All students are expected to use the same Wonders material but may need extra support. In order to support differentiated instruction, further discussion needs to take place to explore what the teacher’s needs are. In math, each grade level also has a pacing guide. The pacing is also used to guide the teacher’s instruction but it may not be implemented consistently as each teacher also adjusts the guide to meet the needs of their students. Having a core math program allows us to compare assessment data and have consistency in activities. Further discussions of the standards are needed to see if we are aligned in meeting the rigor of the standards. Ewa shows that while we are consistent in the use of assessments of our core programs, we also need to establish expectations and targets for each grade level and school-wide expectations. Teachers need to know the rigor of the standards to ensure that we are meeting high expectations for 104
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all students. School-wide consistency of the expectations of the General Learner Outcomes (GLO) needs to be addressed. Ewa will need to work on a common understanding of the state’s rubric to build consistency of the GLO within the school. Congruence B1.3. Indicator: The school has mapped/paced written curricula in all content areas that are congruent to the academic standards and the General Learner Outcomes. B1.3. Prompt: Evaluate the extent to which there is congruence between written curriculum and the actual concepts and skills taught, the academic standards and the General Learner Outcomes. Findings
Ewa has a Frontiersman award in which students are awarded every quarter for GLO 1 and 2. Future school wide discussion using the state rubric will need to be conducted so that we are consistent in the school. Our best indicator between the curriculum and what is being taught is our pacing guides and assessments. Ewa consistently assesses unit assessments in Wonders and in SpringBoard. The pacing guide shows consistent implementation of the assessments. Assessment results of the English Language Arts (ELA) program show a low level of student proficiency in ELA. Teachers use their grade level pacing as a guide to help them stay on track, however teachers adjust the pacing to fit the needs of their class.
Supporting Evidence
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Frontiersman Award Data
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Grade Level Pacing Guide
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ELA (Wonders and SpringBoard curriculum)
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Math (Stepping Stones and GO Math curriculum)
In order to address the needs of students that may need extra support or students who are beyond grade level, teachers have small group instruction books, which coincide with the stories in Wonders. These books are focused on the same strategies as the student readers, which are used in a whole group setting. Some teachers use these specific books for their approaching students, ELL, or special education, and above grade level students. All students are expected to use the same Wonders material but may need extra support. A system of consistent implementation is needed to support students in achieving grade level standards. In math, each grade level also has a pacing guide. The pacing is also used to guide the teacher’s instruction. Teachers adjust the guide to meet the needs of their students. At Ewa Elementary, there is a relatively high degree to which 105
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there is congruence between the written curriculum and the actual concepts and skills that are being taught in the classrooms. All Ewa students are exposed to the same core ELA and math curriculums, which are standards based ELA and math programs. Differentiated instruction supports students in meeting grade level expectations. A need for consistent differentiated practices (frequency) is necessary. Ewa shows that while we are consistent in our use of assessments of our core programs, we also need to take a look at setting expectations and targets for each grade level and school-wide expectations to ensure that teachers know the rigor of the standards and the needs of our students. Schoolwide data collection of Wonders and SpringBoard unit assessments, Stepping Stones check up and performance task data, and GO Math assessment data is collected. School-wide consistency of the expectations of the General Learner Outcomes (GLO) needs to be addressed. Ewa will need to work on a common understanding of the state’s rubric to build consistency of the GLO within the school. Student Work — Classroom Learning Targets B1.4. Indicator: The examination of student work samples and the observation of student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes. B1.4. Prompt: Evaluate to what extent the examination of student work samples and observed student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes. Findings
Ewa has evidence that student work is examined through the use of the data teams process. Each grade level focuses on an area of need and develops a common grade level pre and postassessment that addresses specific standards and learning targets. Upon completion of the pre-assessment, student work is analyzed, and the data is recorded on the data teams template. Based on the data, students are categorized according to proficiency to meet the standards. A plan of action, which includes instruction on specific strategies and skills, is developed to address the common needs of the largest category. After instruction and practice, students are given a post-assessment and student work is analyzed to determine if instruction was effective or whether further instruction needs to take place.
Supporting Evidence
• Data Teams Template • SpringBoard Feedback Form • Observation Notes (math workshop walkthroughs)
For example: Grade 5 teachers focused on anchor standard 2
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for writing: “Write informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.” The pre-assessment results showed that students were challenged with writing a purposeful five paragraph essay. Their introduction, conclusion and supporting details were weak. The analysis also indicated that the students had limited use of transitional words and their use of the writing process was inconsistent. The strategies used to address these areas were direct instruction in the use of color coding in order to organize stronger paragraphs with relevant details, and instruction on the use of appropriate transition words resulting in a stronger five paragraph essay. The guided instruction model of “I do, we do and you do” was also used to strengthen the focus. Teachers in grade 5 decreased their well below (red group) from 83% to 33%. Their approaching group (yellow) increased from 16% to 45% and their on grade level group increased from a 1% to 22% (green). The decrease in the red group and increase in the yellow and green groups shows some growth in this standard. Teachers reassess students within the data team cycle to determine if students have made growth and discuss next steps. Below is a chart that reflects the moderate gains for each grade level. While there is evidence of some student gains, the larger gains came with the teachers’ knowledge of analyzing student work to improve instruction. Greenpre %
Greenpost %
Yellowpre %
Yellowpost %
Red-pre %
Redpost %
Gr.K
39%
40%
16%
13%
46%
47%
Gr. 1
35%
35%
38%
36%
27%
28%
Gr. 2
11%
21%
55%
55%
31%
20%
Gr. 3
17%
22%
42%
45%
41%
33%
Gr. 4
3%
20%
28%
18%
69%
62%
Gr. 5
1%
22%
16%
45%
83%
33%
Gr. 6
18%
48%
27%
32%
55%
20%
Ewa also has some evidence of student engagement that demonstrates the implementation of a standards-based core ELA curriculum. For the past two years the sixth grade teachers have been observed by a team of administrators
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consisting of SpringBoard consultants, district resource teachers, complex area superintendents, principals, vice principals and grade level support teachers. For these SpringBoard Learning Walks, the team observes a ten minute segment of a lesson, they have conversations with the students and then the team discusses what they have learned during the walk through. At this debriefing session a SpringBoard Feedback form is completed by the SpringBoard consultant and shared with the entire team as well as with the sixth grade teachers. In this feedback form, we have found that student engagement and collaborative conversations are areas of strength for our sixth grade teachers and students. SY 2016–17, observations of the math workshop for every teacher has been conducted using the math workshop model rubric. Student engagements through the observations are noted during the observation. Debriefing with the teacher after each observation allows for reflection and next steps. By looking at our data, we have found that Ewa School has demonstrated the implementation of standards based curriculum to a somewhat high extent, through the examination of student work samples and student engagement. All grade levels are using the data teams process to examine student work with each grade level determining their own focus area according to the needs of the grade level students. The goal was to complete a data team cycle each quarter. Grade levels have at least two cycles and show that examination of student work is embedded in the teachers’ practices. The data team cycle supports the examination of student work samples however, it is not enough to impact overall student achievement. Ewa has started a process to observe student engagement through walkthroughs. Observations/walkthroughs should continue to support student engagement in various subject areas. Accessibility of All Students to Curriculum B1.5. Indicator: A rigorous, relevant, and coherent curriculum is accessible to all students through all courses/programs offered. The school examines the demographics and needs of students throughout the class offerings. The school’s instructional practices and activities facilitate access and success for all students. B1.5. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students?
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Findings
All students at Ewa Elementary have equal access to a rigorous, relevant and coherent curriculum, especially in the core content areas of ELA and math. Each child at Ewa participates in all Wonders, SpringBoard, Stepping Stones and GoMath lessons daily. Inclusion classrooms with a small group of ELL or special education population have some level of support from an inclusion teacher. After looking at each grade level’s pacing guide for the ELA and Math core programs, it is evident that everyone is implementing the language arts and math curriculum so that all students in grades K–6 have access to the Wonders/Spring Board programs, as well as the Stepping Stones/GO Math programs.
Supporting Evidence
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Grade Level Pacing Guide
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ELA (Wonders and SpringBoard curriculum)
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Math (Stepping Stones and GO Math curriculum)
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Ewa FOL Group B (teacher survey)
Every grade level has a special education and ELL inclusion class where inclusion teachers use the same instructional materials for ELA and Math. These students have equal access to these materials as their peers. Special education teachers are expected to differentiate by using supplementary teaching material for their students as needed. In the reading Wonders program, the teacher’s manual includes differentiated instruction in order to assist ELL and other students who need differentiation. During small group instruction, students have access to different leveled texts (approaching, on level, and beyond grade level), as well as an ELL leveled text. In the Stepping Stones math program, there are activities provided online that teachers can use to differentiate instruction and provide additional opportunities to practice new math skills and strategies. According to the survey, 32% of Ewa teachers are consistently differentiating in small group instruction in ELA and 39% in math. Continued support in differentiating for our Tier two and three students is necessary. In order to support all students, differentiated instruction needs to be consistently implemented. This becomes critical if we want to support our tier 2 and 3 students. Integration Among Disciplines B1.6. Indicator: There is curriculum integration among disciplines at the school. B1.6. Prompt: Evaluate to what extent there is curriculum integration among disciplines.
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Findings
Teachers in grades K–6 have various integrated projects. The teacher survey shows that 70% of the teachers implement the Wonders Research/Inquiry projects at the end of each week. The Research and Inquiry projects in Wonders integrate different subject areas into their projects. For example, in a third grade Wonders Research and Inquiry project, students are asked to research a famous landmark and publish an informative report. This includes, students finding resources (books or digital), taking notes, using technology to assist students in locating information and writing an informal report. Teachers may incorporate oral presentations as another means of presenting their report. While integration is evident, using the scoring rubrics will ensure that the different subject areas are being assessed and evaluated.
Supporting Evidence
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Ewa FOL Group B (teacher survey)
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Grade 3 Simple Machine Rubric
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Grade 4 Science Project
Based on the teacher survey, 61% of the teachers implement other types of integrated projects that integrate reading, writing, art, and/or technology with other content areas such as science and social studies. Out of the 61% (30 teachers) of the teachers that implement other types of integrated projects, twenty-six of those teachers purposefully and intentionally align the projects to the standards. This shows a small number of teachers that intentionally align and integrate content area standards. Various integrated projects go on in all grade levels. For example, grade 3 teachers implement a simple machine project each year. The simple machines presentation rubric has parts of the project that purposely include science and oral presentation standards. It does not however integrate other subject areas. Teachers can include more purposeful integration of other subject areas such as writing. In comparison, the fourth grade yearly science project includes a rubric that purposefully integrates science, writing, and speaking and listening standards. For this project, students are given the opportunity to chose their own topic, design their own experiment, and test their hypothesis. After reviewing the data and findings, it is to a relatively high extent that there is curriculum integration among disciplines. Even when time blocks or periods are designated as social studies, science, health, reading or math blocks, it is apparent through the many projects that are produced that there is a high level of integration among disciplines. Overall, Ewa teachers incorporate integrated projects that help our students to see the connections between content areas. Purposefully planning projects ensures that specific grade level standards
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are addressed. Grade levels will need to collaborate more to plan purposeful integrated projects to align with the standards. Curricular Development, Evaluation, and Revisions B1.7. Indicator: The school assesses its curriculum review and evaluation processes for each program area to ensure student learning needs are met through a challenging, coherent, and relevant curriculum. The assessment includes the degree to which there is involvement of key stakeholders. B1.7. Prompt: Comment on the effectiveness of the school’s curriculum review and evaluation processes to ensure student learning needs are being met. Include comments regarding the extent to which there is involvement of key stakeholders. Findings
Wonders and SpringBoard are both state recommended programs. There are supplemental materials that are available to help teachers meet student needs. Some of these materials include differentiated books, workbooks and worksheets that focus on various concepts. The differentiated instruction component should be done on a regular basis to ensure that student learning needs are being met. 26.8% of the surveyed teachers use differentiated instruction up to one day a week, 41.1% implement differentiated instruction 2–3 days per week and 32.1% consistently meet with small group daily. Our finding here infers that although the core ELA programs have supplemental materials, the materials and differentiated instruction groups may need to be better utilized. In order to support differentiated instruction, further discussion needs to take place to explore what the teacher’s needs are.
Supporting Evidence
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Ewa FOL Group B (teacher survey)
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PLT Agenda Topics Summary
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Ewa FOL Chapter I (table 26 and 29)
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Data Teams Templates
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Kaizen/RTI (plan of action form)
Stepping Stones/GO Math are both state recommended programs. During regularly scheduled meeting times, grade levels meet in Professional Learning Teams (PLT groups about once every eight days) to discuss student work. PLT agendas and minutes are taken to keep the group focused on the students. During SY 2014–15 between Grades K–6, Stepping Stones and GO Math was a topic of PLT twenty-one times. This data indicates that grade levels made it a priority to discuss the school’s math programs in relationship to student learning needs, however just having discussions about the programs may not have had a positive impact on student performance as reflected in Ewa’s SBA scores. Effective instructional practices, together with a research based core program and professional development opportunities are key to student achievement. Through the data teams process, grade levels evaluate student 111
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learning needs and adjust instruction to meet the needs of all students. Grade level data teams meet about two times a month to review student work and assessments to discuss the progress of students. Data team template data indicate that student learning needs are being evaluated and addressed through a focused strategy. 100% of the teachers at Ewa Elementary School participate in grade level data teams. Although each grade level’s area of focus may differ, conversations in data teams center on ELA and math data and strategies are implemented to improve instruction. The focus areas are only a small part of the standards; therefore the impact is not significantly reflected in performance data. Ewa’s school-wide Response To Intervention (RTI) program supports grade level standards by deconstructing standards in order to fill in gaps for students who did not fully acquire the necessary skills to meet grade level standards. Ewa’s RTI program is a school wide intervention program. Grade levels analyze data and Tier students into instructional groups. Although grade levels select different focuses, each grade level meet with groups four times a week for a half hour period. Students are tiered into homogeneous groups through a data triangulation process. A plan of action form is then completed and turned into our administrators who oversee the RTI program. With each grade level selecting their own content and skills area to focus on, our finding is that Ewa’s RTI program is not very impactful. Currently grade levels select their own focus area based on various data points. A better process would be for the school to select a school-wide focus for instruction in order to develop a system that can build from K–6. For example, if we all focused on math fluency, we would be able to possibly see positive long-term effects because the school is working towards one common goal. Ewa’s school curriculum review and evaluation process is somewhat effective in improving student performance as reflected in Ewa’s low SBA results. There is definitely evidence to support the idea that teachers are using data and student work samples to identify student need areas and to create an action plan to improve student achievement, however not all stakeholders are involved in this process. This curriculum review process involves teachers, coaches and sometimes administrators, however we will need a process to involve our parents, students and other community members. Ewa is working towards developing a curriculum review process that is more systematic. A system is in needed
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to build in assurances that all stakeholders are involved and that there is better schoolwide alignment from grades K - 6 for this review process. Articulation and Follow-up Studies B1.8. Indicator: The school articulates regularly with other schools within the complex and/or local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. B1.8. Prompt: Share examples of articulation with other schools within the complex and/or local colleges and universities, including comments on the regularity and effectiveness of these efforts. What has been learned from the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings
The district holds monthly curriculum meeting. In these meetings, topics such as AVID, program assessments, SBA data, formative instruction, math programs (Origo), curriculum coordinator articulation time, unit planning/calibrating Wonders Unit assessments and Achieve3000 are discussed. Grade level support teachers disseminate information to teachers through PLT (Professional Learning Time) sessions that occur three to four times each quarter. Teachers then implement the new teachings to their classes. There is a need for coordination between curriculum coordinators to ensure follows through on implementation of new teachings. For Special Education (SPED), there are Complex Review meetings and Student Service Coordinators for all Campbell complex schools. Up until last SY 2015–16 both type of meetings were monthly. Starting this SY 2016–17 Complex Review meetings are quarterly and SSC meetings are still monthly. At the Complex Review meetings a variety of topics are discussed from different personnel from Campbell/Kapolei district about Special Education, School Based Behavioral Health (SBBH), Electronic Comprehensive Student Support System (eCSSS), and Principal. Transition meetings for Special education (SPED) sixth grade students are held at the end of each school year. A transition meeting is held separately for each child. In the transition meetings a discussion is held about the services being offered at the school. An Ewa Makai Middle School (EMMS) SPED representative joins us in the meeting. The type of SPED classes/placements they offer and the team discusses which
Supporting Evidence
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Complex Meeting (agenda)
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Grade Level Student Achievement Data Template
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Email Communication (Ewa Makai AVID Program)
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SPED (IEP transition conference agenda)
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SPED (IEP transition conference sign-in sheet)
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SPED (sample of a prior written notice)
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Complex review meeting/Student Services Coordinator meeting schedule
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STEM (schedule)
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AVID (data/academic plan)
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placement and location would be best for the student. Yearly transition meetings for SPED sixth grade students help prepare the new school for the transitioning students. Students are then placed in an optimum environment, in a least restrictive environment, conducive to learning. However, there is no data to show what happens once the student leaves the sixth grade and whether it has a positive impact on student achievement. We will need to develop a way to follow through on the success of the articulation meetings.
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Speech District Meeting (dates)
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Technology (CK cadre sign-in sheet)
Complex K–6 STEM Leads meet quarterly to share curriculum and gain understanding of STEM and the implementation of Next Generation Science Standards. Discussions on transitioning from HCPS III to NGSSS. Complex AVID articulation meetings are held at the beginning of each year. The site team disseminates information to grade levels. The school goal for AVID strategy proficiency was 60% and the students in grades 3–6 met the goal on Ewa’ academic plan. “Implementation of proficiency” data increased in the last two years. The district AVID coordinator reviews the focus areas, goals, and shares school ideas. Ewa Makai Middle School’s AVID program in SY 2016–17 shows twenty out of twenty-nine applicants from Ewa were accepted. Although the AVID program shows positive results with student enrollment at Ewa Makai Middle and on the implementation data, we will need to collect data to show whether the positive effects are due to AVID articulation. Technology coordinators meet on a monthly basis for five hours to discuss new applications, upcoming events and crossexamine what is happening in other schools in the complex area and also look at the K–12 spectrum. We also occasionally visit the community colleges to “touch base” with what is being taught at the higher levels of education so that we may spiral the teachings. Each school has an opportunity to host the meeting and present something of interest to the cadre. These monthly meetings allow the complex schools to learn about new and available technology. Students are continually exposed to trending concepts, however, infrastructure is not up to par in many schools and funds are lacking. We have currently do not have data to know the effectiveness of these meetings on the student achievement. A study surveying the scope of students from K–12 may be needed.
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Monthly district meetings are held for the speech program. At these meetings, data, therapy, evaluation strategies, new laws and/or procedures are discussed. Ewa’s speech pathologists show a level of commitment in attending the meetings and implementing strategies. Speech program students, show marked improvement over time in their speech goals, but student achievement is unknown as there is no follow-up data to confirm this. According to our findings, it is apparent that there are many examples and opportunities for articulation within our complex, for a variety of purposes. For the most part, the purpose of these articulations is to assist our students with the transition from elementary to secondary school settings and to scaffold the curriculum and strategies (science, ELA, math, AVID) from grades K–12. Based on the information gathered on the different topics of articulation, there is no system in place to check the effectiveness of the various meetings in terms of follow-ups of graduates. Perhaps some type of study needs to be done to determine effectiveness in the area of K– 12 and beyond.
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B2. Curriculum Criterion – Planning and Monitoring Student Learning Plans All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals. Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of college/career and/or other educational options. The school provides career awareness, exploration, and preparation to promote college and career readiness. B2.1. Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of college/career and/or other educational options? Discuss how the school ensures effective opportunities for career awareness, exploration, and preparation to promote college and career readiness. Findings
Each grade level addresses Career and Technical Education through their standards. Teachers teach a variety of activities to promote college and career readiness. For example, some sixth grade students explore a college and career of their choice through a research project. In grade 2, teachers have students set quarterly goals. Based on the previous quarter, students determine the next quarter’s goal and steps to reach their goal. Once a year, Ewa School holds a Community Read Aloud program and invites guest speakers to share their love of reading with the students and talk about the importance of reading in their careers. Readers promote higher education and encourage them to further themselves in learning. They also talk about how reading helped them become successful in college and in their careers. The students are afforded the opportunity to ask the guest speakers questions about their career and what was necessary to get there. Although the students are provided an opportunity to explore a variety of careers, the school needs to implement student feedback and reflection in order to measure the effectiveness of this event. While there were a few opportunities for students to hear guest speakers share about their careers in their classrooms, the opportunities were limited. Ewa’s fifth graders were fortunate to be able to have two speakers, an engineer (Admiral Grocki) and a computer program designer (Colin Dere). These types of career speaker opportunities would have a deeper impact and connection for students if it occurred more regularly (quarterly) within and across grade levels. Also to promote college/career readiness, the grade 6 teachers have a college t-shirt day, however more discussion needs to
Supporting Evidence
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Report Card Grades (career and technical education grades)
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Community Read Aloud Project (evaluations)
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Schedule of Visiting Speakers
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occur with students to promote college awareness. Ewa is somewhat effective in allowing our students to make appropriate choices and to pursue a wide range or college/career options. At the elementary school level, our efforts are more focused on exposure to a variety of college/career options rather than to set pathways for our students. Ewa provides some quality opportunities that promote college/career to the students, however these events may need to expand across grade levels and to a wider audience than just one or two classrooms. We may also want to consider a process to assess the impact and effectiveness of these activities. Student-Parent-Staff Collaboration B2.2. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career, and/or other educational options. B2.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career and/or other educational options. Findings
The school’s Special Education team which includes classroom teachers, parents, and administrators, and possible other service providers, annually review a student’s Individualized education plan (IEP). IEPs are updated annually to discuss current strengths and needs of the student to determine if services are still warranted. Quarterly IEP progress reports are shared with parents to keep them informed of their child’s progress. Teachers also have informal parent-teacher conversations that happen on a daily or weekly basis. The school team (parents, student, teachers) discusses and document post high school goals at IEP meetings.
Supporting Evidence
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SPED (Individualized Education Plan)
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Behavior Support Plan
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Student’s Progress (academic, behavior and interventions plan)
The Behavior Support Plan (BSP) is a plan to monitor student behavior. This plan involves the support of parents, teachers, counselors, and sometimes the School Based Behavior Health Specialist. The support plan expires after one year however it is kept in the student’s record folder. If needed, the counselor will create another plan to target the areas of concern. According to the counselors, we have eight active BSPs and several inactive BSPs. There is a BSP in kindergarten, four in second grade, one in fourth grade, and two in the fifth grade. Counselors are generally responsible for overseeing the plan, however teachers implement the plan. Ewa does not presently
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have a process to monitor the extent to which the BSP impacts student performance. The student’s progress and intervention plan includes areas of strengths, and specific interventions to address the areas of needs. For students who have not made adequate progress throughout the year, a school team monitors the student’s progress at least once a quarter to review data and make a collaborative decision on whether the student needs more interventions or is eligible for testing. Guidelines of which students are involved in this process along with a measure to determine “adequate progress” is needed to ensure we are supporting and monitoring all students who are in need of this type of support. The process of developing and monitoring student plans is effective for our sped students as it involves all stakeholders. These federal programs set clear guidelines for this process. However, Ewa needs a process and guidelines to: determine at what point each stakeholder is involved for our regular education students, determine which students need targeted instruction, determine when a struggling student is not making adequate progress and determine adequate progress. In order to set students on a pathway for college and career, a possible next step might be to look at developing a college and/or career pathway for students to launch them on creating a personal learning plan. Monitoring/Changing Student Plans B2.3. Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them. B2.3. Prompt: Evaluate the effectiveness of how the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs). Findings
A progress report is given quarterly to all students who have an Individualized Education Plan. Students are monitored on their goals and objectives to try and get them to grade level. In our findings, the majority of students are either in emerging, progressing, or mastered level of their objectives. Some students may receive an “NP” (no progress) or an “NA” (not applicable) for a specific objective.
Supporting Evidence
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SPED (progress report)
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SPED (peer review schedule)
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Ewa FOL Chapter I Table 37
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The school conducts quarterly peer reviews for students with an Individualized Education Plan (IEP) who need counseling and/or 1:1 adult supports. The team consists of the student’s teacher(s), counselors, the student services coordinator, an administrator and sometimes outside district consultants to discuss how the student is doing in class. They check to see that the student is in the least restrictive environment with the appropriate supports to best succeed in the classroom that they are currently in and making sufficient gains. The peer review process is effective as it creates a check and balance system to see if the student has appropriate supports or if their support needs modifications. Modifications can be made if the student shows insufficient growth. If the student is able to show sufficient growth by meeting the objectives as stated in the IEP then this shows that the modifications made for the student is appropriate. Results of the WIDA ACCESS are organized on the WIDA Can Do Descriptors form to make plans for grouping the students for differentiated instruction. Regular classroom teachers and their respective ELL co-teachers are provided a copy of the form. The non-English proficient (NEP) and the low limited English proficient (LEP) students are given more service time during the inclusionary support sessions. ELL Annual Measurable Achievement Objectives (AMAO) data is in Chapter 1 Table 37. The English Language Learner students are referred to take part in the Imagine Learning Program to improve their language proficiency. Imagine Learning is a research-based language and literacy online program that features interactive activities, videos, and games for English Language Learner (ELL) students. Participating students include non-English Proficient (NEP) and low limited English proficient (LEP). Students are pulled out of regular instruction for five days a week and thirty minutes a day to engage in Imagine Learning. Based on the growth chart, it can be noted that Imagine Learning has had a positive impact on the language development of the ELL students (77% of the students in Imagine Learning showed growth); however, they are still unable to meet their grade level requirements. Our school will continue to implement Imagine Learning. Students will consistently take part in Imagine Learning and remain focused throughout each session. Teachers will ensure that students are doing the program during the allotted time. The Imagine Learning growth chart is used to evaluate them regularly. The Imagine Learning teacher also sends progress 119
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reports to the regular teachers for monitoring purposes when needed. A Comprehensive School Support System (CSSS) /Multi Tier Support System flow chart exists that illustrates the flow of support for students in Tier one, two and three. The school support staff together with parents creates a plan that includes specific interventions both academic and behavioral and the reporting of progress to all stakeholders. Student reviews are held yearly to bi- annually depending on individual students’ progress. Student Services Coordinators (SSC) monitor and check in with teachers on the learning plans and progress made at the appropriate Tier. We have forms that guide our process, however the process needs to be clearly understood by all. We have collaborative discussions in Professional Learning Team (PLT) meetings to monitor how students are doing in Response to Interventions. Students who are making progress or having difficulties based on assessments, teacher observation, and other formative data are moved to different classes based on their needs. Grade levels have their own way to analyze student data, but we do not have a school-wide system to ensure that teachers monitor student movement consistently. This could possibly be why the RTI program may not be effective enough for students to make significant progress. Ewa’s SPED and ELL departments have an effective way to monitor its process. Student plans are monitored and show to be effective in the data collected. We have programs for Ewa’s ELL students to monitor and make appropriate changes based on student progress in their personal learning plan whether it is academic and/or behavior. The process that is in place appears to have a positive impact on academic achievement. A clearly defined process for our regular education students is needed so we are able to catch students before their academic gap grows. Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transition to the student’s next educational level or post-high school options, and regularly evaluates the effectiveness of the strategies and programs. B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transition to the student’s next educational level or post-high school options and to regularly evaluate the effectiveness of the strategies and programs. 120
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Findings
Supporting Evidence
Kindergarten students are invited to a Kickstart program; in which teachers help support students in transitioning to school. The program runs for approximately ten days. Ewa has not yet developed a means to collect data to show the effectiveness of this program. The data from the Ewa Makai Middle School field trip survey suggest that the students felt like they were more knowledgeable and informed of the expectations of middle school after going on the field trip. They learned more about the culture of the school, and were excited about the various programs offered at Ewa Makai Middle School. Summary of Results Total # of grade 6 students surveyed
Percent of students felt negative before
Percent of students felt positive after
143
54% (77 of 143)
74% (106 of 143)
Percent of students felt positive before
Percent of students felt negative after
34% (49 of 143)
13% (18 of 143)
143
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Kickstart Program Letter
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Ewa Makai Middle School Student Orientation Survey
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SPED (IEP transition conference agenda)
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SPED (IEP transition conference sign-in sheet)
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AVID (pre/mid/post assessment data)
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Ewa Makai AVID enrollment from Ewa Elementary
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Transition Day Schedule
The differences in missing percentage are the students who had neutral responses of positive or negative opinions. Counselors collaborate between Ewa Elementary and Ewa Makai Middle to discuss students who may be in need of additional support for a successful transition to middle school. This collaboration happens minimally once a year, and usually closer to the actual transition from elementary to middle school. Ewa Makai Middle School counselors inform our counselors that this meeting is extremely useful and necessary for proper servicing of students moving to the middle school. SPED student transition meetings are held, with key staff members from Ewa Elementary and Ewa Makai Middle to ensure the successful transition from elementary to middle school. During this meeting, IEP information is discussed and plans are put into place to provide the necessary accommodations per the individual student’s IEP. Ewa Makai Middle School SPED staff and the SSC have informed our
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SPED department that these meetings are necessary for proper servicing and placement per IEP guidelines. Ewa has been implementing Advancement Via Individual Determination (AVID) strategies and regularly assessing (Pre/Mid/Post) each AVID classroom (Grades 3–6) in order to monitor the effectiveness of the AVID strategies. One example of the AVID Organizational strategy (binder/planner/pencil pouch) aids in the transition between classes in grades 3–6. When switching content areas classes, students are taught to self-monitor themselves to make sure that they have everything that is needed. Evidence is gathered from each AVID trained teacher in grades 3–6 and the school participates in a certification self study process. Similarly, Ewa Makai Middle School is an AVID certified school and promotes the continued use of the AVID strategies. Out of twenty-nine applicants twenty Ewa Elementary students were accepted into the Ewa Makai AVID program. For approximately six years Ewa school has held end of the year transition day in which students visit the next grade levels class. During this half hour session, teachers share about the curriculum, expectations, and highlights of the upcoming school year. Ewa is somewhat effective in the effectiveness of the strategies and programs to facilitate transition to the students’ next educational level. Although we have processes in place to help students’ transition to their feeder school, there is currently no follow-up with Ewa Makai Middle School. It is also unknown if the student orientation and transition meetings are directly correlated to the success of the transition process. There is also no data to compare effectiveness without having these processes in place. What we need to do is to make sure that we follow up with our students even after they have left Ewa Elementary. To begin to address this issue, this year, two of the sixth grade teachers at Ewa sat down with a team of teachers (social studies, English, math, science and an AVID coordinator) from Ewa Makai Middle School to have a conversation about how our Ewa students were doing in middle school. The information from this conversation was helpful and as a result, adjustments were made in the instruction of the sixth grade teachers to address specific areas of need.
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B3. Curriculum Criterion – Meeting All Curricular Requirements Upon completion of elementary, middle, or high school program, students have met the standards with proficiency for that grade span or all the requirements of graduation. Real World Applications — Curriculum B3.1. Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. B3.1. Prompt: Evaluate the opportunities that all students have to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Findings
The Challenger Center program provides sixth grade students with opportunities for real life application in the student interest areas of science and mathematics. The Challenger Center curriculum and training program allow students the opportunity to apply science concepts and math skills while tackling the challenge of teamwork and problem solving. As a means of evaluating the curriculum, the students are given a Challenger curriculum pre and post-test. Our findings show that 85% of our students made gains in their understanding of science concepts from the pre to the post. All fifth graders who go through the DARE program learn about the dangers of drugs and more importantly about the importance of making good/healthy decisions. By the end of the program, fifth grade students who complete a DARE essay and complete activities in a DARE booklet will go through a DARE graduation. Both the Challenger Center curriculum and the DARE program are excellent opportunities for the fifth and sixth grade students to have access to real world application of a standards based curriculum. These experiences are excellent, however only a specific group of students have access to these experiences.
Supporting Evidence
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Challenger Center (curriculum information)
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Challenger (pre/post test)
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DARE (schedule)
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Math (Stepping Stones and GO Math curriculum)
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Ewa FOL Chapter I (table 26)
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Ewa FOL Group B (teacher survey)
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ELA (Wonders curriculum)
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ELA (SpringBoard reading program unit 3 assessment scores)
Performance task opportunities and real world problem solving are embedded in the curriculum of both math programs. In the Stepping Stones program, the “More Math” section provides students with real world problem solving opportunities while in GO Math the problem solving is embedded in the independent practice section of the lesson. In GO Math, there is also a Higher Order Thinking (H.O.T.) section with additional word problems. While in both math programs there are opportunities for real life problem solving opportunities, the survey data suggests that only 36.4% of grade K–5 teachers actually implement this section of the 123
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lesson a minimum of one day per week, while 66.7% of the grade 6 teachers implement the problem solving questions two to three times a week but only 33.3% of the sixth grade teachers implement the H.O.T. questions one day per week. SBA for grades 3–6 assesses students’ ability to apply math skills and concepts to real world applications. The SBA State Assessment math data show that 26% of the students at Ewa in grades 3–6 are proficient in math. The low implementation data from the teacher survey correlates to the low SBA math proficiency data. Both indicate that the core math programs have ample opportunities for the students at Ewa to access real world applications if the opportunities are utilized as a critical part of a child’s daily math learning. Our finding is that this may not be the case for all teachers and students at Ewa. More emphasis should be put into the consistent application of skills and concepts rather than the daily practice of skills and concepts. The Wonders ELA program has a Research and Inquiry component, which give students the opportunity to explore research skills in areas of high interest. According to a teacher survey, 69.6% of the grade K–5 teachers implement this component of the core reading program. To parallel this component of Wonders, the sixth grade teachers implement the SpringBoard Unit 3. This unit is focused on debating and argument writing skills. Students learn to take a stance and are given research opportunities to find evidence to support their stance on an issue that is meaningful to them. According to the SpringBoard Unit 3 Embedded Assessment data, 38% of sixth graders are proficient in debating skills and 30% are proficient in writing an argumentative letter. Although a high percentage of teachers implement the Wonders Research and Inquiry real life research opportunities, the rigor in which it is implemented may vary as the grades K - 5 students often do their research collaboratively in small groups and this component is often assessed by teacher observation rather than by a rubric. In contrast to this, the sixth grade argument writing scores show a low proficiency (30%) mainly due to the fact that at this grade level, students are doing most of their research and writing independently. The SpringBoard debate and argument writing is assessed through a rubric provided by SpringBoard. Here we find that there is a need for more consistency with the rigor or the instruction of real life research opportunities. Students at Ewa are given multiple opportunities to engage in
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and access real life application of their standards based curriculum. In daily instruction, all students at Ewa are given opportunities to practice real world application of learned concepts, however when looking at the school-wide core programs, teachers may not be implementing the real world application components of the program with the rigor which is needed to meet the grade level standards. Planning with teachers in grade level professional development sessions may help teachers to prioritize all that needs to be taught so that real life application becomes a priority. Meeting Graduation Requirements (or end of grade span requirements) B3.2. Indicator: The school implements academic support programs to ensure students are meeting all requirements. B3.2. Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements. Findings Supporting Evidence Ewa School has a structure set up for a Response too Intervention program. Grade levels consistently meet with • Ewa FOL Chapter I (Tables students (four times per week and half an hour per day) and 23, 24, 25, 27, 30 and 31) are grouped homogeneously to meet the needs of the students. Since each grade level is responsible for grouping the students • Ewa FOL Group B (teacher with their own criteria and each teacher responsible for survey) progress monitoring their students, we will need to work on a way to collect data to see if progress among the grade level • Imagine learning: Growth has been made. One data point that all teachers use as a way Chart from August 2015 to to group students is the Star Universal Screener. April 2016 The Star Universal Screener pre and mid data for Reading (Grades K–3) and Math (Grades 4–6) shows that the percent of proficiency for all grade levels increased. All students, within each grade level, have shown a range of 4% to 27% increase in Universal Screener data scores. Although there is no set universal criterion for the initial grouping of students in RTI, each grade level used the results of the Universal Screener pre test as a decisive factor. Teachers use these results as one point of data (triangulation of data) to group their students into Tiers. It is also noted that each grade level used different forms of assessment to regroup their students. The following data shows the percent of increase from the students’ pre to mid assessments. Universal Screener for Reading (pre and mid) shows the following:
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• • • •
Grade K Grade 1 Grade 2 Grade 3
+ 26% + 27% +11% +6%
Universal Screener for Math (pre and mid) shows the following: • Grade 4 +12% • Grade 5 +4% • Grade 6 +4% Our school will continue to implement Response to Intervention within each grade level. We will need to work towards a school-wide focus/common goal for each grade level. All classroom teachers implement small group instruction (differentiated instruction) in ELA. The duration, frequency, and groupings vary with different grade levels and classes. The area of focus and the criteria for determining the groupings also varies by teacher. 56 classroom teachers were surveyed. Results shows that: Frequency: 26.8% 0–1 day/week 41.1 % 2–3 days/week 32.1 % 4–5 days/week Duration:
53.6 % 5–15 min./day 26.8% 20 min./day 16.1% 30 min./day
Groupings: 30.4% 60.7% 55.4 % 19.6%
1 student 2–4 students 5–6 students Other
Area of Focus: 48.2% 40.2% 48.2% 69.6% 80.4% 42.9 %
Phonics Phonemic Awareness Vocabulary Oral Reading Comprehension Writing
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Criteria for Grouping the students: 69.6% Program Assessment 71.4% Formative Assessment 41.1% Star -Universal Screener 91.1% Teacher observation 3.6% DRA 10.7% Other Table 25 (K–2 reading data) and Table 31 (gr. 3–6 reading data) in Chapter I shows an increase in reading application in all grade levels. While there is growth in all grade levels, there is still a low percentage of students meeting proficiency in reading application. For example, in gr. 4, 9% of the students were proficient in reading comprehension. At the end of the 4th quarter, 18% of the students were proficient. A discussion of differentiation and its effectiveness along with calibration of assessment scoring will need to be done. The discussion of differentiation and calibration will contribute to an increase in student proficiency. The English Language Program is an effective academic support program as it helps to ensure that the students are moving toward meeting grade level standards. Although not all of the students are on their expected grade level proficiency, due to their language categories, especially the NEPs, the results of the AMAOs show that the students are progressing. The ELL teachers give the identified English Language Learners supplementary academic support. An ELL teacher is assigned to every grade level to co-teach with another teacher. They give inclusionary support to the ELL students by working with them in small groups using differentiated instruction and/or assist them during whole class instruction involving them in language appropriate content area. All sixteen teachers who are co-teaching, as well as an ELL coordinator, assist a total of sixty-two ELL students. Duration and frequency of the services given depends on the needs of the ELL students. Non- English Proficient (NEP) students receive more time than Limited English Proficient (LEP) students. Teachers use the WIDA Can Do Descriptors to determine the needs of the students. In addition to the inclusionary support given aforementioned, the NEPs and low LEPs are given an opportunity to work with the Imagine Learning Program
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(Table 28 in Chapter I). Annual Measurable Achievement Objectives (AMAO) data is in Chapter 1 Table 37. The ELL Program will continue to be implemented and revised as necessary as an academic support program because of its effectiveness. Teachers servicing ELL students will also continue attending professional development courses such as Sheltered Instruction Observation Protocol (SIOP), Guided Language Acquisition Design (GLAD) and other related PD to ensure that the strategies and methods used will benefit the limited English proficient students. Imagine Learning is a research-based language and literacy online program that features interactive activities, videos, and games for English Language Learner (ELL) students. Participating students include non-English proficient (NEP) and low limited English proficient (LEP). Students are pulled out of regular instruction for thirty minutes each day and five days a week to engage in Imagine Learning. Upon careful study of the individual student’s growth chart, program inactivity affects the 22% of the students (no growth). The 21% of students with insufficient data was attributed to new incoming ELL students who have just started the program. Based on the growth chart, it can be noted that Imagine Learning has had a positive impact on the language development of the ELL students (77% of the students in imagine learning showed growth); however, they are still unable to meet their grade level requirements. Our school will continue to implement Imagine Learning. Students will consistently take part in Imagine Learning and remain focused throughout each session. Teachers will ensure that students are doing the program during the allotted time. The Special Education Department is working towards a system of collecting data to determine the effectiveness of meeting their goals i.e. number of students rescinded or moving closer to being on grade level (closing the gap). Our data shows that our students are making gains from where they were to where they are now; however, many of our students are still not meeting grade level requirements. We have many academic support programs currently in place; however, there currently is no consistent system to determine the effectiveness of our support programs. Our school needs to have a consistent system for determining the effectiveness of our support programs through teacher collaboration.
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Teachers should improve school wide method of determining criteria for selecting groups/Tiers of students, frequency and duration of instructions, and assessments to use for all the academic support programs that will be implemented to ensure the effectiveness of the aforementioned programs and that the students are working toward/meeting the standards.
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HIDOE/ACS WASC Category B. Standards-based Student Learning: Curriculum: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III). Summary (including comments about the student learning needs): As a Category B FOL committee, our FOL group went through the process of answering all of the prompts. This was an inclusive and reflective process that we struggled through, however the outcome of our “ahas” gave us a better perspective of Ewa’s curriculum and how we could make a few adjustments in order to create a bigger impact on student performance. As a group, we found that our biggest strength was in the area of using data and student work to identify the areas of needs for our students. This strength came up as we worked on prompt B1.7. Here we found that the Ewa teachers used data and they analyzed student work when working in grade level data teams, working with RTI Tiers and when meeting as a grade level PLT (Professional Learning Teams) to discuss how to adjust instruction with the core ELA and math programs in order to impact student growth. Another “big” strength that is actually similar to the one found in prompt B1.7 was found with prompt B1.4. The strength had to do with using the data teams process to examine student work. Here we found that all classroom teachers utilized the data teams process to improve instruction and to positively affect student growth. In a different realm of strengths, we found that with prompt B1.2, Ewa teachers were using the core ELA and math program assessments. This helped us to look at data from common assessments. Other areas of strengths had to do with the curricula and standards. For example, one of our findings was that the majority of the teachers at Ewa were trained in current research practices, mainly with the newly implemented core ELA and math programs. This came from prompt B1.1. These trainings assisted teachers in planning and delivering lessons from the Wonders/SpringBoard and Stepping Stones/GO Math programs. Those who were not trained were teachers who might not have been able to attend the summer training or those who were hired after the start of the school year. We also found, (B1.3) that there was a strong correlation between the written curriculum, in our core programs, and the concepts being taught. This would prove to be helpful to the teachers in knowing which lessons were directly related to which standard. One last example of a strength that we discovered was that in prompt B3.1, students were given the opportunity to practice real world application. This is really important for the students in terms of finding relevance in what they are learning in school. Along with the celebration of our strengths, our group reflected on our realization that we had an equal amount of areas of need. Even more than finding our strengths, we realized that it was 130
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critical to bring our areas of need to the forefront and to try to address these needs. One of our priority areas of need came with prompt B1.2. In this prompt, we found that school-wide targets and expectations for each grade levels need to be set in order to determine the level of rigor necessary to meet a standard with proficiency. We also need to have vertical discussions to set school wide expectations for proficiency in standards to ensure that our sixth graders exit our school with the necessary reading/writing/problem solving skills and content knowledge to be successful in the middle school. Presently, less than half of the sixth graders are proficient in reading and math. This implication is mentioned in Chapter III as an area of need. Ewa has no consistent means to assess our GLO. Some teachers use the state rubric while others create their own criteria. We see a need for discussion to take place in order for the entire school to be on the “same page” in terms of the criteria for assessing GLO. This coincides with the implication statement in Chapter III of our report. Another finding in prompt B1.2 as well as in prompt B1.5 was the need for consistent differentiated instruction for ALL students. When teachers currently differentiate instruction in the classroom, the focus is mainly to support concept or skills being taught with the core curricula, however with each teacher, the amount of support in frequency varies. Here we find that the instruction cannot simply deliver the core curricula with a “one size fits all” method, but that the core curricula needs to be differentiated through effective instruction. A third huge area of need was found in prompts B2.2 and B3.2. In these prompts we found that Ewa needs an early intervention process to target students before they fall too far behind. Here, the school needs to work a common definition for the words “adequate progress” and the school has to find a way of assessing the effectiveness of its existing support programs. Another area of need that our group had reflected upon was in regards to the implementation of our core curricula. In prompt B1.1, we found that since we had all been trained in the Wonders/SpringBoard and Stepping Stones/GO Math, teachers were implementing the programs as prescribed by the Teacher’s Editions rather than by their knowledge of targets and standards. One other issue we found was that (prompt B3.1) teachers were not implementing the real world application components of the programs with the rigor necessary for meeting standards. A good example of this is in math. Many teachers do not give their students opportunities to solve real world math problems and to persevere in completing performance task problems. This is also an implication in Chapter III where Ewa has found a need to work on math SMP 1. The school leadership team along with grade level representatives, need to conduct vertical discussion to set up guidelines for grade level expectations. One final area of need that we found in prompt B1.6, Ewa teachers need to move towards purposeful integration of content areas. Currently in our findings, it seems as though teachers integrate research projects, however the research projects hit ELA standards and might coincidentally cover some content area standards. With true integration, teachers will plan a unit that purposefully hit standards from various content areas and students are assessed in all content areas. For example, a teacher might do a research project in social studies that cover social studies standards, but the project rubric for assessment will also include art standards, writing standards and speaking standards if a presentation is required.
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Currently at Ewa, our teachers are standing in a circle, all facing outwards towards separate targets, and when that first day of school bell rings, everyone heads towards their target. This is wonderful as some teachers are successful in hitting their target. However with this visual in mind you would see our students moving outwards in all directions. Looking at a bigger picture of the school and with a goal of making an impact on student achievement, what we need is a focused target. Perhaps if we begin with the implications in Chapter III and find a common focus in math (SMP 1) and in reading comprehension, we could make a bigger impact. Will this make a difference? As a curriculum focus group, we believe that with our culture of working hard together and with a solid core curriculum, we can make a bigger impact if we operate as a school rather than as individual grade levels. Prioritize the strengths and areas of growth for Category B. Category B: Standards-based Student Learning: Curriculum: Areas of Strength •
Teachers use data and student work to identify need areas and create an action plan to improve student achievement (B1.7).
•
All grade level teachers participate in the data teams process of examining student work with the goal of achieving grade level proficiency and to show progress in a specific area of need (B1.4).
•
All grade level teachers consistently use the core program assessments to check for student understanding, growth, and achievement within the grade level standards (B1.2).
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Teachers are trained in current research practices to maintain a viable, meaningful, and rigorous instructional program for students (B1.1).
•
Students are immersed in grade level activities to give them the opportunity to practice real world applications (B3.1).
•
Teachers interpret and develop lessons that show a strong correlation with the written curriculum (B1.3).
Category B: Standards-based Student Learning: Curriculum: Areas of Growth 1. Teachers should know the rigor of the standards to ensure we are meeting high expectations for all students. (B1.2) 2. The leadership team will refine our system of monitoring school wide assessments that are aligned to rigorous standards to ensure all students are meeting high expectations. (B1.1 & B1.2) 3. Teachers will agree on a criteria to assess student General Learner Outcomes (B1.2) 4. All teachers will consistently differentiate for all students according to their needs. Teachers may need to vary frequency and duration based on student needs. (B1.5) 5. The leadership team and teachers will develop a process for identifying at-risk students at each grade level and implement a plan of action with appropriate interventions (B2.2) 6. The leadership team will develop a system that measures the effectiveness of various support programs (B3.2)
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Category C: Standards-based Student Learning: Instruction
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Category C: Standards-based Student Learning: Instruction C1. Instruction Criterion – Student Access to Learning Differentiated, high-quality instruction provides access, challenge, and support for all students to achieve the academic standards and the General Learner Outcomes. Differentiation of Instruction C1.1. Indicator: The school’s instructional staff members differentiate instruction by varying content, processes, products, and/or learning environment (e.g., Tier 1) to ensure that all students achieve the academic standards and the General Learner Outcomes. C1.1. Prompt: How effectively do instructional staff members differentiate instruction to ensure that all students achieve academic standards and General Learner Outcomes? Findings
Teachers at Ewa Elementary have made considerable effort to differentiate instruction in order to provide all students with opportunities to achieve academic standards and General Learner Outcomes. There is evidence of differentiated instruction occurring in the general education setting. In addition, Special Education and ELL students receive instruction based on their individualized goals in an inclusion classroom setting. Ewa also provides Gifted and Talented (GT) identification services to ensure that students of high cognitive ability receive accommodations to serve their learning needs. The schoolwide best practices expectation for ELA and Math core instruction as stated in the “This is How We Begin Our School Year” Presentation on 6.24.14 is for all teachers to support students through the following delivery methods: Whole Group, Mini-Lesson, Small Group, Differentiation, and 1:1 Conferences.
Supporting Evidence
• “This Is How We Begin Our School Year” (Presentation and Handout 6/24/14) • DRA Class Reporting Sheet • Data Teams (Templates SY 2015–16, SY 2016–17) • Kaizen/RTI (Plan of Action SY 2015–16, SY 2016–17) • Ewa FOL Chapter I (Data Table 34 - General Learner Outcome #1 & #2)
Differentiated instruction is supported through Ewa’s core programs. For ELA, kindergarten to grade 5 teachers use assessments to group and regroup students into “beyond”, “on”, “approaching”, and “below” instructional groups. Teachers use the Reading Wonders’ “Differentiated Instruction” component, level readers with Tier 2 interventions, to reinforce concepts and skills taught in the weekly units at an adjusted level from the grade level complex texts. Teachers also use supplemental materials to support and challenge each instructional group’s needs. At the beginning of SY 2015–16 and SY 2016–17, kindergarten through grade 5 teachers triangulate data from Wonders’ beginning of the year placement tests, STAR’s fall 134
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screener results, and common grade level assessments to place students into small groups for targeted instruction. Instruction, based on students’ needs, may include reinforcing concepts and skills taught in the week for Reading Wonders, reteaching concepts or skills not yet mastered, and challenging students to apply knowledge in new situations. Similarly, grade 6 teachers use the Developmental Reading Assessment (DRA) as one of three data points to determine individual students’ needs and to form instructional reading groups to target strategies and skills at students’ reading levels. When reviewing DRA data, it was determined that the lowest achieving students were in need of support with summarizing strategies and metacognitive skills. The grade 6 SpringBoard program includes “Teacher Wrap” sections for differentiation with suggestions for activities to implement and questions for teachers to use with students. Teachers provide supplemental resources to the SpringBoard program to support differentiation such as reading texts for guided reading instructional groups. In math, grades K–5’s Stepping Stones program provides extra help, extra practice and extra challenge in every lesson to support differentiated instruction. Additionally, the progressions of concepts are easily attained through the digital resource bar in every lesson as an option for further instructional support. Grade 6’s GO Math program provides teachers with “Differentiated Instruction” manuals to support each lesson. Another support for differentiated instruction is collaborating in data teams to implement common instructional strategies to address the range of students’ abilities in the classrooms. In SY 2015–16, Ewa’s Data Team evidence indicates 100% teacher participation in grade level data team. For each cycle, grade levels select a focus based on students’ needs, administer pre-assessments, analyze results, categorize students in proficiency groups (below, approaching, at or above proficiency) and set pacing guides. Grade levels examine students’ work for strengths/misconceptions, plan for the implementation of instructional strategies and adjust instruction to meet the needs of all students. Cycles conclude with post-assessments to measure the effectiveness of the implementation of the common instructional strategies.
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SY 2015–16 Data Team Focus Grade
Cycle 1
Cycle 2
Cycle 3
K
Reading
1
Reading fluency
Reading Fluency
Reading Fluency
2
Math
Math
3
Reading
Reading
Reading
4
Writing
Writing
Math
5
Writing
Writing
Writing
6
Reading
Reading
Reading
For SY 2016–17, a school team and grade level teachers are participating in math data teams focusing on the progression of operational situations beginning with the kindergarten OA.2 standard of solving addition and subtraction word problems, and to add and subtract within 10 to grade 6’s NS.1 standard of interpreting and computing quotients of fractions, and solving word problems involving division of fractions by fractions. More instructional support for students is provided through an RTI block. For SY 2015–16, kindergarten through grade 6 had a designated 25 to 30 minutes RTI block occurring four to five times a week. Ewa’s universal screener data, STAR, was used as data points for reading and math in determining the focus of the RTI blocks for all grade levels. Grade levels triangulated data points to categorize students into “On Grade Level”, “Approaching”, and “Below Grade Level.” Each grade level selected reading or math as the focus subject area based on grade level data. Thereafter, students were categorized into Tiers and Tiers assigned to teachers. Each Tier teacher used the STAR reports and assessment data to identify students’ strengths and areas of need, selected instructional strategies and/or skills and created a Plan of Action to meet the needs of all students in his/her designated Tier group. Flexible grouping was based on individual teacher evidence and STAR’s fall, winter, spring reports. Students’ movement between tiers was fluid throughout the year. 136
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SY 2015–16 RTI Focus Grade
Qtr. 1
Qtr. 2
Qtr. 3
Qtr. 4
K
Reading
Reading
Reading
Reading
1
Reading Fluency
Reading Fluency
Reading Fluency
Reading Fluency
2
Reading Fluency
Reading Fluency
Reading Fluency
Reading Fluency
3
ELA
ELA
ELA
ELA
4
Math
Math
Math
Math
5
Math
Math
Math
Math
6
Math
Math
ELA
ELA
For SY 2016–17, there are two adjustments to the intervention blocks. One, the RTI block is renamed Kaizen block. Two, math is the schoolwide focus of the Kaizen blocks. Grade levels continue to meet for 25 to 30 minutes blocks four times a week. Similar to last school year, grade levels triangulate data points to categorize students into “On Grade Level”, “Approaching”, and “Below Grade Level.” Thereafter, students are categorized into tiers and tiers are assigned to grade level teachers. Additionally, teachers are expected to use the Department of Education’s General Learner Outcomes rubric to assess student progress. In many classes, students self-monitor their progress toward the GLO. For each quarter, students meeting the increasing criteria for GLO#1 Self-Directed Learner and GLO #2 Community Contributor receive Frontiersman Award certificates and take group photos in acknowledgement of their efforts. For quarter 1, students receiving a “consistently” or “usually” for each GLO meet the school’s criteria. For quarters 2 and 3 the criteria increases to students earning a “consistently” for one GLO and “usually” or “consistently” for the other GLO. In quarter 4, students must earn “consistently” for both GLO. Schoolwide data indicates an increase in the total number of awards given each quarter and a decline in the number of students receiving sometimes and rarely ratings. Overall, Ewa has structures and routines in place to support differentiated instruction. Establishing common 137
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understanding of differentiated instruction, setting expectations and promoting the importance of implementing differentiated instruction will strengthen Ewa’s support system. Additionally, developing a common understanding of the Department of Education’s General Learner Outcomes and rubric, incorporating the GLO into daily instruction and recognizing the correlation between the GLO and student achievement results will have a greater impact on student progress. Also, examining the correlation between the quality and frequency of differentiated instruction to higher achievement scores, and collaborating in schoolwide focused data teams would support quality instruction to promote student achievement of academic standards and General Learner Outcomes. Student Understanding of Performance Levels C1.2. Indicator: Instruction is organized to support clearly articulated and communicated learning targets so that all students know beforehand the standards/expected performance levels for each area of study. C1.2. Prompt: Comment on the extent to which students are expected to learn and know where they are in meeting the learning targets, and what they need to do to meet the learning targets. Findings
English/Language Arts The English/Language Arts programs provide learning targets and offers tools to use with students so they know where they are in meeting the learning targets and what they need to do to meet the learning targets in language arts. The selfassessments within in the programs include Genre Writing Checklists, Daily Wrap-Ups, and Check Your Understandings. In addition to the program self-assessments, some teachers create their own self-assessments for students to use (e.g., checklists, rubrics, and exit slips). These teachers have their students self-reflect or complete self-assessments either during or after the lesson. Students may know the objective of the current daily/weekly lesson with the use of the program self-assessments and may know how they are progressing in meeting the learning targets. Consistently providing descriptive feedback to students and using tools such as rubrics, to help students
Supporting Evidence
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Wonders and Stepping Stones Teacher’s Edition and program resources o Genre Writing Checklists o Daily Wrap-Ups o Check Your Understandings
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SpringBoard and GO Math Teacher’s Edition and program resources
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Teacher-created checklists, rubrics, exit slips
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Student Interviews
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understand the learning targets and know how they are progressing in meeting the learning targets would increase student achievement. Math K–6 teachers use a variety of tools with students so they know where they are in meeting learning targets and what they need to do to meet the learning targets. Some of the tools, both program and teacher-made include: SMP, focus wall sheets, pre-assessments, checklists, end of module/end of quarter assessments, performance tasks, self-reflections in notebooks, quick checks, exit slips, problem of the day, oral feedback, and signals (thumbs up, thumbs down). Majority of the teachers have students self-assess/reflect on their work and the learning targets during and after each lesson. Teachers provide students with re-teaching or modified instruction in whole group, small group or individual instruction according to their needs. This year, SY 2016–17, teachers are implementing the Math Workshop Model. In the workshop model, teachers differentiate instruction and execute small group instruction to target specific student learning needs in math. With the schoolwide implementation of the Math Workshop Model, the goal is for student data to reflect substantial growth and improvement in Common Core math standards and SMP. Content Areas Even though there is no formal curriculum program for the content areas, HCPS III does provide the standards and benchmarks that drive the instruction for these subjects. Majority of the K–6 teachers provide their students with modified instruction according to their needs. In the process of investigating this prompt, it is apparent that teachers do an adequate job ensuring that our students know the objective of the current daily/weekly lesson of the various content areas and subjects. An area of need may be to ensure that students are aware of their progress in meeting learning targets. Providing descriptive feedback to students and using tools such as rubrics, to help students understand learning targets are areas for development.
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Students’ Feedback C1.3. Indicator: The school takes into account students’ feedback in order to adjust instruction and learning experiences. C1.3. Prompt: Provide examples of the school using student feedback to adjust instruction. Findings
The strong presence of differentiated instruction in all settings confirms that teachers are using student feedback to adjust instruction. As referenced in “This is How We Begin Our SY 2015–16,” The school wide expectation of best practices is for teachers to utilize formative assessments to gather feedback on student learning. These formative assessments are ongoing, provide ways to spot check, and can be observational and/or anecdotal in nature. In order to differentiate, teachers utilize the feedback to modify instruction and learning experiences. The School Quality Survey (SQS) for 2015 included the prompt “My teachers really listen when I talk.” Data results show that over 88% of students agree with the statement while 8% are neutral, and 4% disagree. Differentiation components are present in Reading Wonders, Springboard, Stepping Stones, and GO Math. Teachers are able to utilize these components as a result of student feedback. In addition to the differentiation components in the core programs, teachers also use other supplementary resources to meet students’ needs. In SY 2015–16, each grade level participated in data teams and had an RTI block. Data teams met to analyze student data and made adjustments to instruction by implementing a common instructional strategy. Based on student results, adjustments were made to meet the needs of specific groups of students. Based on student data results in SY 2016–17, the schoolwide focus is on math for both data teams and Kaizen.
Supporting Evidence
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Grade Level Student Achievement Data Templates
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Data Team (templates)
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Kaizen/RTI
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SQS (Section C - Student, Satisfaction Question 13 for 2015)
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This is How We Begin Our School Year (SY 2015–16)
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Tripod Survey Results Effective Teaching Category - Confer ○ K–2 Survey Results for Fall 2013 and Spring 2014 o 3–6 Survey Results for Fall 2013, Spring 2014, and Fall 2014
On the Tripod Surveys of SY 2013–14 (grades K–6) and SY 2014–15 (grades 3–6), “Conferring” is a measure of how students feel about how teachers elicit their feedback and respect their ideas. Fall 2013 results indicated that 67% of students in grades K–2 believed that their teachers were effective in conferring. In Spring of 2014, the percentage increased to 68% of students in grades K–2. Data from the Tripod survey for Fall 2013 shows that 65% of students in 140
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grades 3–6 believe that their teachers were effective in conferring. In Spring of 2014, the percentage increased to 66% and increased again to 69% in Fall 2014. Data for the SQS and Tripod surveys show that students have a high percentage of satisfaction with how their teachers ask for, listen to, and require feedback; A next step could be to provide professional development (PD) for teachers to build schoolwide knowledge on how to plan and implement ways to strategically collect student feedback. In addition, teachers may need support with learning how to implement instructional modifications based on the feedback. This system of support would help teachers refine their current practices of making instructional adjustments based on student feedback.
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C2. Instruction Criterion – Rigorous and Relevant Instruction All teachers provide students with a variety of activities and assignments that are engaging (e.g., technology-enhanced and experiences beyond the textbook) and call for higher order thinking. Current Knowledge C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology. C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and effectively use multimedia and other technology in the delivery of the curriculum. Findings
Supporting Evidence
Ewa school effectively supports professional development and learning. Some of the ways that the school supports • professional development and learning is through notification of upcoming workshops, trainings, professional development, • organization and hosting of trainings.
Staff Bulletins PD/PLT Meeting (Agendas, grade level minutes)
Ewa Elementary teachers attend many professional • development workshops, meetings and activities to keep current in their instructional practices. Classroom teachers receive multimedia support and professional development in • technology provided by the three technology teachers.
Wonders and SpringBoard online resources
Teachers receive support with: • • Training to be current in their instructional content and to insure that their multimedia tools are research- • based instructional methodology. • Maintaining GAFE (Google Apps for Educators) and other accounts to enable students to access a variety • of websites, and monitor student progress. • Developing and creating content to integrate technology into instruction. • Working with students on various software applications the computer lab and classroom settings, modeling and co-teaching the technology-infused lesson with devices. • Ensuring that student devices are maintained and in working order.
Technology 2017 Sign Up
Stepping Stones and GO Math Online resources
Category C Survey (5/20/16) Ewa FOL Chapter I (Data 37: Ewa Staff Development: School Wide Participation survey given on 4/20/16)
The core ELA and math programs embed multimedia in daily instruction. For example, in the Stepping Stones program, grades K–5 students are able to see daily learning targets and SMP as well as various visual manipulatives such as number lines and arrays. Similarly, in the Reading Wonders program,
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teachers are able to use multimedia to display reading passages and play the audio for students to follow along with text. Professional Development Since SY 2013–14, there have been many professional development activities that Ewa teachers have participated in. Table 37 lists the activities by facilitators: state, complex or school. Table 38 lists professional development activities that select groups of teachers attended. In 2013 and 2014, teachers participated in the School Quality Survey. Below are the results of this survey (note: in 2015 these questions were not included). SQS Professionalism and Capacity of the System Dimension Staff development at our school is relevant to standardsbased education. I am actively engaged in implementing my professional development plan. Staff development at our school centers on student achievement and closing the achievement gap.
2013 AGREE
2014 AGREE
98.1%
98.4%
98%
91.8%
100%
98.4%
Based on the survey, the results for the year 2013 and 2014 indicated that 97% of Ewa Elementary teachers feel the professional development they participated in are relevant and engaging in providing them with current instructional content which are research-based instructional methodology to meet the achievement gap of our students. K–5 teachers use the Reading Wonders program to instruct students in English Language Arts and Grade 6 uses the SpringBoard program. Teachers attended introductory trainings by a Reading Wonders or SpringBoard personnel focused on the navigation of the website. A handful of teachers and Grade Level Support teachers attended extended trainings focused on instructional content. These teachers provided in-service at the school level during faculty meetings and grade level PD. In addition to grade level summer planning days, PD is provided throughout the school year. These meetings provide
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opportunities for teachers to discuss current instructional practices in all subject areas. Grade Level Support (GLS) teachers cover various topics such as Analytical Writing/Constructed Response, Collaborative Conversations, Close Reading, Accessing Complex Text, and Leveling up with Differentiated Text during grade level PLT. These key components are embedded in the Wonders and SpringBoard programs, and teachers consistently implement these instructional practices. In the first year of implementation, all teachers attended training by Stepping Stones or GO Math representatives. The trainings were conducted in grade level clusters (K–2, 3–5) with focus on specific concepts and strategies. Thereafter, the Grade Level Support Teachers provide support for their respective grade level teachers. In addition, Origo Education provides on going support for teachers on-line, yearly training sessions, email updates and immediate revisions of the website. During SY 2014–15, 100% of teachers attended trainings for Standard of Mathematical Practices (SMP). Thereafter, discussions of embedding SMP during math instruction have been revisited during grade level PLT. In SY 2016–17, the school is focusing on the implementation of the Math Workshop Model. In addition to faculty presentations covering the components of the workshop model by the GLS, the complex math resource teacher provided an in-service to the faculty on the SMP. Thereafter, school level presentations on creating lessons with resources and the integration of SMP to enhance the program lessons were conducted. Technology and the use of multimedia resources are embedded in our core programs and content area instruction. Data from the survey of 4/20/16 shows that 100% of teachers use technology during ELA and math instruction. Students of today are “digital natives” or millennial learners. These students are the first generation to be born into or grew up with the culture of technology: smart phones, iPads, tablets, video games, and laptops. The millennial learner is more of a producer rather than just a consumer of knowledge. These learners tend to be more experiential and exploratory learners and also have an expectation of immediate feedback.
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Thus, programs implemented at Ewa Elementary such as SMART amp, GAFE, and Hour of Code foster students’ collaboration, creativity and communication skills, and also keep students actively engaged. With a student population of 1,100 students, and a student to technology device ratio of 1:4, it is a challenge to be able to provide daily opportunities for students to engage in technology-based inquiry projects. The goal for technology is to build capacity regarding our student mobile devices (Chromebooks, tablets or iPads) so that more frequent opportunities will be given to all students. Also, maintaining ongoing support for teachers to effectively implement multimedia and other technology tools in the delivery of the curriculum that is more conducive to the learning styles of their students needs to be a top priority. A few examples of multimedia and technology programs are: Smart Amp, Achieve 3000, BrainPop, Smarty Ants, Hour of Code, Google, and Google Classroom. Use of Achieve 3000 and Smarty Ants is monitored by classroom teachers, administration, complex resource teachers, and Achieve 3000. The use of other multimedia is monitored by classroom teachers since it is used as resources to support instruction. The use of multimedia resources provides students opportunities to familiarize themselves to various multimedia tools. To further enhance the use of technology and multimedia resources, Ewa allocated financial resources to increase the number of technological devices available for student use by purchasing iPad and Chromebook carts. Currently, the ratio of multimedia devices to students is 1:4. Furthermore, every teacher uses a laptop and classroom projector for instruction. All teachers are able to reserve up to 30 of iPads or laptops at any given time during the school day. Some examples of how teachers use whole classroom sets of iPads and laptops are to have students work on Research and Inquiry projects, Smarty Ants, Achieve 3000, and Smart Amp. All kindergarten through first grade teachers have iPevo in their classrooms. In grades second to sixth, one classroom per grade level uses an iPevo. The science resource teacher uses a Starboard during instruction. Individual classroom teachers have additional multimedia devices for students to use, however, the number and type of devices in classrooms vary. The survey given on 4/20/16 was conducted to see if multimedia is utilized in the other content areas other than
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ELA and Math. The survey asked teachers, “Do you use multimedia to support your instruction (outside of ELA and Math)?” The results indicated that while there is use of multimedia to deliver content area instruction, the usage varies between grade levels. The results of the survey are as follows: K: 9/9 Daily 1: 7/7 Daily 2: 9/9 Daily 3: 7/9 Weekly, 2/9 Monthly 4: 9/9 Daily 5: 8/8 Weekly 6: 1/8 Daily, 6/8 Weekly, 1/8 Monthly For example, all teachers in kindergarten used multimedia on a daily basis for instructions for other content area other than ELA and Math verses sixth grade teachers resulted in 1 out of 6 grade teachers using multimedia daily, 6 out of 8 uses multimedia weekly and 1 out of 8 teachers use multimedia monthly. Questions from the 2013 and 2014 SQS provide further evidence that teachers are using multimedia and technology to deliver instruction. These questions were not included in the 2015 survey. SQS Items Students I know how to use computers and machines to do some of my school work. I use computers and machines the way I should to do my school work
2013 Agree
2014 Agree
91.6%
94.1%
91.3%
88.2%
This data shows student perception on use of multimedia and technology to support the instruction of curriculum. With both years being above 87%, it is evident that Ewa teachers utilize multimedia and technology in the delivery of the curriculum and students feel comfortable using technology. Based on these findings, it is evident that Ewa Elementary teachers participate in professional development to keep current in their instructional practices. More evidence is needed to show whether the strategies emerging from these professional development sessions are being implemented consistently in the delivery of instruction. Multimedia is used 146
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consistently through our core programs, and other types of multimedia are readily available for teachers to use in the classrooms on a regular basis via classroom devices, and mobile cart devices. Student Engagement C.2.2. Indicator: Students who are intellectually engaged are involved with challenging content, through well-designed tasks and activities requiring complex thinking. C2.2. Prompt: Evaluate the extent to which students are intellectually engaged. Provide examples. Findings
All students at Ewa Elementary are provided with challenging content through tasks and activities requiring complex thinking. The researched-based curriculum for ELA and math engage students in challenging content and complex thinking, and provide them with opportunities to be intellectually engaged. In ELA, an example of a task that requires intellectual engagement is the analytical writing. Analytical writing involves comprehending multiple texts and responding to a prompt which requires the analysis and comparison of the texts. A specific example is question #21 on a Wonders weekly reading assessment. It asks, “How are Jason’s feelings toward poetry in ‘A Friendly Contest’ similar to the narrator’s feeling toward poetry in ‘The Rockin’ Rhymer?’ Support your answer with clear text evidence from the passages.” A task like this requires intellectual engagement in that comprehension of the text needs to be solid and higher level thinking needs to take place in order to make comparisons and find evidence. Leading up to a weekly assessment, teachers have students do shorter analytical writing tasks. Besides analytical writing, other tasks that require intellectual engagement are collaborative conversations, working in DI groups, genre writing (generally 1 per quarter), research and inquiry, KidBiz, and close reading. In math, an example of a task that required intellectual engagement is performance tasks. For module tests, students are given performance tasks as part of their assessment summative assessments. As an example, the grade 4 Module 10 performance task asks the students to calculate how much each person would pay for a $624 TV if they split the cost among the three of them. It goes on to ask the students to
Supporting Evidence
• Student work samples: o Wonders Weekly Assessment Question #21 (GLO #3) o Analytical Writing (GLO #3) o Math Performance Tasks (GLO #3) o Science work • Category C Survey (5/6/16) • Grade Level Student Achievement Data Template • Frontiersman Award List • Achieve 3000 Data (KidBiz) • Ewa FOL Chapter I (Table 17: Science HSA results) • Ewa FOL Chapter I [Table 25 ELA program data (K–2) Table 31 (3–6)] • Ewa FOL Chapter I [Table 21 Math program data (K–2) Table 28 (3–6)]
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calculate how much less would be needed from each person if a 4th person joins them. Lastly, the students are asked to calculate how many people are in a group if they each paid $104 and the TV costs $624. Leading up to performance tasks on module tests, students do math investigations and problem solving. Teacher perception data (survey 5/6/16), ELA and math program assessment data (which can be found in Chapter I) support the occurrence of intellectual engagement in classrooms. Teachers use their judgment regarding how attentive their students are being, stopping instruction when students disengage, redirecting students, and continuing on when students re-engage. With strong classroom management, scanning of students’ attentiveness, and wellplanned lessons, teachers are able to keep students intellectually engaged. Besides subjective perceptions, evidence of intellectual engagement could also be measured by looking at assessment scores for all subjects, and student work. Scores would be evidence of whether or not students are intellectually engaged during instruction as well as during the times of the assessments. In science, examples of tasks that require intellectual engagement are scientific inquiry, gathering topical information from text, and differentiating between observations and inferences. Students in kindergarten to second grade participate in quarterly science units related to that corresponding grade level standards. For SY 2015–2016, all classes in grades 2, 3, and 4 have been receiving extra science instruction. They are given the opportunity, about every other week to participate in real world scientific inquiry. Third through sixth grade students are exposed to instruction on their science benchmarks as well as larger science projects. Students in third grade were exposed to related content area through the grade level Simple Machines Unit (taught in 2nd quarter). Students reflections (AVID-DLIQ) and instructional packet can be provided for evidence. 100% of fourth graders receive instruction on the scientific method standard. Instruction is delivered throughout the school year, with increased student independence and decreased teacher dependence. In the 4th quarter, students are then tasked to do an individual science project. All fifth grade students were exposed to related content area through grade level unit lessons (in the beginning of the year). Sixth grade students participate in team building science experiments that get them
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ready for participation on the Challenger Center Field Trip. As for further teacher evaluation of intellectual engagement, Frontiersman Award data could be looked at. In order to earn the honor of being Frontiersmen at Ewa Elementary, students need to receive “Usually” and “Consistently” marks from their teachers. GLO #3 marks measuring complex thinking could be looked at as well. Teachers are directed to use the state rubric for GLO for consistency in ratings. Lastly, the Tripod survey (Chapter I-Table 41) can be looked at to see how the students feel about how challenged and captivated they are. It shows the extent to which they feel intellectually engaged. Students are provided with intellectually engaging activities. To ensure that all students are intellectually engaged, there is a need to develop schoolwide common expectations for intellectual engagement as well as find ways to effectively measure and monitor intellectual engagement. Our measurements are, for the most part, subjective. Teachers as Facilitators of Learning C2.3. Indicator: Teachers are facilitators in a student-centered classroom. C2.3. Prompt: Evaluate and comment on the extent to which teachers are facilitators in a student-centered classroom. Provide examples. Findings
Ewa Elementary School teachers provide a variety of engaging learning opportunities requiring higher order thinking skills in ELA, math and content areas. Students learn about various topics through researching and hands-on experiences such as science experiments and gardening. Students demonstrate their learning through written reports, oral and digital enhanced presentations and projects such as PowerPoints, posters, display boards, brochures, musical instruments, etc.
Supporting Evidence
•
Chapter 1 Data (Table 30 Program Data, grades 3–6)
•
SQS (2013)
•
SQS (2014)
•
SQS (2015)
In ELA, teachers provide opportunities for students to apply • critical thinking skills in analytical writing, performance tasks. For Wonders, grades K–5 teachers provide students opportunities to select topics/subjects of interest to research. • Students may also be given opportunities to select the tools for research (iPad, chromebook, textbook, etc.), type of note- • taking (2-column, web, etc.), and type of final product (essay,
AVID (pre/post assessment data, grades 3–6) Student Work Samples Math Workshop Videos (SY 16–17) 149
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oral presentation, multi-media, etc.). In grade 3, students are given the opportunity to collaborate with partners to conduct a short research project about an invention that was inspired by an animal adaptation. Students brainstorm by recalling information about animal qualities previously read and choose an invention based on the animal quality. Next, the students locate and use reliable print and online resources such as textbooks and chromebooks while they take notes. As a final product, students write a summary or create an AVID one-pager to explain how the invention is useful and beneficial to others. For SpringBoard, Grade 6 students participate in a debate as part of their Unit Embedded Assessment (EA). Students are given the opportunity to choose a topic/subject of interest for research and are responsible to conduct their own research to gather information to help them become successful in their debate. Prior to the EA, teachers guide students through multiple rounds of practice debates to help students gain understanding of the debate procedures. During their EA students take full control of the debate from taking a stance, to sharing research information by arguing points that counteract, and concluding with closing statements. Students in kindergarten and some students in first and second grade are engaged in literacy centers while teachers provide small groups instruction. Examples of these centers include magnet center (creating words with magnet letters), buddy reading, individual reading time, literacy puzzles, write the room (writing words they see around the room) and computer center. During SY 2015–16, all grade levels implemented the math workshop model of instruction. In the opening, lessons are introduced and students are guided through practice problems. Thereafter, students independently engage in struggle time/solo time and use critical thinking skills to solve problems and collaborate with peers during work time. The closing provides opportunities for students to explain the problem solving process and justify their solutions while other students provide feedback in agreement or construct arguments. Math performance tasks provide students with opportunities to apply critical thinking skills in real life situations.
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In quarter 1 of SY 2016–17, Ewa’s focus was the “Beginning of the Year” component of the complex area’s Math Workshop Model: Rubric and Timeline for Implementation. The next steps are to focus on the “Mid-Year” and “End-ofthe Year” components. This gradual release of responsibility allows students to become independent learners as teachers move toward becoming facilitators in a student-centered classroom. Students in grades 3–6 use AVID strategies to enhance their learning. Students are able to independently select and use tools such as 2-column, 3-column notes, use their binder/planner to organize assignments, and identify and create levels of questioning. The data indicates an increase from the pre data in August to the post data in April. SY 2015–16
Pre
Post
3rd: 39% 4th: 20% 5th: 12% 6th: 57%
3rd: 69% 4th: 74% 5th: 73% 6th: 80%
3rd: 22% 4th: 23% 5th: 9% 6th: 52%
3rd: 71% 4th: 72% 5th: 74% 6th: 71%
Planner
3rd: 69% 4th: 52% 5th: 47% 6th: 62%
3rd: 80% 4th: 70% 5th: 67% 6th: 68%
Binder
3rd: 47% 4th: 53% 5th: 44% 6th: 87%
3rd: 91% 4th: 76% 5th: 81% 6th: 87%
2-Column
3-Column
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According to the School Quality Survey, students enjoy coming to school, and participating in school events, classes and programs. Students’ perceptions over three years are positive. The total average ratings were 3.5 (88%) in 2013, 3.4 (83.7%) in 2014, and 5.7 (80.1%) in 2015. 2013
2014
2015
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According to the teacher surveys and SQS, teachers are facilitators in student-centered classrooms and provide a variety of activities to engage students in working collaboratively with peers, thinking critically, applying creativity and using technology. As a result, students have positive attitudes toward school. An area for growth would be to increase teachers’ role as facilitators in the classroom in order to allow students to be self-directed learners. In SY 2016–17, the math workshop model rollout and implementation support the improvement process of this growth area. Variety of Strategies C2.4. Indicator: Teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicates understanding. C2.4. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicate understanding. Findings
At Ewa Elementary, we use a variety of strategies to support students’ access and application on knowledge acquired; and to communicate understanding of learned content. Teachers use various instructional strategies during instruction to ensure students understand the concepts being taught. Examples of the instructional strategies are: Modeling (I do, we do, you do), the use of feedback, direct instruction, peer tutoring and identifying learning targets. Instructional strategies are discussed within grade level PLT. Teachers use our core programs to teach students skills and strategies during daily and weekly lessons. Students are given opportunities to apply these strategies in homework,
Supporting Evidence
•
Wonders Reading Program Scope and Sequence
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SpringBoard Reading Program Scope and Sequence
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AVID (pre/post assessment data, grades 3–6)
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formative and summative assessments, performance tasks, and unit testing. Through our ELA programs (Wonders and SpringBoard) teachers teach a variety of strategies to support student learning. Examples of the strategies taught are re-reading, asking and answering questions, making predictions, summarizing, visualizing, identifying main idea and details, using context clues, close reading, and identifying cause and effect. Teachers also use note-taking and color coding skills to support their instruction during writing blocks. Teachers in grades 3–6, as well as a few teachers in grades K– 2, are trained in AVID which helps to support students with the following: 1. Student success skills - communication, self advocacy, note taking strategies, critical thinking, and study skills. 2. Organizational skills - mental and physical skills. Students also learn to use organizational tools, practice time management, and goal setting. 3. WICOR lessons which include writing to learn, inquiry, collaboration, organization, and reading to learn in all content areas. 4. Partnerships among students and families.
Program Scope and Sequence •
GO Math Program Scope and Sequence
•
Student Work Samples
•
Data Team (Templates SY 2015–16, SY 2016–17)
•
Test Taking Strategies (Grades 3–6)
Formal AVID assessments are conducted by all teachers in grades 3–6 three times a year. This information is shared with administration, complex area administration and school wide. All grade levels participate in Data Teams to analyze results and reflect on the effectiveness of instruction. Grade levels select common instructional strategies for implementation. Many teachers, especially those in testing grades (3–6), teach students test-taking strategies such as highlighting or marking up the text, crossing out incorrect answers, note taking, and referring back to the text to include text evidence for constructed response questions. Students apply these strategies during various types of formative and summative assessments including online SBA testing. For our math programs, Stepping Stones and GO Math, teachers teach students a variety of math strategies to solve computational and problem solving questions. Examples of those strategies are: area models, number lines, manipulatives and drawing pictures to solve addition, subtraction, multiplication and division problems. Other examples of 154
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strategies taught are doubling and halving, making a chart or table, using formulas and standard algorithms. SMP are also embedded within the math lessons. Although a rise in SBA scores and other measures are not yet evident, Ewa teachers recognize the complexity of the various needs of students and are committed to identifying and implementing strategies that show great potential for student success. Possible next steps would be to continue PLT and Data Team discussions and cross grade level articulation regarding strategies, skills, and tools. Application of Learning Strategies C2.5. Indicator: Teachers use a variety of strategies to support students’ acquisition and application of knowledge to communicate understanding. C2.5. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies to support students’ acquisition and application of knowledge to communicate understanding. Findings
Supporting Evidence
(Note: C2.5. is a duplicate of C2.4. therefore, please respond only to C2.4.) C2.6. Indicator: Student work demonstrates the utilization of tools and resources (e.g., technology, on-line resources, etc.) to research, discover, and build knowledge about the world. C2.6. Prompt: Evaluate and comment on the extent to which student work demonstrates the utilization of tools and resources to research, discover, and build knowledge about the world. Findings
Supporting Evidence
Student research, inquiry, and project-based learning experiences are becoming prevalent instructional practices at Ewa and provide students with opportunities to utilize multiple strategies to incorporate technology and online resources to research, discover, and build knowledge about the world. The core program for ELA incorporates the utilization of tools and resources that gives teachers the opportunity to deliver daily instruction in both digital and traditional formats. Data from the survey of 4/20/16 has a 91% return rate and shows that 100% of the teachers use technology during ELA instruction. A variety of research and inquiry and research projects are also built into the programs to help students learn about the world around them. The daily modeling and usage of technology and online resources by teachers in conjunction with students applying the skills to use those resources help students understand the importance of
•
Category C Survey of 4/20/16
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SQS Survey 2013
•
SQS Survey 2014
•
Technology 2017 Sign Up
•
Student Work Samples o Bloomball (Grade 5) o SpringBoard Argumentative Letter (Grade 6) o Library Skills Activities
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using tools to help them access a wide variety of information. Most content area units are teacher made and include opportunities for students to demonstrate the utilization of tools to access information. The Wonders program provides weekly Research and Inquiry projects where students use higher level thinking skills to research, discover, and build knowledge about the world. The program allows for 2–3 days of time to be spent working on the projects. During this time, students work in small groups to plan, research, and create a final products. The survey of 4/20/16 uncovered that most teachers have students use internet searches to gather information about the various topics. It also uncovered that while all grade levels participate in Research and Inquiry or research projects, the number of projects that students complete and the frequency to which projects are assigned vary. Project topics and final products also vary by grade level. Sample topics include learning about animals, environment, community, and history. Through the Research and Inquiry projects, students create various products to show what they have learned. The students generate products such as three-panel foldables, diorama, posters, class books, bloom balls, and presentations. The grade 5 bloom ball projects are examples of utilizing tools and resources to research and discover information about the world. All fifth graders complete research projects to gather information about a topic such as the events that lead up to the Revolutionary War. Students use tools and resources while gathering the information. Students then use the information from the research to construct research project, like a bloom ball, a twelve-sided geometric figure, where information is written on each of the faces. These projects are given a quarter to complete. The Librarian teaches students research skills such as culling information of the specified topic, using valid sources to access information, how to cite references, etc. For grade 6, the SpringBoard program also provides all students with research projects where they gather information about both sides of a controversial topic and use the information in a debate. They use the information from the debate and previous research to write an argumentative letter stating their opinion about the topic once the debate is completed.
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Similar to ELA, the projects that utilize tools and resources to gather information about the world vary within the school. Through Research and Inquiry projects, students are given opportunities to build knowledge about the world, identify and cite evidence, and apply life skills. Some examples of opportunities where students use tools and resources to gather information are as follows: Learn information about future careers • Learning about engineering through robotics • Learning about community leaders and their jobs Learn about the world around them • Animal research • Plants and how they grow • History and culture Application of life skills • Researching to locate and learn information • Working with others • Presenting information • Communicating with others through reading, writing, listening, and speaking Students use iPads, laptops, online text/articles, teacher found material, interviews, Wonders textbooks, and websites such as Brainpopjr.com and Brainpop.com to research, discover, and build knowledge about the world around them. The SQS Surveys of 2013 and 2014 posed questions to students regarding their use of supplies and computers to do school work. The results are shown in the table:
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The data from the 2013 SQS survey shows that 91.6% of students know how to use computers and machines to do their work, 85.1% of students have enough supplies to help them with school work, and 91.3% of students use computers and machines the way they should to do school work. Data from the 2014 SQS survey shows that 94.1% of students know how to use computers and machines to do school work, 82.7% of students have enough supplies to do their work, and 88.2% of teachers use computers and machines the way they should to do school work. Data from the two years is an indication that teachers are incorporating the use of tools and 158
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resources to research, discover, and build knowledge of the world in such a way that an overwhelming number of students know and are able to use computers and machines to do school work and feel that they have enough supplies to help them with school work. Ewa Elementary School should develop multiple ways of gathering data to better evaluate the use of tools and resources to research, discover, and build knowledge about the world. At this point in time, most of the data was gathered from the Category C Survey (4/20/16). Further data could be gathered by reviewing unit and lesson plans, analyzing student work, and having admin conducting focused classroom observations. Review of the lesson plans and collaboration with teachers to brainstorm ways to include consistent opportunities for students to regularly use tools as resources to gather information and following up with classroom observations would help to ensure that lesson and unit plans are adjusted to include the use of tools and resources on a regular basis. The extent of the use of tools and resources can also be determined by analyzing student work. C2.7. Indicator: Teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries. C2.7. Prompt: Evaluate and comment on the extent to which teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries. Findings
Majority of the Ewa Elementary classroom teachers involve their students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions and inquiries on either a weekly or monthly basis. (See pie charts below)
Supporting Evidence
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Category C Survey (5/6/16)
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Pacing Guides - Wonders
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Pacing Guides SpringBoard
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AVID (Training Information for SY 2016– 17)
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Student Work Samples o Science Resource 159
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Kilowatt Meter Experiment o Computer Science Coding Skills and Processes
The two pie charts displayed very similar results. Both pie charts showed that over half of our classroom teachers provided both group and individual activities that demonstrate thinking, reasoning and problem solving on a weekly basis. The data shows that the majority of classroom teachers provide our students with activities, both group and individual, that promote thinking, reasoning, and problem solving on a weekly basis; as it is with more exposure and practice with these rigorous skills that the students can become better complex thinkers. When considering the specific content areas that Ewa’s classroom teachers provide activities for students to practice thinking, reasoning and problem solving skills, the content areas that are focused on the most are: English Language Arts, mathematics, and science. (See bar graph below)
When considering the specific types of activities that Ewa’s classroom teachers provide for students to practice thinking, reasoning and problem solving skills for both group and individual activities, projects, discussions and inquiries are the most common types of activities used. (See bar graph below)
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An example of how our students are given opportunities to demonstrate thinking, reasoning and problem solving is through science resource classes. Ewa’s science resource teacher works with students in grades 2–4 and guides them through the Scientific Process of identifying the problem, creating steps to solve the problem, collecting and analyzing data, and drawing conclusions. A variety of STEM related activities are integrated in the science resource classes as well. Students apply what they learned in the science activity and/or experiment to create ways that real-life problems can be solved. A specific example of this kind of application is when students conducted an experiment with a kilowatt meter and measured how much energy in kilowatts various electrical appliances used (radio, microwave oven, fan, computer charger, different kinds of lights - incandescent, LED, fluorescent). After collecting data from the kilowatt meter, students worked together to come up with ways to make a house more energy-saving or energy-efficient. A schoolwide initiative being implemented this year to support the integration of technology with thinking, reasoning and problem solving activities is the incorporation of a yearlong computer science curriculum into our resource computer classes. Through a program founded by Code.org, students from kindergarten to sixth grade can participate in appropriately leveled courses that introduce coding skills and processes. With game-based lessons, students can either work individually or in pairs to create actual coding sequences to complete a puzzle and/or mission. These activities are introduced in computer resource classes, but teachers are able to reserve lab time or devices in our sign-up mobile labs to continue coding lessons and activities in the classroom. Coding provides an engaging way for students to practice their problem solving, critical thinking and reasoning skills. AVID promotes students’ self motivation and academic success by developing thinking, reasoning, and problem
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solving skills through the implementation of WICOR (Writing to learn, Inquiry, Collaboration, Organization, Reading to learn), Student Success Skills, and Partnerships. In SY 2015– 16, all teachers in grades 3–6 and a few teachers in grades K– 2 were AVID trained. As of 11/17/16, all teachers are AVID trained. In looking at schoolwide data, specifically program data, to see the correlation or effectiveness of the instruction of thinking, reasoning, and problem solving activities, there is a need for grade level and schoolwide consistency in the basis for which standards-based grades, growth, and performance levels are determined. Real World Experiences C2.8. Indicator: Age-appropriate opportunities for real world experiences such as shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students. C2.8. Prompt: Evaluate the degree to which age-opportunities opportunities for real world experiences such as shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students. Findings
Ewa Elementary is dedicated to provide students with real world experiences that are age-appropriate. This occurs in a variety of ways and to different degrees on all grade levels. Opportunities include research and inquiry projects, experiences with real computer programming, supplemental science instruction by a resource teacher, real supply/demand experiences at an open market, experience building simple machines, conducting individual science projects, working on community projects (community garden and aquaponics), robotics projects, simulations at the Challenger Center, and experiences being Junior Police Officers in our JPO program. Because real world experiences are essential in preparing our students for success in society, Ewa is reflecting on how to better prepare our students for life beyond school. All teachers in grades kindergarten through grade 5 use the Wonders curriculum for ELA instruction. This program offers opportunities and instructional plans for weekly research and inquiry projects. The majority of our teachers give their students this opportunity more than once a month. Students are instructed to complete research in groups and are given materials needed to collect and analyze evidence about a particular topic/prompt.
Supporting Evidence
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Science Resource Schedule
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Student Work o Wonders Research and Inquiry (Grades K–5) o Economics Unit (Grade 3) o Simple Machines Unit (Grade 3) o Science Projects (Grade 4) o Aquaponics (Grade 5) o Lego Robotics (Grade 5) o SpringBoard Debate (Grade 6) o Challenger Center (Grade 6)
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Coding and Computer Programming Curriculum
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Likewise, sixth graders are given opportunities with real world experiences in that they get experience with debates. There is one official debate, yet they do several informal debates beforehand to practice the skills needed to be successful on their own. For the debate, the students decide on a topic on which they want to take a stance. They then research the pros and cons of the controversy, find graphics to enhance their debate, incorporate logos and pathos into their arguments to persuade an audience, and get prepared to address the argument against their group. In the research process, they evaluate and cite resources, and write argumentative letters that incorporate a formal tone while arguing about a passionate topic to influence change.
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Science Resource Units o Aquaponics (Grades 2– 4) o Rollercoaster (Grade 3)
Technology is integrated into the curriculum in various ways throughout the school. By utilizing technology, all students are given opportunities to learn about coding/computer programming. This is a real-world experience and very possible future career for many students. There were a few lessons in which students were exposed to particular “realworld” career information through a skyping conference/interview with computer programmers who developed the program Smart Amp. Besides these opportunities, students continued practicing on their own time during recess in their classrooms or in the computer lab. Beginning with the SY 2015–16, all classes in grades 2, 3, and 4 receive supplemental science instruction. They are given opportunities about every other week to participate in real world scientific inquiry such as measuring a variety of objects and testing the efficiency of solar panels placed around the campus. In science lessons, students discuss the findings and relate them to real life experiences as well as learn about careers that would correspond to the information or activity. Students work in groups or individually to create appropriate hypotheses-based gathered information. They conduct experiments, collect data, and analyze the findings. The science resource teacher provides instruction through the process and provides scaffolded examples for students to follow. Students have a clear understanding of academic vocabulary and concepts in the science realm. Students are given information about careers (including types of scientists and engineers) so that students can begin to think about choices for their future in the real world.
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For example, students in grades 2 through 4 learned how fish and plants can co-exist and depend on each other in an aquaponics environment. Students took on the role of Marine Biologists as they took ownership in the maintenance of the aquaponic systems while they recorded daily feedings and weekly testing of the pH levels in the water throughout the year. Students went through the scientific process in determining the growth of plants in various media. Through this experience, students were able to determine how aquaponics systems contribute to local sustainability. Third graders were given an extension of the unit on Simple Machines in science class. Students explored various ways rubber bands can be used to store energy in a car to travel to a given destination. Through the process, they were able to use and differentiate between potential and kinetic energy. Students were then given the task of being Roller Coaster Engineers and Mechanical Engineers. Students applied understanding of energy and figured out how real roller coasters operate. In teams, students applied their cooperative skills as they collaborated in designing a 24 feet roller coaster to make a marble travel from beginning of track to end of track. Students were engaged throughout the lesson as they used scientific vocabulary (potential energy, kinetic energy, friction, gravity, velocity, etc.) as they continually tested their design and recorded data of what worked and what did not. Students learned the importance of teamwork as they discuss ways to test their design. Several students saw themselves as being a Mechanical Engineer or a Roller Coaster Engineer in the future. Besides the above opportunities that our students have, individual grade levels, particularly grades 3, 4, 5, and 6, provide further real world experiences for their students. Grade 3 teachers have two main instructional units focusing on age-appropriate real-world experiences. One is in social studies and one is in science. In the Economics Unit, students were exposed to the real life experience of earning money (called “Moolah”) throughout the school year. Students buy, sell, or trade their goods and services once a quarter at the quarterly Open Market event. In the Simple Machines Unit, based on their knowledge of simple machines, students build a car out of recycled materials. In grade 4, teachers provide science instruction that culminates in a real world application. Instruction is delivered 164
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throughout the school year on the scientific method, with increased student independence and decreased teacher dependence. In the 4th quarter, students are tasked to complete an individual science project board to display their learning. These boards show evidence of learning about the real world materials used in the experiments. The students learn about physical science or life science through working with real world materials and natural processes. This project impacts students by bringing science to life in their own hands and through their own senses. Grade 5 teachers cultivated two important real world experiences for their students. They participate in maintaining a grade level garden and aquaponics system. Students receive instruction on gardening prior to working in the garden and maintaining its health. Grade 2 classes collaborated with grade 5 classes to work in the garden (compost) and listen to presentations given by students in both grade levels. In a sense, the second graders shadow the fifth graders and are their apprentices for short periods of time. Another real world experience for grade 5 students is the participation in the Lego Robotics Mission on the USS Missouri Battleship and instruction of the unit lessons. Grades 5 and 6 students, 80–120 students per school year, at Ewa Elementary receive real world instruction and opportunities by being JPO (Junior Police Officers). The instruction received prepares them for entering the military or for entering a law enforcement career. As JPO, students have similar experiences of actual police officers duties. Their overseer teaches them lessons on traffic safety, flag pole history including what the ball on the tops of flag poles contain, half-staff procedures and significance, as well as drill commands (basic, mass, by the numbers, and English left right left). Drill practices occur once a week for 30 minutes. Drills are run by a police officer or by the school JPO overseer. After initial instruction and training are done, the JPO are divided into four squads. They are on duty one week per month. The captain of the squad directs the JPO to go to certain posts, the lieutenant oversees the daily flag ceremonies, and the sergeants are in charge of the care of equipment. JPO are held to high standards as their tasks prepare them for real world in that they need to comply with rules and regulations. If they do not, they get suspended from or they lose the privilege of being a JPO. They need to check 165
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in for duty at 6:45 a.m. and set examples for their schoolmates. Being a JPO is an honor and a privilege. As for grade 6, the teachers have the opportunity to utilize a yearly field trip experience to expose students to an ageappropriate real world experience. Students were given the opportunity to participate in a mission at the Challenger Center after receiving instruction through unit lessons. At the Challenger Center, they apply what they have learned in class as they work as a team to carry out a simulated mission of real astronauts. Overall, Ewa Elementary provides instruction related to realworld age-appropriate activities. Some of these opportunities are schoolwide while others occur in specific grade levels. In grades 3 through 6, students have multiple opportunities for real world experiences.
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HIDOE/ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III). Summary (including comments about the student learning needs): Ewa Elementary School is somewhat effective in providing instruction for standards-based student learning. Teachers provide instructional opportunities for students to engage in research projects, use multimedia and technology, make connections to real-world experiences, and participate in collaborative learning. In daily instruction, students are expected to use research and inquiry skills, higher-level thinking, reasoning and problem solving skills. Supports for academic achievement are in place and occur regularly in daily instruction. However, our support efforts and data to monitor our efforts need to align to the rigorous CCSS that were identified as Ewa’s critical learning needs in Chapter III. Beyond the existing supports and instructional practices, there are areas for growth to further support students’ learning needs in reading, writing and math. One growth area is to develop common understandings for differentiated instruction and feedback in order to improve the consistency and rigor of standard-based instruction for reading and math. For the growth area of increasing teachers’ roles as facilitators in the classroom to create independent student learners, the schoolwide focus on the Math Workshop Model implementation was established. The model will help to create student-centered classrooms as well as provide an avenue for teachers to refine their practices in reflecting on the effectiveness of instruction by analyzing data and monitoring progress of all students in making sense of problems and persevere in solving them (Math.SMP.1) as stated in Chapter III’s learning needs. A third area for growth is for grade levels to collaborate in data teams based on schoolwide focuses. Additionally, to provide opportunities for vertical data teams discussions, provide teachers more opportunities to examine the correlation and frequency data of instructional practices to high achievement scores as well as set schoolwide targets to further support student progress, as implementing in SY 2016–17. Overall, defining and refining Ewa’s current practices in conjunction with additional best practices in differentiated instruction and feedback, data team collaboration, and enhancing current instructional practices would positively impact student achievement to support the rigor of the CCSS in comprehending complex literary and informational texts independently and proficiently as well as developing as well-rounded writers. In addition, Chapter III, GLO 3: Complex Thinker is recognized as a critical learner need for all students, thus there is a need to establish baseline data to address this learning need.
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Prioritize the strengths and areas of growth for Category C. Category C: Standards-based Student Learning: Instruction: Areas of Strength • • •
•
•
Teachers participate in the data teams to examine student work and adjust instruction to address students’ needs. (C1.1) Teachers plan research and inquiry projects that utilize tools and resources to build knowledge about the world. (C2.6) Teachers provide opportunities for students to participate in research and inquiry projects, participate in coding projects, and utilize technology to access real world experiences. (C2.8) Teachers provide opportunities for students to participate in group/individual activities/discussions, learning projects, to promote thinking, reasoning, and problem solving skills. (C2.7) Teachers utilize multimedia and technology to deliver ELA and Math curriculum. (C2.1)
Category C: Standards-based Student Learning: Instruction: Areas of Growth 1. Teachers develop common understandings for differentiated instruction and feedback to meet the needs of all students. (C1.1, C1.3) 2. Teachers increase their role of facilitators as a best practice in order to create a studentcentered classroom of independent learners. (C2.3) 3. Teachers participate data teams based on schoolwide focuses to examine how the quality and frequency of instruction is correlated to student progress and higher achievement scores. (C1.1, C2.1, C2.3, C2.4) 4. Teachers develop schoolwide expectations based on the Department of Education’s General Learner Outcome Rubrics to ensure that students become engaged, lifelong learners. (C1.1) 5. Leadership support teachers with analyzing instructional data in order to assess the impact of common instructional practices on student learning. (C1.1, C2.1, C2.3, C2.4)
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Category D: Standards-based Student Learning: Assessment and Accountability
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Category D: Standards-based Student Learning: Assessment and Accountability D1. Assessment and Accountability Criterion – Reporting and Accountability Processes The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report state/complex/school performance data to all stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the Academic Plan. Professionally Acceptable Assessment Process D1.1. Indicator: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report state/complex/school performance data to all stakeholders. D1.1. Prompt: Evaluate the effectiveness of the assessment processes. Findings
Ewa Elementary School’s leadership and instructional staff have an assessment process to collect, disaggregate, analyze, and report performance data. Each year, the school’s leadership team uses the Title I Process Guide to design and/or revise the Academic Plan. Through this process, the leadership team uses grade level assessment data such as: DIBELS, Wonders program, SpringBoard program, Stepping Stones program, Go Math program, AVID assessment data, Smarter Balanced Assessment, STAR universal screener, and report card grades to determine the student needs; these needs drive the Enabling Activities on the Academic Plan. The Academic Plan is shared with teachers at the beginning of the year. Assessments are analyzed and disaggregated by each grade level through Data Teams and Professional Development Teams (PD). Each grade level team discusses and analyzes student results of a focus determined by the grade level. This determines each grade level’s next steps in that particular focus. Mid-quarter progress reports and report cards are sent home 4-times a year. Information regarding student progress is also discussed with parents at a parent-teacher conference at the end of quarter 1. Smarter Balanced Assessment (grades 4–6) and Hawaii State Assessment - Science (grade 5) results are shared with parents at the beginning of the school year through a state generated report, based on the prior year’s test results.
Supporting Evidence •
Parent Night- Parent Involvement Evidence Binder
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Data Teams (Meeting Minutes)
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PD/PLT Meeting Minutes
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Grade Level Student Achievement Data Template
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Mid-Quarter Progress Report
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Report Cards
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STAR
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Ewa FOL Chapter I (SBA/HSA results/Table 15, 16, 17, 26, & 29)
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We are in the beginning stages of making the process more visible to all stakeholders through Parent Nights, faculty-wide meetings, and grade level PDs. The next step would be for the leadership team to report on the Evidence of Progress of each Enabling Activity of the Academic Plan and for teachers to reflect on the measureable objectives. Basis for Determination of Performance Levels D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas. D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based grades, growth, and performance levels are determined. Findings
Ewa Elementary uses the core program curriculum in ELA and math to determine proficiency for students’ grades, growth, and performance levels. There needs to be greater alignment to base performance levels, grades and growth to rigorous CCSS. Assessments are standards-based and are aligned with the Common Core State Standards for both ELA (Wonders, SpringBoard) and math (Stepping Stones, Go Math). Each grade level collects common ELA and math formative and summative assessment data. Grade level assessments for other content areas are aligned to HCPS III.
Supporting Evidence •
PD/PLT Meeting Minutes
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Data Teams (Meeting Minutes
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Focus Group D- Teacher Survey Results
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Ewa FOL Chapter I (SBA/HSA results/Table 15, 16, 17, 26, & 29)
Teachers at Ewa Elementary collaborate within their respective grade level in Data Teams and Professional Development Teams to discuss grades, student growth, and performance levels. In Data Teams, each grade level determines the focus of study based on student data. Performance levels are determined by grade level standards specific to each grade, not school-wide. After data is collected and analyzed within grade levels, instructional strategies are agreed upon and implemented. Progress is monitored from beginning to the end of each cycle. All classroom teachers participate in Professional Development Teams (PD) meetings with their grade level team. Each Grade Level Support (GLS) determines the meeting agendas, respectively. Performance levels, growth, 171
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and standards-based grading are sometimes discussed during PD meetings. Results of a survey conducted (70% of teachers at Ewa Elementary School completed the survey) show that only 44% of teachers feel there is consistency in standardsbased grading for all subject areas among their grade level, but are not sure if it’s school wide; 48% of teachers feel that there isn’t consistency at all. In addition, at least 98% of teachers feel that there should be a common understanding of grade marks of ME, MP, DP, and WB. Ewa Elementary overall Strive HI rating has shown some growth over the years. However, the relative low performance by our students on the SBA and HSA Science warrants discussion, examination, and agreements regarding the basis for which standards-based grades, growth, and performance levels are determined at Ewa. We believe that school-wide understanding and consistency in these areas will contribute to increased student achievement. Ewa is in the beginning stages of vertical discussions between grade levels on student data. In SY 2016–17, our data team process is looking at the progression of a math domain school-wide. Teachers are collecting data on a common grade level assessment, disaggregating the data into differentiated groups, and determining instructional strategies for each group. We now have a school-wide focus so that there will be a more effective process in consistent grades, growth, and performance levels. In time, this will be a continuous practice and process in all subject areas to increase student achievement. Modifications Based on Assessment Results D1.3. Indicator: The school leadership/Academic Review Team/Data Teams use assessment results to modify the school’s programs and processes, professional development, and resource allocations to demonstrate a results-driven continuous process. D1.3. Prompt: Comment on the overall effectiveness of how assessment results have prompted modifications in the school’s programs and processes, professional development, and resource allocations to demonstrate a results-driven continuous process. Findings
Ewa Elementary has made continuous modifications in addressing the school’s programs and processes, professional development, and resource allocations to demonstrate a results-driven continuous process based on student data.
Supporting Evidence •
Ewa FOL Chapter I (SBA/HSA results/(Strive Hi Index) Table 14, (SBA results) Table 16, & Table 20) 172
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From SY 2012–15, Ewa Elementary standardized test scores such as Hawaii State Assessment (HSA), Hawaii State Assessment (HSA) Bridge, and Smarter Balanced Assessment (SBA) scores in reading, English Language Arts (SBA), and Math have plateaued or declined over the years. In SY 2014–15, Ewa Elementary adopted and implemented the state recommended programs, Wonders and Stepping Stones for Grades K–5 and SpringBoard & GO Math for Grade 6. Presently, all teachers have attended Professional development trainings for the English Language Arts (ELA) and math programs. Our results have shown some improvement in SBA ELA and Math scores in SY 2015–16. Continued discussions on student data throughout the year will contribute to increased student achievement in the future. Based on the results of the first opportunity on the Hawaii State Assessment (HSA) Science assessment results, grade 4 teachers have modified and adjusted their curriculum, instruction, and assessments. • Fourth grade teachers have modified assessments. For example, changing Level 1 questions (fill in the blank, matching, multiple choice) to Level 2 & 3 questions (application assignments and assessments). • Fourth grade teachers integrate subject areas with strategies ○ Reading, writing, and AVID strategies ○ AVID two-column note taking to teach science (plant/animal cells) These modifications have resulted in Grade 4 students increasing proficiency with each opportunity in a given year. Analyzing the results drove the decision by teachers to provide more instruction on needed focus areas.
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Ewa FOL Chapter I (Student Achievement Data - Table 19 & 20)
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Academic Plan
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Wonder Unit Tests
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DIBELS
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STAR
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Admin Meeting (Agenda/ HSAScience/1/13/16)
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Power Point presentation (1/13/16)
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Purchase Order Form
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GLS Math Workshop/SMP Agendas o 7/27/16 o 8/31/16 o 9/7/16 o 9/21/16 o 10/5/16 o 11/16/16
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PD/PLT Meeting (Minutes)
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Data Teams (Template)
Fourth grade teachers presented their process of modifying curriculum, instruction, and assessment based on the HSA science results to the faculty at a Wednesday faculty meeting on January 13, 2016. Other grade levels, besides fourth grade, will start to implement some of the modifications and strategies that were presented. These modifications and strategies include: • Using academic vocabulary • Focusing on the scientific process • Utilizing analytical writing in science • Teaching test-wiseness • Enforcing technology skills 173
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Modifying assignments and assessments to include application and short answers versus matching, fill-inthe-blank, and multiple choice.
HSA Science Results: SY
Opp.#1
Opp. #2
Opp. #3
Total
Target
2015–16
15%
35%
41%
46%
51%
2014–15
20%
26%
41%
49%
45%
2013–14
15%
35%
35%
43%
37%
2012–13
29%
*
*
*
34%
2012–12
24%
*
*
*
*SY 2011–13 are end of the year results. Only 1 opportunity was provided. Allocated Resources In SY 2014–15, after reviewing the SBA results in ELA, DIBELS, and STAR universal screener results in Grades K 5, it was determined that the grade levels would need to order more approaching leveled readers for Wonders small group instruction due to an increase in students that were below grade level proficiency. • Results showed that Ewa had only 30% proficiency in our achievement results in reading for our Strive Hi Index score. That means 70% of students in grades 3 to 6 were not proficient. • Results in the DIBELS Core Data showed that Gr. K students were at 37%, Grade 1 at 30%, and Grade 2 at 26% proficient in core grade level skills. Therefore, resource allocation ($33,931.26) was set aside to purchase more materials for students that were below the proficiency range. SY 2015–16, report card math grades are based on GO Math Module Quizzes & Unit Assessments & Stepping Stones Module Tests and Quarterly tests. • Results showed that 44.5% of the students in Grades 1–5 are proficient in the Number Base Ten (NBT) domain. • Grade 6 has 11% proficient in the Number Sense (NS) domain. • Grade K has 82% proficient in the Counting and 174
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Cardinality (CC) domain. SY 2015–16, SBA results showed that we had only 29% of our students that were proficient in our achievement results in math in our Strive Hi Index score. That means 71% of students in grades 3 to 6 were not proficient. To increase student achievement, one of the enabling activities for our Financial Plan is to strengthen teachers’ and students’ understanding and commitment to the Standards for Mathematical Practice (SMP). Therefore, in SY 2016–17, the focus has been on providing professional development on the math workshop model. Data Teams / Professional Development Teams (PDs) take place 3–4 times a quarter to provide opportunity for each grade level from K–6, and SPED to participate in data teams. Discussions are based on student needs. During this meeting, assessment data is collected, disaggregated, analyzed, and reported within the grade level. These results are used to determine differentiated groupings and modifications needed for students that are above, on or below proficiency. Improving on the Academic Review Team (ART) process will ensure consistency in the area of reviewing all school-wide data. Monitoring of Student Growth D1.4. Indicator: The school has an effective system (e.g., Comprehensive Student Support System (CSSS), Response to Intervention (RTI), etc.) to monitor all students’ progress toward meeting the academic standards and General Learner Outcomes and provides appropriate interventions. D1.4. Prompt: Evaluate the effectiveness of the system used to monitor the progress of all students toward meeting the academic standards and General Learner Outcomes. Findings
Ewa Elementary School has a system of monitoring progress of all students toward meeting academic standards and General Learner Outcomes (GLO) through Mid-Quarter Progress Reports (MQPR), Quarterly Report Cards, and Data Teams. Data from common grade level assessments (i.e., STAR Universal Screener, DIBELS, SBA, Wonders and Stepping Stones program assessments) are collected, analyzed, and disaggregated through grade level data teams.
Supporting Evidence •
Grade Level Student Achievement Data Template
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DIBELS (K–2) Data
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Data Teams (Template) 175
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Ewa Elementary is developing a Multi-Tier System of Support (MTSS). Based on student achievement data, students are assigned to a Tier. There are 3 different tiers that the students can be assigned to. Tier 1 is where all students receive grade level instruction. Tier 2 is for students who do not make adequate progress in Tier 1 and need more targeted instruction that match their needs. Tier 3 is for students who do not make adequate progress in Tier 2 and need more intensive interventions.
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RTI Plan of Action (Grade Level folder)
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DIBELS (K–2) Progress Monitoring Booklets
We are in the beginning stages of aligning sources of data collected. This will ensure a better analysis of data results and next steps. Future professional development should focus on effectively progress monitoring students’ growth.
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D2. Assessment and Accountability Criterion – Classroom Assessment Strategies Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching process and support the educational progress of every student. Appropriate Assessment Strategies D2.1. Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring academic standards and the General Learner Outcomes. D2.1. Prompt: Evaluate the appropriateness of formative assessment strategies used by teachers to measure student progress and modify instructional practices. Findings
Data Teams Differentiated instruction at Ewa Elementary School is primarily supported through the Data Team process. All grade levels collaborate in data teams to implement methods of differentiation to address the range of student abilities in classrooms. In SY 2015–16, each grade level focus (reading or math) was determined by the grade level. In SY 2016–17, the school-wide focus is on a math domain (OA/NBT/NS) as determined by SBA data results, report card data, and grade level program data.
Supporting Evidence •
Data Teams (Template)
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Grade Level Student Achievement Data Template (Wonders/SpringBoard)
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Grade Level Student Achievement Data Template (Stepping Stones/GO Math)
Each grade level agreed upon a grade level assessment that focused on the above domains. Students completed the assessment. Criteria were set for proficiency on the standard. The assessments are scored, analyzed, and disaggregated. Students are grouped based on results. Instructional strategies are selected for each group. Teachers implement instructional strategies to increase students’ understanding of the standard and monitor their progress. Formative Assessments Differentiated instruction at Ewa Elementary is also supported by formative assessments that are provided by the programs as well as supplemental materials. In grades K–1, students are progress monitored using formal assessments such as DIBELS and informal assessments such as letter identification, letter sounds, sight words, and understanding of print concepts. In grades 1–5, students are given formative assessments such as the Wonders analytical writing tasks, Weekly Tests, Selection Tests, grammar tests, 177
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and spelling tests to determine understanding of ELA standards taught. In grade 6, SpringBoard offers short writing prompts at the end of the lesson to formatively check for understanding. Teachers use this to decide on the pacing of their instruction. All grade levels use various ways of visually checking for understanding such as stop light, student self reflections, and thumbs up to help modify their instruction. Similarly, each grade uses formative assessments to determine understanding of math concepts taught. In grades K–5, Stepping Stones module check-ups, performance tasks, interviews, and observations determine next steps. In grade 6, GO Math module quizzes, Are You Ready activities, practice/review assessments help teachers to formatively check for understanding. Utilizing the Math Workshop Model allows teachers the opportunity to conduct formative checks daily. Differentiation at Ewa is determined through data teams and formative assessments. Using Assessment Data D2.2. Indicator: Assessment data are used to make decisions and modify instructional practices. D2.2. Prompt: Evaluate the effectiveness of modified instructional practices based on assessment data. Findings
Ewa Elementary has a variety of assessments that are collected, analyzed and evaluated to modify instructional practices. ELA Using the DIBELS results, students in grades K–2 are tiered into their differentiated groups within grade level. Each group focuses on the students’ needs (e.g., reading fluency, foundational reading skills). In SY 2015–16, the Smarter Balanced Assessments, reading meets/exceeds percentages increased by 6% in grades 3 to 6.
Supporting Evidence •
Ewa FOL Chapter I (Table 19 & Table 20)
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Data Teams
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(Minutes/Template)
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PD/PLT Meeting (Minutes)
Students in grades K - 6 use the State recommended program, Reading Wonders/SpringBoard. In Wonders, the percentages of proficient scores in grades K through 5 fluctuates. The Wonders weekly assessment concepts and standards change every week. Therefore, it is difficult to progress monitor
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students based on specific standards since focus of standards keep changing according to pacing. The program does include a Differentiated Instruction component that addresses students’ needs. Teachers are able to work with small groups based on ability levels (Advanced, On, and Approaching). Students are given leveled readers based on their weekly assessment results. The major assessments in the SpringBoard program consist of the Embedded Assessments. SpringBoard is made up of four units and each has two embedded assessments. These assessments are all performance tasks that range from written prompts to Shakespeare performances. They provide opportunity for students to express their understanding in a variety of formats. Rubrics are provided to assess student understanding and are broken up into three sections: Ideas, Organization, and Language. These three sections are correlated to Reading, Writing, and Language report card grades. Math In SY 2015–16, SBA Math meets/exceeds percentages increased by 3%. Students in grades K - 5 use the State recommended program, Stepping Stones. Teachers have an opportunity to implement a variety of assessments in the program; such as pretests, interviews, check-ups, performance tasks, and quarterly tests. The Stepping Stones program data results show that the performance task assessment (Focuses on application) scores are lower than check-up (Focuses on skills and procedures) assessment scores. Students in grade 6 use the State recommended program Go Math. Lesson quizzes check student understanding of each lesson and are made up of computation and word problems. Modules are made up of 1–5 lessons and students take a test to assess their overall understanding of the module. Module tests are made up of multiple-choice questions on the front and word problems on the back. Units are made up of 1–3 modules that address a single math strand. Students are assessed at the end of each unit with a Unit Test and Performance Task. Unit Tests are formatted similarly to Module Tests. Assessment data for ELA and/or math is analyzed and disaggregated by each grade level through Data Teams / Professional Development (PD) meetings. Each grade level
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team discusses and analyzes student results of a particular focus determined by the grade level. This determines each grade level’s next steps in modifying instruction. After analyzing data, students are placed in differentiated instructional groups (Kaizen) where the focus of instruction is based on data results. There are many data points used to determine how instructional practices would be modified. Our next steps include establishing expectations and targets school-wide and within each grade level to ensure consistency. All teachers in grades K–6 participate in data teams and look at assessment data to make modifications to instruction. A variety of instructional strategies such as: direct instruction, small group instruction, learning intentions and targets, advance organizers (ELA/math/AVID), problem-solving teaching (math), are implemented. These strategies are agreed upon within the grade level and written in the lesson planning section on the data team template. A post assessment is given to determine student results. We are in the beginning stages of using the data teams process in Math more consistently/frequently to support the educational progress of each student. Next steps will be to continue the data teams process in other subject areas. Demonstration of Student Achievement D2.3. Indicator: A variety of standards-based curriculum-embedded assessments (e.g., student work, pre- and post- assessments, performance tasks, etc.) demonstrate student achievement of the academic standards and the General Learner Outcomes. D2.3. Prompt: Evaluate how a variety of standards-based curriculum-embedded assessments demonstrate student achievement of the academic standards and the General Learner Outcomes. Findings
Wonders & Academic Standards Embedded assessments in Wonders can be administered after each week of instruction. Wonders consist of program units and/or weekly assessment. Students have a variety of opportunities to demonstrate their understanding. Assessments consist of multiple-choice, constructed response, and writing prompts. The embedded assessments focus on areas such as Reading Skills, Oral Reading Fluency (ORF), for Grades K–2 Reading Application and for Grades 3–5 Reading Application, includes Comprehension/Analytical Writing.
Supporting Evidence •
Ewa FOL Chapter I (Table 19 & Table 20)
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SpringBoard & Academic Standards The major assessments in the SpringBoard program consist of the Embedded Assessments. SpringBoard is made up of four units and each has two embedded assessments. These assessments are all performance tasks that range from written prompts to Shakespeare performances. They provide opportunity for students to express their understanding in a variety of formats. Rubrics are provided to assess student understanding and are broken up into three sections: Ideas, Organization, and Language. These three sections are correlated to Reading, Writing, and Language report card grades. Stepping Stones & Academic Standards The Stepping Stones program is made up of 12 modules with multiple lessons in each module. The embedded assessments in Stepping Stones include pretests, check-ups, performance tasks, interviews, and quarterly tests. Each module assesses multiple strands and the quarterly test assesses all math strands. Go Math & Academic Standards A variety of assessments are included in the Go Math. Lesson quizzes check student understanding of each lesson and are made up of computation and word problems. Modules are made up of 1–5 lessons and students take a test to assess their overall understanding of the module. Module tests are made up of multiple-choice questions on the front and word problems on the back. Units are made up of 1–3 modules that address a single math strand. Students are assessed at the end of each unit with a Unit Test and Performance Task. Unit Tests are formatted similarly to Module Tests. SBA Findings SBA ELA Data results for grades 3–6 are generally higher than the report card grades for reading and writing. However, in SBA math results, it is hard to compare because math grades are given for each domain whereas the SBA results reflect math application using all domains. Quarter 4 program data, end of year screener data, quarter 4 report card data and state assessment data analysis is helping us to develop understanding and application of the different assessments within and across grade levels and develop an effective system of collecting, analyzing, reporting and using
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data. (Chapter I, Table 19 and Table 20) Data Findings • In grades 4–6 reading and math data there is a correlation between program assessment data, report card grades and SBA results. • Grade 1 Reading program data and report card proficiency gap is large with 72% of students proficient in reading application program data, and only 35% proficient on reading report card • Math Report Card data from grades 1–2, and 2–3 has a disparity between proficient students. Grade 1 NBT Report card proficiency is 68%, grade 2 25%, then grade 3 65%. • Reading data - proficiency total decreases from reading skills to reading application • Math report card data - proficiency total decreases as students move up through grade levels Our findings lead us to consider whether our K–6 assessments align to the rigor of CCSS in relation to SBA and report card grades. Further examination of the correlation between our DIBELS and Star screeners to CCSS, SBA and report card grades is necessary to direct us to modify assessments so that students work toward proficiency. GLO Findings Presently, there is no system to assess how embedded assessments in Wonders, Stepping Stones, SpringBoard, and Go Math are used to determine student achievement of the General Learner Outcomes (GLO). Our next steps are to have common understanding of the Department of Education’s GLO and rubric. Teacher Feedback to Students D2.4. Indicator: Teachers provide timely, specific, and descriptive feedback in order to support students in achieving learning targets, academic standards, and General Learner Outcomes. D2.4. Prompt: How effective is teacher feedback in supporting students in achieving learning targets, academic standards, and General Learner Outcomes? Findings
Ewa Elementary teachers provide feedback in a variety of ways such as visual, oral, and/or written feedback on all
Supporting Evidence •
SQS Survey Data
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formative and summative assessments to support students in achieving learning targets, academic standards, and General Learner Outcomes. Annual surveys (School Quality Survey & Tripod Survey) show that students have an overall positive perception of teacher feedback.
•
Tripod Survey Data
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Ewa FOL Chapter I (SBA/HSA scores/Table 19 and Table 20)
The School Quality Survey is given once a year to students in grades 4 and 5, parents of gr. 4 and 5 students, and faculty. This survey reflects the perception of these different groups on feedback given by the teacher. SQS Survey Data SY 2012–13 % Agree
SY 2013–14 % Agree
My teacher lets me know when I do well on my assignments
88.4%
81.1%
My teacher helps me review my work so that I can improve.
91.8%
87.7%
Survey item
The Tripod Survey is given to students in grades 3–6. It is a student survey that captures key dimensions of classroom life and teaching practice as students experience them. Tripod Survey Data Survey item
Fall 2013
Spring 2014
Fall 2014
Fall 2015
Percentage of favorable responses 1.
1. My teacher checks to make sure we understand what he/she is teaching us.
88%
87%
89%
89%
2. When he/she is teaching us, my teacher asks us whether we understand.
83%
84%
84%
84%
3. My teacher knows when the class understands and when we do not.
71%
71%
70%
67%
Although the students’ perception of teacher feedback is favorable, the SBA scores and report card grades show
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relatively small gains. Professional development to build school-wide knowledge of planning and implementing effective feedback is forthcoming.
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HIDOE/ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Areas Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III). Summary (including comments about the student learning needs): Based on all of the data collected, the Academic Review Team (ART) will systematically and consistently review the extent to which the school is successful in meeting the measures in the Academic Plan and take appropriate action as necessary. Ewa Elementary K–6 teachers collect a variety of curriculum embedded assessment data for both ELA and math, but not for other content areas. Various program assessment results are reliable in indicating student progress towards achievement of CCSS as measured by the Smarter Balanced Assessment (SBA). Grade level teachers collect, analyze, and disaggregate student data based on the results, and share assessment data with relevant stakeholders. Some of the data collected shows a discrepancy between curriculum embedded assessments and students’ report card grades. Once common understanding of the rigor of the standard is established, through an effective data team process, all grade level teams will be able to differentiate instruction based on students’ needs. Modifications to instruction using the core programs are necessary to be able to accurately track students’ progress toward achieving the Common Core State Standards and Hawaii Content Performance Standards III. Further examination of the correlation between our DIBELS and Star screeners to CCSS, SBA and report card grades is necessary to direct us to modify assessments so that students work toward proficiency. The Academic Review Team process, effective data teams, and a variety of curriculum embedded assessments will ensure student achievement. Prioritize the strengths and areas of growth for Category D. Category D: Assessment and Accountability: Areas of Strength •
All teachers collect, disaggregate, analyze, and report data as grade level teams to determine students’ needs. (D1.1, D2.2)
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All grade levels from K–6 have data teams/PDs to discuss students’ grades, growth, and performance levels. (D1.2, D2.1)
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Based on assessment data, all teachers recognize that modifications within the programs are needed to be more effective in addressing students’ needs. (D1.3)
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Ewa Elementary has a reporting system (mid-quarter progress reports, report cards, and Multi-Tier System of Support) to communicate with relevant stakeholders (students, parents, school, and DOE personnel). (D1.4)
•
All teachers from K to 6 use a variety of curriculum embedded assessments that are all 185
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aligned to Common Core State Standards to demonstrate student achievement of the academic standards. (D2.3) •
All teachers from grades K to 6 give some kind of feedback to support students in achieving learning targets, academic standards, and General Learner Outcomes. (D2.4)
Category D: Assessment and Accountability: Areas of Growth 1. Ewa Elementary Leadership Team will need to review all school-wide data through the ART process. (D1.3) 2. Ewa Elementary teachers will need to establish a common understanding on how students’ performance levels, grades, and growth are determined in all subject areas. (D1.2) 3. Instructional staff will need to analyze results and determine next steps to align and modify core program instruction due to discrepancies in curriculum embedded assessments against report card grades, (D1.3) a. Need to supplement the curriculum and assessments b. No direct GLO evaluation embedded in the curriculum (D2.3)
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Category E School Culture and Support For Student Personal and Academic Growth
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Category E: School Culture and Support for Student Personal and Academic Growth E1. Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage parental and community engagement, especially with the teaching/learning process. Parent Engagement E1.1. Indicator: The school implements strategies and processes for the regular engagement of parents and community stakeholders, including but not limited to participation in the School Community Council. Parents and community stakeholders are active partners in the teaching/learning process for all students. E1.1. Prompt: Evaluate the strategies and processes for the regular engagement of parents and the community, including being active partners in the teaching/learning process. Findings
Ewa Elementary employs a variety of strategies to encourage parent engagement. Our school holds various events inviting parents to learn about and be an active participant in their child’s learning. Kindergarten Orientation At the start of each year, Ewa Elementary invites all incoming kindergarten students and their parents to a Kindergarten Orientation. This orientation serves as the beginning to establishing a partnership between school and home for their child’s education. Kindergarten Orientation is the first opportunity for students to meet their teacher and classmates as well as participate in some introductory kindergarten activities. While students are in the classrooms, parents attend a parent orientation where they receive a warm welcome to Ewa and are introduced to faculty and staff members. General school information and procedures (i.e., attendance, bus, lunch) are shared followed by a classroom orientation when they meet up with their child in their classroom. At the classroom orientation, they learn what to expect as their child begins kindergarten as well as expectations and how they can support their child. Attendance is high with 96% of students/parents attending Kindergarten Orientation in SY 2015–16. Parent feedback is favorable with 100% of parents reporting that they like the session format. Some comments received were: “The orientation was fun and informative.” “Great presentation. Very informative.” “We really liked it!” “Got our questions answered.”
Supporting Evidence
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Kindergarten Orientation Agenda, Parent Sign-in Sheets, & Parent Evaluations
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Open House Flier & Parent/Student Sign-in Sheets
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Title I Parent Involvement Evidence Binder SY 2015– 16 o Parent Night Sign-in Sheets o Parent Night Evaluation Summary Sheets
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Spring Showcase Flier, Invitation, & Parent Evaluations
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Parent Teacher Conference Preference Letter
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Parent Teacher Conference Classroom Schedules
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“We appreciate all your hard work in keeping us informed and making the transition easy for (our son) to start school.” Open House Ewa Elementary Open House is split into two nights and two sessions. The first night consists of students from grades PreK–2 and the second night would consist of students from grades 3–6. There are two sessions per night to accommodate parents with multiple children. To establish the first lines of communication and begin to build parent rapport, teachers will personally call to invite each parent to attend Ewa Elementary Open House. The purpose of our Open House is to welcome and share what the students will be doing throughout the school year including expectations and curriculum (i.e. rules, procedures, school policies, forms of communication through parents, teachers, and students). Attendance for Open House has been over 50% for the past four years.
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Meeting sign-in sheets and info on ECSSS for SSTs, eligibility meetings, IEPs, and 504s.
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Emergency Action Plans
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Attendance Meeting Attachments
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Mid-Quarter Progress Reports
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Ewa Document Library
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Ewa Student Planners
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Ewa Parent Bulletins
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Ewa Elementary School Website
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PCNC ECSSS Reports
Parent Nights Every school year, each grade level hosts Parent Nights that are held in the afternoon or early evening. These sessions are approximately 1–2 hours in duration and topics vary from grade level to grade level but generally focus on Math, Language Arts, and Science. Feedback from these events is viewed as constructive criticism from which future events are improved. In general, parent feedbacks from the sessions are favorable. The percent of parents attending the sessions that felt the session was useful/informative ranges from 95%– 100%. Unfortunately, attendance is very low. The percent of families that come out to participate in Parent Nights only range between 5%–27%.
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Spring Showcase Towards the end of the school year, Ewa has a Spring Showcase where student work is displayed in the library and short student performances by each grade level are done in the school cafeteria. The purpose of showcase is to give parents the opportunity to see the work of their child as well as other grade level displays. Spring Showcase also provides a venue to gain a better understanding of what standards-based grading looks like. Based on the feedback from parent evaluations, Showcase is successful in providing parents with perspective on how their child is performing. Here are some of the comments received: “Always such a joy to see my child’s and other children’s work and the teachers’ investment in their education.” “Today was a great way to see what my child has been doing.” “Spring Showcase displays the hard work the students and teachers go through the school year. Therefore, I am grateful for the education provided by Ewa Elementary.” At Ewa Elementary, there are various parent meetings held throughout the school year. Parent-Teacher Conferences Parent-Teacher Conferences are offered to all students after the first quarter of school. Generally about 80% of parents are in attendance. The purpose of the parent teacher conference is to meet with the student’s parents/guardians to share how the student is doing in school both academically and socially. This allows the teacher to share how the student is excelling and give the parents various strategies to help their child succeed. The teacher shares student work to show how the student is progressing and provides resources that families can 190
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use to support learning at home. This helps build rapport between the teacher, parent and the student and opens the line of communication. Other meetings are also held throughout the year for students needing specialized supports. These types of meetings include student support team (SST), eligibility, Individualized Education Program (IEP), Section 504, emergency action plan (EAP), and attendance meetings. All meetings are held to discuss student needs (academically, behaviorally, and/or medically). Student Support Team (SST) SST meetings are held when a disability is suspected and a referral for special education is made. At this meeting, SSC, teacher, parents, counselor, admin, and other DOE personnel (as needed) are present. The team discusses academic and/or behavior concerns, as well as where the student is currently performing. At the end of the meeting the team decides on the next steps. Next steps can be to go back and try more appropriate interventions or to move forward with testing to find out further information. Eligibility Eligibility meetings are held to determine if a student meets criteria for special education services. Requested assessment results are shared with the team at this time. Then the team looks at the special education categories and criteria to see if the student meets for special education. If student meets the required criteria, parent consent is needed in order to go forward with services. If student does not meet, the team discusses next steps on how to best meet the student’s needs. Parents, SSC, teacher, admin, counselor, and other DOE personnel are present at these meetings. Individualized Education Program (IEP) IEP meetings are held when a student is found eligible for special education. With input from the team, which consists of teachers, parents, admin, counselor, and/or other DOE personnel, the care coordinator develops a plan based on academic and/or behavior goals. Once the plan has been developed, the team meets annually (or as needed) to discuss progress and to reevaluate goals. Section 504 Plan When a student is made eligible for a Section 504 plan (which is different from an IEP), a meeting is held to create a plan 191
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that consists of modifications and/or accommodations that need to be made in the classroom to help the student learn. With input from the team, which consists of teachers, parents, admin, counselor, and/or other DOE personnel, the care coordinator creates a plan. The team then meets annually (or as needed) to discuss student progress and to reevaluate the plan. Emergency Action Plan (EAP) Emergency Action Plan (EAP) meetings are set up to discuss the student’s medical needs and what the school needs to do in case of an emergency (allergic reaction, seizure, etc.). When the school health aide receives the plan via fax from the public health nurse, she passes it on the student’s grade level counselor. Once the counselor receives an EAP, a meeting is set up. This meeting usually involves the student’s parents, teachers, counselor, public health nurse, and any other school personnel that work with the student. At this meeting, the public health nurse goes over the plan step-by-step and explains how to recognize signs of an allergic reaction and how to administer medication (e.g., epi-pens). Currently, Ewa has 20 students with an EAP. Attendance The purpose of an attendance meeting is for the school to work with parents to see how it can help students come to school regularly. At these meetings, the barriers that prevent the students from coming to school are discussed and together, parents and the school come up with ways to prevent or work around those barriers. Notes are taken at each meeting and one copy is placed in the student’s cum folder, one is given to parents, and one is given to the grade level counselor. Attendance meetings are held when students reach 10, 20, and 30 absences. At 10 absences, the meeting is usually held between parents and teacher; however, if the student has a history of chronic absences the grade level counselor is invited. If a student reaches 20 absences, the grade level counselor is then brought in. 30+ absences may require consultation with admin and the school social worker. Along with the meetings, teachers are also required to send home letters notifying parents of their child’s absences. Ewa Elementary uses other forms of communication between school and home regarding student learning. Progress Reports In addition to quarterly Standards-Based Report Cards, Ewa 192
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Elementary sends home four Mid-Quarter Progress Reports each year. The report informs the parent of how the student is progressing both academically and socially. It shows how the student is doing from that point in the middle of the quarter. It provides grades for ELA and Mathematics. It also provides a current mark for each of the 6 General Learner Outcomes. The mid-quarter report also allows the teacher to write comments and explain how the student is progressing and what areas the student will need to improve on. This continues to keep the line of communication open and provides the parent with current updates. Student Planner Students in Grades K–6 use a student planner to help themselves be responsible and organized. It is also used as a communication tool between home and school. The planner provides a means to communicate to parents items such as homework, project due dates, school activities, field trips, testing dates, and holidays. Parent Bulletin The Ewa Parent Bulletin is a useful source that is sent home once a month with students to notify parents about any upcoming school events such as field trips, holidays, important events and announcements from the Ewa Community as well as our Ewa School Admin. This bulletin is a great way to keep the parents and community engaged with what goes on at Ewa Elementary. School Website The Ewa School website gives parents and our community more information about what current events are happening at our school. It has a wide variety of useful information for those who aren’t familiar with our school and would want to know more about what we do at Ewa Elementary. The website also provides links to useful websites for both students and parents. Throughout SY 2015–16, our website has been visited 39,462 times. Parent-Community Networking Center (PCNC) The Parent-Community Networking Center (PCNC) goal is to focus on family support and works to implement 6 components: Communicating, parenting, student learning, volunteering, school decision-making, and collaborating with the community. The PCNC mission is to develop a sense of community and a caring, learning network to strengthen family, neighborhood, school, and classroom for every 193
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student’s well-being and attainment of standards. At Ewa, our PCNC is in charge of our Community Read Aloud and our partnership with JIOC. She meets once a month with PCNCs from other schools in our district to discuss ideas for new projects and available community resources. Ewa Elementary utilizes multiple strategies to encourage parents and the community in being active partners in the learning process. The most effective strategies seem to be school wide events where there is a higher parent/student turnout. Ewa Elementary also offers many opportunities for families to stay connected and informed. While we have some evidence of impact for some strategies and processes, it would be prudent to insure that the desired outcomes are clear so the information/data collected provides the means to adequately assess the effectiveness of these services. One way we can address this is by making adjustments to parent surveys already in place to gather more specific feedback on these strategies. We have already begun this task starting with revising Parent Evaluation Surveys for our Parent Sessions this SY 2016–17. Another possible approach would be to tap into our School Community Council, as it would be a valuable means of garnering parent and community engagement. Community Resources E1.2. Indicator: The school uses community resources to support students, such as professional services, business partnerships, non-profits, organizations, military, etc. E1.2. Prompt: Evaluate the effectiveness of the school’s use of community resources to support students. Findings
By utilizing resources beyond the school, there are different opportunities for students to learn outside of the classroom via field trips. Some of these include: • Challenger Center • Camp Erdman • Hawaii Plantation Village • Bishop Museum • ‘Iolani Palace • Hawaii Theater for Youth • Hono`uli`uli Wetlands
Supporting Evidence
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Field Trip Notification Forms
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Student Reflections
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Field Trip Pictures
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Student Projects
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ECSSS PCNC Reports
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learning by having them come into the school to perform and/or share their knowledge with students. Some of these include: • Pacific Aviation Museum • Hawaii Opera Theatre • Artists in the School These are learning opportunities that students would most likely not have the chance to experience outside of school. They provide valuable learning experiences that enhance what they are learning in the classroom. For example, field trips to the Hawaii Plantation Village by students in grade 1 allow them access to primary sources since they have the opportunity to view the actual homes and artifacts of long ago. Similarly, grade 4 visits the Bishop Museum Planetarium to have a first hand experience of how the ancient Hawaiians once used the stars to navigate.
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JIOC Evaluations
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School Event Schedules
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Permission Forms (Dental Screening, Vision Screening, Flu Shot Clinic)
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Community Read Aloud Guest Evaluations
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Community Read Aloud Guest Teacher Evaluations
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DR Horton Checks
Ewa Elementary School participates in the Drug Abuse Resistance Education (D.A.R.E.) program. Each year, a D.A.R.E. officer comes to our school and works with the fifth grade students. There are a total of 10 lessons that last from 45–60 minutes long. This program addresses the core educational standards of health, language arts, and math. The program’s core activities include community safety, school safety, Internet safety, drug use, and bullying. D.A.R.E. not only teaches our students effective peer resistance and refusal skills, but also teaches students the importance of building self-esteem, managing stress, and decision-making. Special Olympics is an event that Ewa School students participate in annually. Our team consists of special athletes and unified partners. The students’ ages range from 6 years old and above. This event promotes the belief that people with intellectual disabilities can, with proper instruction and encouragement, learn, enjoy, and benefit from participation in individual and team sports. Special Olympic sports provide continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in the sharing of gifts, skills, and friendship with their families, other Special Olympic athletes, and the community. Ewa Elementary partnership with Joint Intelligence Operations Center (JIOC) started in 2009. The purpose of this partnership is to bring the military and community together. It is dependent on the school as to how they want to incorporate JIOC into their school. At Ewa, JIOC volunteers 195
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come every fourth Thursday of the month from 1pm–2pm to read to students and conduct an activity with them. Through their visits, they encourage students to read. The JIOC volunteers are a part of the Army, Navy, or Air Force. Grades 3–6 classrooms receive one visit from JIOC, while grades K– 2 are visited twice in the school year. After reading a book selected by the grade level to the class, JIOC volunteers then do an activity of their choice with the students. Though activities are generally selected by JIOC, teachers can also submit a request for something more specific to align with curriculum and standards. At Ewa, we have been able to coordinate the following health related events: • Flu shot clinic • Dental Screening • Vision Screening These events help to support our students’ health and wellbeing. The flu shot clinic is offered by the Department of Health and about 45% of students per year participate. The dental screening event is offered to first graders by a private practice and happens every other year. Students receive a brief check-up and are taught the importance of good dental hygiene. Ewa students have also had a vision screening which was coordinated by the Lion’s Club. We have scheduled a vision screening for this SY 2016–17 for our grade 1 students. The Community Read Aloud was created to encourage reading and to show the students that reading is a lifelong, enjoyable activity. This Read Aloud is led by the school’s PCNC and has been an annual event at Ewa for the past 11 years. The Read Aloud begins with a featured reader via closed-circuit. When the featured reader is done, all guest readers then disperse to their designated classrooms. Approximately 50 guest readers participate and they range from former Ewa teachers, to Ewa community members, to even the Governor of Hawaii. Ewa Elementary is very fortunate to receive annual donations from the following organizations in the community: • Ewa Orchid Society • DR Horton • Rotary Club of Kapolei The Ewa Orchid Society is a club that focuses on promoting orchid culture among the citizens of Hawaii and our school
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allows them to meet monthly in our cafeteria. Every year, the Ewa Orchid Society donates $500 and has been donating for about 10 years. DR Horton is a home development company that has built homes in the Ewa area. Their annual donation of $2,500 has been going on for 9 years now. These monetary donations are used to help fund various school activities that provide a meaningful education for our students. The Rotary Club of Kapolei is a local community service club that donates school supplies to our school at the start of every school year. They have been doing this for over five years. In addition to school supplies, dictionaries are gifted to all students in grade 3 on behalf of a local Rotarian. Fortunately, Ewa Elementary also receives donations of school supplies from individual members of the community— current/former parents, neighbors, and former Ewa Teachers. Those donations, combined with the donations from the Rotary Club of Kapolei, help to ensure that our students are prepared for school. These supplies are available throughout the year to any student in need. In addition to the annual donations, Ewa has been very resourceful in accessing the community to fund special projects through grant writing and donation requests. The school and teachers have been awarded by different sources and have been able to fund projects that support student learning. Over the past two school years (SY 2015–16 and SY 2016–17), Ewa School has been awarded over 30 different grants and donations totaling more than $123,000 from community partners such as: • Marshall Realty • Chevron USA • Artists in the School • Target • Lowe’s • Menehune Magic Soil Company • Your Cause, LLC Trustee for Pacific Gas and Electric • Kuakini Medical Center • NEA Foundation • Donors Choose • Good Idea Grants Here are some specific examples of how these grants and donations support student learning: 197
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•
•
•
Marshall Realty Grant - to decrease student-to-device ratio from 1:4 to 1:2 and purchase software so students have greater access to regular use of technology Lowe’s Grant - to purchase materials and equipment to enhance and maintain the school garden so students have hands-on learning experiences Target Bus Grant - to help defray the cost of field trips so students are able to participate in learning activities outside the classroom
Monetary donations have also been received from former students or faculty members that are used to support school activities or fund post-high school scholarships to former Ewa School graduates. Ewa Elementary uses various community resources to support students in different areas. Utilizing outside resources is certainly a great strength at Ewa. The many donations and grants have provided opportunities for students to experience and supplement their learning. Ewa faculty and staff should continue to look into resources that are available within the Ewa community to create partnerships with businesses to further enhance student learning. Parent/Community and Student Achievement E1.3. Indicator: The school ensures that the parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/cocurricular program. E1.3. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program. Findings
At Ewa Elementary, academic standards and general learner outcomes (GLO) are shared with parents at different times throughout the school year. Ewa Elementary is a Title I School. As a Title I School, there are certain requirements and guidelines that need to be followed, one of which is related to Parent and Community Participation and Involvement. One specific example that aligns to ensuring that parents and the school community understands student achievement of academic standards and GLO would be to carry out the six requirements outlined in BOE Policy #2403. These six requirements are carried out
Supporting Evidence
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Title I Evidence Binder
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Open House PowerPoint
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Opening video
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Cover sheets for assessments
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Welcome letter/packet
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and evidenced through the activities that follow. During open house, academic standards and GLO are shared by grades K–2, while grades 3, 4, and 6 share only academic standards. This past school year, a video that provides a brief overview of the Common Core State Standards was shown to all grade levels. When sending home assessments, Grades 1–5 attach cover sheets to the assessments, which includes the academic standards addressed. This allows parents to know what standards were taught, what the students were expected to learn, and their child’s progress towards meeting those standards.
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Parent/Teacher Conference Schedule
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Report Card
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Mid-Quarter Progress Report
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Parent Night Agenda
•
Grade Level Standard Displays
Grades 2–4 send home a welcome letter/packet at the beginning of the school year for all of their students. In this welcome letter/packet, GLO and academic standards are explained to parents, as well as classroom rules, procedures, and policies. During Parent Teacher Conference, the teacher shares student work and explains how it is related to the Common Core State Standards. This allows the teacher to share how the student is progressing and gives parents various strategies to help their child succeed. This helps the parents to better understand what their child is expected to learn throughout the year and how they will be graded. Progress reports are an integral part in communicating student progress toward meeting academic standards and GLO. A report card is sent home at the end of every quarter informing parents of how the student is progressing both academically and socially. The report card provides grades in all academic areas and includes a grade key to explain what each grade means. It also provides a current mark for each of the 6 General Learner Outcomes. Ewa Elementary also sends home 4 mid-quarter reports a year. It shows how the student is doing at that point in the middle of the quarter. It provides grades for all ELA and Mathematics strands that have been covered in the classroom. The mid-quarter report and report card allows the teacher to write comments and explain how the student is progressing. This continues to keep the parents updated on how their child is continuously working towards meeting the Common Core State Standards. For grade level Parent Nights, Common Core Standards 199
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related to the topic of the session are shared with parents. For example, if the Parent Night is focused on Writing, teachers share the Common Core Standards addressed for writing as well as examples of work that meet the standards. For testing grade levels (grades 3–6), at least one parent night is dedicated to sharing SBA practice test online, which provides specific examples of test items that address the Common Core State Standards. In addition to the Parent Night dedicated to the sharing of SBA, parents also receive a Smarter Balanced Assessment Family Report which outlines the 4 achievement levels (Level 4: Exceeded, Level 3: Met, Level 2: Nearly Met, Level 1: Not Yet Met), shows their child’s score and level, gives a brief explanation of what their child is able to do and also provides some resources to look into to help support their child’s learning. Spring Showcase provides another opportunity to share Common Core Standards with parents and the community. Each display includes the standard(s) addressed, a rubric for proficiency, as well as the task assigned to students. Through Spring Showcase, parents have a chance to view student work related to the standards. In summary, Ewa provides many different opportunities to share academic standards and GLO with parents. We noticed that each grade level has various ways of sharing information related to these areas, however, there is a need to set common guidelines to be consistent school wide sharing the information with parents and the community. We currently do not have a specific means to measure the effectiveness of these strategies. An idea is to include a question to specifically address this in parent surveys for Open House, Parent Nights, and Showcase and to perhaps also generate a survey for feedback on Parent Teacher Conferences. We have already started on this by refining Parent Evaluation Surveys this SY 2016–17.
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E2. School Culture Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and c) maintains focus on continuous school improvement. Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly environment that nurtures learning (e.g., internet safety, drills, etc.). E2.1. Prompt: Comment on the effectiveness of a) the existing policies, regulations and procedures; and use of resources to ensure a safe, clean, and orderly environment that nurtures learning, b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety, and c) initiatives and responses to address bullying and harassment. Findings
Ewa Elementary has policies, regulations, and procedures that contribute towards ensuring a safe, clean, and orderly environment which nurtures learning. Use of resources, including personnel, for this purpose is apparent. Ewa Elementary has a committee dedicated to school safety. Ewa School’s Safe and Nurturing Schools Committee conducts periodic campus inspections of all campus facilities in order to address potential issues that might pose health and/or safety risks to students, staff, and guests. The committee issues an emergency safety binder that includes safety procedures to each member of the staff. In addition, all binders contain current class rosters, emergency contact information, Emergency Procedure Recording Form, and Green/Red indicator sign that alerts counselors if there are any extra/missing/injured students in classroom lines during emergency drills/events. These drills (fire, lockdown, earthquake, etc.) are practiced regularly to be prepared should such an event take place. After each drill, school leadership debriefs to make adjustments to improve procedures. The Safe & Nurturing Schools committee is currently working on refining those procedures (fire, lock down, shelter-in-place, and evacuation) and also having generalized procedures for any emergency situation.
Supporting Evidence
•
SQS
•
Ewa School Emergency Binders
•
Acceptable User Guidelines Technology form
Ewa Elementary currently has 6 custodians (full-time or halftime), all of who have their own responsibilities to help ensure that the grounds and facilities are safe for both children and adults. Custodians carry a walkie-talkie for ease of communication at all times. During unstructured times, there are designated play areas for 201
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students. To ensure student safety, adequate supervision is always present. During first recess, a total of 11 teachers are out on yard duty to monitor students and maintain safety. At lunch, grade levels are released one at a time to avoid overcrowding of supervised play areas. There are five adult supervisors that ensure the safety of students in their designated play area during this time, which includes leading them to the play area and dismissing them to their classrooms. Every classroom is equipped with a telephone intercom receiver. The intercom is used for receiving phone calls as well as to notify faculty and students of any announcements and/or emergency alerts. The intercom is used to communicate the type of emergency so that the staff can properly address the situation, and prepare their students accordingly. Our current bell system was scheduled for an upgrade through a phone upgrade. Unfortunately, this project has been postponed. The principal is currently researching if and/or when the project will be completed. During SY 2015–16, the school was vandalized and many of the bell system speakers were lost. Since the school was scheduled for an upgrade, it was decided that the speaker system would not be replaced at that time. For internet safety, EES employs a Technology Responsible Use Form (TRUF), that parents must agree to and sign in order for students to utilize technology on campus. A Google document created by the school’s technology coordinators is available for all teachers to view which students can and cannot access technology in their classrooms. Technology teachers as well as homeroom teachers educate students in regards to internet safety and ethical use of technology which includes how to navigate and surf the internet safely, knowing who is safe to connect with online, what information they should keep personal, cyberbullying, inappropriate material, etc. Ewa Elementary is currently implementing the foundational principles of the Diana Browning Wright system of building a positive and safe school. There are 17 Proactive Classroom Management Strategies which aid in instituting a positive school culture based on being respectful, responsible and safe. Some of those strategies include smiling and being nice, engaging in positive greetings at the door to pre-correct and establish a positive climate, and communicate competently by 202
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praising effort and not ability. These strategies are meant to build positive relationships that create a safe and nurturing environment and help start each day in a positive way. These behaviors also show students that EES staff care about them, not only about their academic performance. It also models what the staff expects from students (e.g., compassion, being thoughtful, and caring for each other). Communicating competently encourages a growth mindset in which effort and perseverance is valued vs. getting the “right” answer. Anecdotal observations of the staff are yielding positive results between teachers and students. The initial analysis of smiling and being nice is allowing students to bond more quickly and comfortably for students. Engaging students in positive greetings at the door to pre-correct and establish a positive climate are working as intended. Finally, communicating competently by praising effort and not ability is helping to build student confidence and enthusiasm through positive teacher-to-student interactions. To further our efforts in creating a more positive and nurturing school for students and staff, counselors have initiated social skills groups (e.g., anger management/coping strategies, friendship [self-esteem, making/keeping friends], and loss/grief) for all students. They are also doing a thirtyminute anti-bullying lesson for each class once a quarter. According to the 2015 Accountability Research Center of Hawaii’s School Quality Survey, 85.4% (227 out of 266) of students surveyed feel that Ewa Elementary School is a safe school. 51% of students (136 out of 267) agree that they feel safe from mean kids in their school. (2015 SQS). Of that same sampling of students, 82.6% (218 out of 264) think that buildings are safe for students, and 90.2% (238 out of 264) perceive there are clear rules to ensure students’ safety at school. When parents were surveyed, 93.4% (56 out of 60) believe that Ewa Elementary School is a safe school, 70% (42 out of 60) agree that their child is safe from harassment, intimidation, and threats at school, 76.7% (46 out of 60) think the school grounds and facilities are safe for their child, and 93.3% (56 out of 60) perceive that there are clear rules to ensure students’ safety at school. Additionally, 96.6% (57 out of 59) of teachers surveyed believe that Ewa Elementary School is a safe school. 86.4% 203
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agree that they are safe from harassment, intimidation, and threats at school. 98.2% (57 out of 59) of teachers think that the grounds and facilities are safe, and 87.9% perceive that there clear rules for staff behavior. In summary, Ewa has many supports in place to create a safe, clean, and orderly environment. There are safety procedures in place, a committee dedicated to creating a safe environment, as well as supports to create a safe and nurturing environment such as the DBW Proactive Management Strategies initiative and counselor supports. While we currently do not have a specific means to measure the impact of these supports, we could possibly look at longitudinal data on student referrals to determine the impact of the supports mentioned above. Discipline and Behavior Management System E2.2. Indicator: The school has an effective discipline and behavior management system that supports learning, growth, and development. E2.2. Prompt: Evaluate the effectiveness of the discipline and behavior management system to support student learning, growth, and development. Findings
Ewa Elementary has clear expectations for behavior that supports learning, growth, and development. Ewa has a set of school-wide behavioral expectations that are communicated to all - Be Responsible, Be Respectful, and Be Safe. These behavioral expectations are shared at the start of the school year, posted in every classroom as well as at various places on campus as a reminder, and revisited as necessary. In addition to the school-wide expectations for behavior, each classroom has a management plan that includes classroom rules, consequences, and rewards. Each teacher develops their own classroom management plan at the beginning of the school year to suit their classroom learning environment and their group of students. At Open House, teachers present a PowerPoint to share classroom expectations with parents to reinforce positive student behavior. Daily attendance is an expectation and students are recognized at Ewa with attendance awards each quarter. There are two types of attendance awards. The Perfect Attendance award is given to students with no absences and no tardies. Attendance
Supporting Evidence
•
Ewa Elementary School School-wide Behavior Expectations
•
Classroom behavior management plans
•
Open House presentation materials
•
Attendance Award data
•
Attendance Data Tables
•
Kina`ole Note
•
DBW Presentation PowerPoints
•
Admin Meeting Agenda and Updated Notes 204
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awards are given to students with no absences but they may have tardies. Perfect Attendance Awards SY 2015–16 PreK/FSC
Gr K
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Total
Q1
1
34
17
31
45
32
46
36
242
Q2
2
21
19
34
35
36
45
34
226
Q3
2
34
18
32
37
39
44
30
236
•
SQS
•
Ewa Elementary School Behavioral Referral Form
In addition to individual attendance recognition, each gradelevel and classroom within each grade level that has the best attendance record is recognized monthly over the intercom. That data is posted outside the library and given to each classroom to display as well. At Ewa Elementary, another means of encouraging and recognizing positive behavior is the Kina‘ole Note. The primary intent of the Kina‘ole Note is to “catch” students doing good things and recognize them for their good deeds. These notes can be issued by any employee, not only the student's classroom teacher. Each grade level selects one note to be announced weekly over the intercom by the viceprincipal. Last school year, a cohort of teachers was selected to attend a series of trainings by Diana Browning Wright (DBW) targeting behavior RTI. This cohort of teachers collaborate to lead Ewa in developing behavioral supports. Teachers began implementing 3 out of 17 Proactive Classroom Management Strategies relating to relationships. This school year, the plan is to implement the final 3 strategies relating to relationships and the first 4 strategies relating to procedures. In the third grade, good behavior is also encouraged as students learn about economics through the use of “moolah” or pretend money. Students earn moolah for being responsible by turning assignments in on time, helping classmates and teachers, demonstrating positive behavior, earning good grades on various assignments and tests. Students must “pay” moolah to the teacher for negative behavior, missing or incomplete work. At the end of quarters 1, 2, and 3, students participate in a grade-wide Open Market that is also part of their Economics Unit. They have “stores” 205
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where they buy and sell items with each other for moolah. At the end of the 4th quarter, students also spend their moolah buying items in an auction in their individual classrooms. Creating an incentive program similar to that used by third grade is currently being considered by the school’s Diana Browning Wright cohort and could potentially become a part of the school’s positive behavioral support system. According to Ewa Elementary 2015 School Quality Survey, nearly 60 percent of students agree that students at EES who do not behave are disciplined, nearly 30 percent responded neutral and only 10 percent felt otherwise. While minimal, there is a plan in place for times when students do not follow behavioral expectations. Teachers first consider the frequency, severity, and duration of the student’s behavior. If the teacher feels that the behavior is frequent and/or severe, he/she should complete a Behavioral Referral Form and submit it to the office. With careful consideration, Administrators determine the most appropriate means of dealing with the situation (whether they will meet with the referred student, if a counselor will meet with the student, or if it is best for the teacher to work with the student). If Administrators an administrator or a counselor works with the student, then an Administrator Analysis is completed and a copy is given to the teacher. In summary, Ewa Elementary School has procedures in place to support, promote and acknowledge behavior that sets the groundwork for learning, growth, and development. The expectations for such behavior are made clear to students and parents by teachers, counselors and administrators. High Expectations for Students E2.3. Indicator: The school has high expectations for students in an environment that honors individual differences and is conducive to learning. E2.3. Prompt: Evaluate the school’s effort and success to ensure high expectations for all stakeholders and in building an environment that honors individual differences and is conducive to learning. Findings
Ewa Elementary School has support teachers who work together with classroom teachers to provide supplemental differentiated instruction to meet the specific needs of students. Ewa is staffed by 9 certified special education teachers, 6 special educational assistants, and 19
Supporting Evidence
•
Strive HI SBA Data
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paraprofessional tutors that serve our special education population. There is at least one special education teacher per grade level, and one support teacher to provide assistance and guidance to the group. Most teachers work collaboratively in special education inclusion classrooms with a general education teacher. All special education teachers in these settings differentiate lessons and make accommodations for special education students under their care/advisement. These classrooms serve the entire population of special education students on the grade-level. There is also a pre-school special education classroom for Pre-K students and a fully self contained classroom to serve our population of students that have greater academic and/or behavioral needs than those in the special education inclusion classrooms. Special education teachers go to district trainings when they are initially hired, and receive instruction on: 1) How to use eCSSS for all IEP and other Special Education related documentation. 2) Special education process (e.g., initial/reevaluation to eligibility to IEP) 3) Crisis Prevention Institute (CPI) 4) Varying strategies to work with specific populations (i.e., Autism, ADHD, etc.) The school provides Gifted and Talented (GT) student identification services to ensure that students of “high” cognitive ability are provided accommodations that serve their learning needs. EES is staffed with nine English Language teachers— one Coordinator, one Support Teacher, and seven General Education Teachers that provide instruction to ELL students. Teachers new to teaching ELL attend monthly district trainings/meetings for New ELL Staff. ELL staff is also encouraged to attend ELL professional development training both within the district and at the state level. The English Language program helps ELL students acquire a level of English proficiency that will provide them with equal opportunities to succeed in the general education program. ELL teachers provide interventions adapting the regular education curriculum to meet the needs of the ELL students. In some cases, (for newly-arrived ELL students) intensive language instructions with the use of programs such as, but not limited to Imagine Learning is provided. Ewa Elementary has systems in place to identify (through a 207
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battery of tests), assist, and teach all populations of students. ELL services as well as Special Education services all comply with federal and state regulations. Special Education services are delivered in a co-teacher setting (one general education and one special education teacher) using the inclusion model. This setting blends all students in class, making it difficult to identify which students are special education. Enrichment students are provided differentiated services through RTI classes as well as differentiation by the classroom teacher on a day-to-day basis. Learning needs of students are addressed in environments that are respectful to all, teach and communicate responsibly, and provide safety for all thoughts and ideas. SBA data shows a disparity between overall achievement of Ewa students and the State of Hawaii. Ewa proficiency scores are 20% below state scores. Comparing Ewa’s SBA subgroups, proficient disadvantaged students average 6–8% lower than all students, proficiency total of Special Education population is 6% for reading and math, and 20% for science. Ewa needs to ensure high expectations for all students in environments that differentiate to meet their needs. Culture of Trust, Respect, and Professionalism E2.4. Indicator: The school has a culture of trust, respect, and professionalism among all members of the school community. E2.4. Prompt: To what degree is a culture of trust, respect, and professionalism demonstrated by all members of the school community? Findings
There is a strong culture of trust, respect, and professionalism among all members of the Ewa School community.
Supporting Evidence
•
SQS
The results of the 2015 School Quality Survey and a teacher survey reflect the perception of a culture of trust, respect, and professionalism from all members of the school community. A high percentage of students, parents, and faculty reports that Ewa Elementary staff demonstrate high professionalism, high expectations, and continuously strive to improve (Kaizen). When students surveyed were asked whether they could get help from the school staff if needed, 72% (190 out of 265) agreed, strongly agreed, or completely agreed. 17% (45 out of 265) were neutral, and 11% (30 out of 265) of students disagreed, strongly disagreed, or completely disagreed.
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87.9% (232 out of 264) agreed, strongly agreed, or completely agreed that their teacher really listened when they talked. While 77% (205 out of 267) agreed, strongly agreed, or completely agreed that they enjoyed talking with their teachers. 93% (55 out of 59) of parents agreed, strongly agreed, or completely agreed that the school offers them opportunities to participate in their child’s education. 83.3% (50 out of 60) of parents agreed, strongly agreed, or completely agreed that their concerns are taken seriously by school administrators. 67.8% (40 out of 59) of parents agreed, strongly agreed, or completely agreed that their child’s teacher provides help on classwork when their child needs it. 69.5% (41 out of 59) of parents agreed, strongly agreed, or completely agreed that the school staff makes them feel welcome at school. 83.3% (50 out of 60) of parents agreed, strongly agreed, or completely agreed that their child’s teacher seeks ways to improve his/her child’s academic progress. 67.8% (40 out if 59) of teachers agreed, strongly agreed, or completely agreed that they can offer their opinions freely at their school. 67.8% (40 out of 59) of teachers agreed, strongly agreed, or completely agreed that they feel comfortable speaking to the school administrator. 82.8% (48 out of 58) of teachers agreed, strongly agreed, or completely agreed that they are satisfied with the respect and value my school gives to my role. 83.6% (56 out of 67) of teachers agreed, strongly agreed, or completely agreed that they felt administrators, teachers, and staff work together effectively to achieve our school’s goals. 97% (65 out of 67) of teachers agreed, strongly agreed, or completely agreed that they respond to students and parents’ concerns in a timely manner. 91% (61 out of 67) of teachers agreed, strongly agreed, or
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completely agreed that they were satisfied with the school’s leadership. Ewa Elementary School teachers demonstrate professionalism in many ways. Here are a few examples: • • •
•
•
Seeking advanced educational degrees and/or participating in Professional Development classes Mentoring new teachers- Selected teachers provide mentorship to aspiring teachers. Various coaching opportunities for complex area competitions (Track & Field, Basketball & Volleyball, Special Olympics) or statewide competition (SeaPerch). Participating in meetings and events that extend beyond the work day (IEP/504 meetings, Parent Nights, PLT meetings, Weekly Standing Meetings, Committee, Spring Showcase, Fundraiser distribution, Incentive Field Trips, etc.) Applying for grants for the benefit of the school and students - some teachers apply for grants to help obtain additional materials to offer meaningful experiences that may not be otherwise possible.
According to survey data, Ewa Elementary is a school community that has trust, respect, and exhibits professionalism that is demonstrated by all members. Teachers demonstrate professionalism by going above and beyond the traditional responsibilities of a teacher, by supporting students academically and in extracurricular activities. E3. Student Support Criterion – Personalization All students receive appropriate support along with a personal learning plan (as appropriate to the needs of the child) to help ensure academic success. Adequate Personalized Support E3.1. Indicator: The school ensures that every student receives appropriate support services in such areas as academic assistance, health, career, and personal counseling. E3.1. Prompt: Evaluate the availability and the adequacy of services to support students in such areas as academic assistance, health, career, and personal counseling. Findings
Ewa Elementary provides all students with a variety of services to support them in academics, health, career, and personal counseling. These services include: Response to Intervention (RTI), Special Education (SPED), Speech Assist
Supporting Evidence
•
Kaizen/Response to Intervention (RTI) Plan of Action
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Program, Counseling Small Groups and Anti-Bully Mini Lessons, Initial Behavior Support Program (IBSP), and English Language Learners (ELL). RTI During SY 2015–16, the teachers and students in Grades K–6 participated in RTI instructional groups. Students were divided into Tiers based on their level of proficiency. This multi-tier approach was used to efficiently differentiate instruction for all students. There are 3 different Tiers that the students can be assigned to. Tier 1 is where all students receive grade level instruction. Tier 2 is for students who do not make adequate progress in Tier 1 and need more targeted instruction that match their needs. Tier 3 is for students who do not make adequate progress in Tier 2 and need more intensive interventions. Reading and math data from the school’s STAR Universal Screener, and other additional grade level assessments, were triangulated by grade level teachers and used as data points to determine the academic focus of the RTI blocks for each grade level. Grades K, 1, and 3 focused on reading. This data was also used to decide what tiers students belonged to. Grades 4 and 5 focused on math. Grade 2 focused on reading for quarters 1–3 and math in quarter 4. Finally, Grade 6 focused on reading for quarters 1–2 and math for quarters 3–4. RTI groups met four to five times a week for about 30 minutes each day. The number of classes and teachers on each grade level ranged between 7 to 9. There were multiple teachers assigned for each Tier, and the student’s homeroom teacher may or may not have been their RTI teacher. All students within the grade level switched depending on their Tier level. Each teacher focused on targeted areas of need within their grade level’s focus area (reading or math). Throughout the year, the number of students in each Tier may have changed due to the movement between Tiers because of student progress and needs. Group sizes were adjusted to best fit the needs of all students. K (Reading) 1st Grade (Reading) 2nd Grade (Reading)
Table E3.1a RTI Student Tier Beginning 1 59 2 52 3 70 1 30 2 41 3 34 1 60 2 77
•
eCSSS Reports
•
PPT Request Forms
•
IEP Progress Report Sample
•
IEP Objectives Progress Backward Mapping SY 2016–17
•
SPED WRAT/GRADE Data SY 2016–17
•
SPED STAR Screener Data SY 2016–17
•
Speech Assist Program Informational Packet
•
Small-Group Counseling Schedule
•
Anti-Bullying Mini Lesson Schedule
•
IBSP Progress Report
•
ELL program data
End 97 58 30 37 44 22 56 30
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3rd Grade (Reading) 4th Grade (Math) 5th Grade (Math) 6th Grade (Reading)
3 1 2 3 1 2 3 1 2 3 1 2 3
47 60 75 35 38 77 53 64 64 33 36 66 47
75 59 83 25 64 64 34 41 78 40 30 78 33
On Table E3.1a, Tier 1 data shows that 3 out of 7 (43%) grade levels (Grades K, 1, and 4) showed an increase in the number of students at the end of the school year. Tier 2 data shows that 5 out of 7 (71%) grade levels (Grades K, 1, 3, 5 and 6) also showed an increase in the number of students at the end of the school year. Tier 3 data shows that 5 out of 7 (71%) grade levels (Grades K, 1, 3, 4, and 6) showed a decrease in the number of students at the end of the school year. Data implies that there was a 71% decrease in grades K–6 at the end of the school year in the amount of students receiving Tier 3 supports. This data also suggests that Tier 3 interventions have somewhat been working, which has attributed to the 71% increase in Tier 2 supports and 43% increase in Tier 1 supports. Although the data can be interpreted as previously mentioned, the number of students may vary due to students transferring in and out of school. Currently in SY 2016–17, the RTI block has been renamed to, “Kaizen”, which reflects the school’s belief of continuous improvement. After reviewing and triangulating data, it was agreed upon that the school-wide Kaizen academic focus this school year would be math. Special Education Currently, in SY 2016–17 Ewa Elementary has a total of 64 IDEA students who have an active Individualized Education Plan (IEP). Students are first evaluated and then go through an eligibility process, which determines if he or she qualifies for SPED services under a specific eligibility category. Students who qualify for SPED services are then placed in their least restrictive environment (LRE), which is based on their individual needs. Possible classroom placement settings include: Preschool Fully-Self Contained (PreK FSC), Grades K–6 (FSC), or Grades K–6 Inclusion.
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Students who receive SPED services are provided with the appropriate support personnel to help address their individualized needs (see data table E3.1b). Table E3.1b IDEA Student Support Student Support Position Number of Support Personnel SY 2016–17 Preschool Fully Self-Contained (FSC) 1 Teacher Fully Self-Contained (FSC) Teacher 1 Special Education Inclusion Teacher 6 Special Education Support Teacher 1 Educational Assistants: 6 Preschool Fully Self-Contained: 1 Grades K–6 Fully Self-Contained: 1 Inclusion: 4 Paraprofessional Tutors (PPT) 20 Preschool Fully Self Contained: 3 Grades K–6 Fully Self-Contained: 14 Inclusion: 2
Part-time Paraprofessional Tutors (PPTs) are also requested to support and assist the Special Education Teacher in the classroom who have specific students that need more individualized behavioral, social, communication, and safety needs. Students who qualify for this service have one or two PPTs assigned to them depending on the severity of their needs. Special Project Requests are when two students share one PPT for support, and Individualized Instructional Support (IIS) is when one student requires only one PPT for support (see Tables E3.1c/d). Table E3.1c Students with Special Project Requests SY 2016–17 Setting Number of Students Preschool 1 Fully Self-Contained 4 Grade 4 Inclusion 2 Table E3.1d Students with Individual Instructional Support (IIS) SY 2016–17 Setting Number of Students Preschool 1 Fully Self-Contained 7
Some students also qualify to receive related services, which will vary depending on their specific needs. Currently in SY 2016–17, there are a total of 60 students who also receive one or more related services. The frequency of services will vary from student to student and is based on student needs (see Data Table E3.1e).
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Table E3.1e Types of Services for Special Education Students Special Education 60 Occupational Therapy 6 Physical Therapy 4 Speech/Language Therapy 33 Transportation 14 Counseling 3
All students who receive SPED services are evaluated on their specific IEP goals and objectives each year, which are progress monitored closely by their SPED teacher using different data collection techniques. Quarterly IEP Progress Reports are sent home for each student, which describe the student’s current functional performance for each IEP objective. Growth in their academic, behavior and/or related service needs are documented throughout the school year in this IEP Progress Report, which display movement from Emerging to Mastered skills. Currently this school year, the SPED department began to compile school-wide data from last school year SY 2015–16 and this SY 2016–17 using scores from common SPED assessments administered annually which include, the Group Reading Assessment and Diagnostic Evaluation (GRADE) and Wide Range Achievement Test (WRAT) (see supporting evidence “SPED WRAT/GRADE Data SY 2016–17 SPED” and “Universal Screener Data SY 2016–17”). Grades K–6 SPED WRAT assessment data collected so far show more of an increase in scores in the areas of reading, spelling, and math. Grades K–6 SPED GRADE assessment data collected so far also show more of an increase in scores in the area of reading comprehension. There has only been one reporting period collected currently this school year for the Universal Screener Data. When the middle of the year screener is administered later during Quarter 2, there will be more SPED data to analyze and track student progress. Ewa students who qualify for SPED services have shown to make adequate progress in academic, behavior and/or other related service areas based on assessment data and progress monitoring. Speech Assist Program The Speech Assist Program is offered to general education students from Grades K–6 through two of our speech pathologists. The program was developed to support general education students who are not eligible for special education 214
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speech services, in order to improve their speech production and articulation. Students are enrolled in the program for nine weeks, attending sessions once a week for a 30-minute session. At the end of nine weeks students are evaluated to determine whether they will be exited from the program or continue for another nine weeks. Parents are notified after the nine weeks of their child’s progress. Currently, there are 6 students in this program this school year. Sessions are provided in a small group and/or large group in the general education and/or speech classroom. Counseling Small Groups At Ewa Elementary School, counseling services are offered to students who exhibit a need for extra support in the following areas: social skills, grief/loss, or self-esteem/friendship. We have three grade level counselors at our school who are assigned to specific grade levels and provide small group counseling in the areas previously mentioned. Students meet once a week for a 6–8 week period for about 30 minutes per session. Counseling Anti-Bullying Mini Lessons Counselors also provide “Anti-Bullying” mini lessons to all Grades K–6 classes. The respective grade level counselors provide one lesson each quarter. Grade K–6 teachers sign up for mini lessons at the beginning of every quarter. The minilessons are about 30 minutes long, and the following topics are covered: Definition of Bullying; Coping Strategies; Bystander, Target, Bully (roles); Kindness; Diversity & Tolerance; Respect; Tattling vs. Telling. Counselors are given the opportunity to teach and receive immediate feedback from students during their mini lessons. Initial Behavior Support Program (IBSP) Ewa Elementary School provides an Initial Behavior Support Program (IBSP) that supports students with mild to moderate behavioral, social, or emotional needs in Grades K–2. However, there are sometimes exceptions that can be made for students in Grades 3–6. This early intervention program is designed to teach students skills and application of these skills in their natural environment. The following behavioral support services are provided (one or a combination): • Individual or small group instruction to teach new skills • Observation in a variety of settings to gauge progress and generalization of skill(s)
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Collaboration with other individuals that help reinforce use of new skill(s) in a variety of settings • Consultation with others to discuss student’s progress and to adjust program as needed Before this service can be provided, the child’s parent(s) or guardian(s) fills out a consent form to agree to services. The student and support staff will establish measurable goals so progress can be monitored and documented. The objective is for the students to meet his or her goal. IBSP services will end when his or her behavior no longer meets the need for IBSP support. •
Students work on “Target Behaviors” as indicated by teachers/counselors using the IBSP screener. There are two IBSP educational assistants (EAs) that provide in-class support. They help students with IBSP services focus on a specific problem. For example, they may help students stay on task or be focused. The EA will also take behavioral data to identify triggers, document behaviors, and state the outcome of the situation. They teach students how to behave appropriately and socialize at recess. During lunch/lunch recess, they have small groups that teach students social skills that are relevant to the student’s needs. The IBSP EAs also help the counselors work with students who are having a difficult time transitioning into school. Quarterly IBSP Progress Reports are sent home to parents along with the Standards-Based Report card, which states the progress related to the student’s target behaviors that are worked on during the school year. ELL Currently in SY 2016–17, there is one ELL Coordinator, one ELL Support Teacher, and seven General Education teachers teaching classes with ELL students. There are four different levels that the ELL students are categorized in, which include Non English Proficient (NEP), Limited English Proficient (LEP), Fully English Proficient (FEP) and Monitoring Students (MFEP). Ewa Elementary School ELL Teachers provide inclusionary support which are content based services to all NEP and LEP students. NEPs receive more service time than LEPs (at least 30–60 minutes everyday depending on the needs of each student). Using a pullout instructional setting, additional services are given to NEPs and low LEPs. These students use the Imagine Learning program for 30 minutes to enhance their 216
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literacy skills. The Imagine Learning program consists of interactive content through activities, videos, songs, and games. Students categorized as MFEP are monitored for two full school years. They met exit criteria based on the annual WIDA Assessing Comprehension and Communication in English State-to-State (ACCESS) for ELLs. Results of the initial WIDA-ACCESS Placement Test (W-APT) for Kinder and Grade 1 will determine if these students need monitoring for two years. WIDA ACCESS results are also used to determine if Annual Measurable Achievement Objectives (AMAO) are met. ELL students are also given opportunities to attend ELL after school tutoring sessions for Language Arts and Mathematics, as well as, Summer ELL programs for Language Arts, Mathematics and Cultural activities. In summary, Ewa Elementary offers many services that support all students such as: RTI (now called Kaizen), SPED, Speech Assist Program, Counseling Small Groups and AntiBully Mini Lessons, IBSP, and ELL. These support services have shown a positive impact on student performance and/or behavior. While there is evidence to support that these services are being provided to all students who are in need of extra support, we noticed that there was a need to expand awareness to all faculty members to show how the effectiveness of these support services ensures academic, social and emotional success. Direct Connections E3.2. Indicator: The school demonstrates direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services. E3.2. Prompt: Evaluate the direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services, including supports and services for students who are at-risk. Findings
Ewa Elementary allocation of resources are determined by student learning needs and varies from year to year. Due to a rather large enrollment of about 1,100 students, resources are allocated to ensure that the learning of all students is supported. SY 2016–17, there are three Grade Level Counselors, two Initial Behavior Support Program (IBSP) Educational Aides
Supporting Evidence
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Academic Financial Plan SY 2016–2017
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Projected Weighted Student Formula (WSF) Expenditures for SY 2016–
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(EAs) two Student Service Coordinators (SSCs), seven Grade Level Support (GLS) teachers, one Grade Level Support (GLS) Coordinator, one Special Education Support teacher, one ELL Coordinator, one ELL Support Teacher, one Science Resource Teacher, one Librarian, and three Technology Coordinators.
17 Ewa Memo #21
Grade Level Counselors are assigned to specific grade levels from Preschool through Grade 6. They provide school level counseling services for students through social skills small groups, teaching anti-bully mini lessons, and behavioral teacher consultation. Counselors also oversee both IBSP EAs on the direct delivery of behavioral strategies implemented with students who receive IBSP services. SSCs help coordinate/facilitate General Education Peer Reviews, which assist teachers in monitoring their Multi-Tier System of Supports (MTSS) Tier 3 students. SSCs also coordinate/facilitate Student Support Team (SST) meetings that are referred by parents or part of the MTSS process. The GLS Coordinator and GLS Teachers provide professional development (PD) throughout the school year to teachers related to curriculum, instruction and assessment (CIA). The Special Education Support Teacher also provides PD to SPED teachers related to a variety of supports that directly impact the learning of students who receive SPED services. The ELL Coordinator and ELL Support Teacher provide direct small group instruction with specific students who receive ELL services. Students are also monitored based on their specific ELL learning needs. The Science Technology Engineering and Math (STEM) Resource Teacher provide direct science instruction to students, which support the implementation of the scientific inquiry process. Ewa School’s Librarian provides direct instruction to students related to all grade levels related to Common Core State Standards (CCSS). Ewa School’s Technology Coordinators provide PD throughout the school year to teachers related to the various technological educational tools that can be provided to students during classroom instruction. Tech Coordinators also provide direct instruction to students related to 218
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integrating CCSS and technology. There are also other support services provided on campus by district for identified students to assist teachers. These services include the following: Behavior Health Specialist (BHS), Autism Consultant Teacher (ACT), Physical Therapist (PT), Occupational Therapist (OT), Speech Therapist and other district resources. Other programs that provide resources are students who receive Special Education or English Language Learner services. In summary, Ewa Elementary has a variety of allocated resources that directly impact student learning. The allocation of these resources will continue to be determined based on student needs. Strategies Used for Student Growth/Development E3.3. Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options, which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum and instruction that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for intervention (e.g., ELL, SPED, and other alternative learning programs). E3.3. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Findings
Ewa Elementary school leadership and staff use different strategies to develop personalized approaches to learning and alternative instructional options, which allow access to and progress in the rigorous standards-based curriculum. Data Team Process Grade Levels K–6 use the data team process to examine student work and identify areas of need to focus on in when delivering instruction. The data team process helps teachers to target their instruction based on student needs. Each grade level focuses on an area of need and develops a common grade level pre and post-assessment that addresses specific standards and learning targets. Upon completion of the preassessment, student work is analyzed, and the data is recorded on the data teams template. Based on the data, students are categorized according to proficiency to meet the standards. A plan of action, which includes instruction on specific strategies and skills, is developed to address the common
Supporting Evidence
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Data Teams Templates
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PD/PLT Topic List
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Admin Meeting Agendas SY 2015–16
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PD/PLT Meeting Agendas
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eCSSS Reevaluation Report
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SPED Peer Review Checklists
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ELL Program Data
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needs of the largest category. After instruction and practice, students are given a post-assessment and student work is analyzed to determine if instruction was effective or whether further instruction needs to take place. For example: Grade 5 teachers focused on anchor standard 2 for writing: “Write informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.” The pre-assessment results showed that students were challenged with writing a purposeful fiveparagraph essay. Their introduction, conclusion and supporting details were weak. The analysis also indicated that the students had limited use of transitional words and their use of the writing process was inconsistent. The strategies used to address these areas were direct instruction in the use of color coding in order to organize stronger paragraphs with relevant details, and instruction on the use of appropriate transition words resulting in a stronger five paragraph essay. The guided instruction model of I do, we do and you do was also used to strengthen the focus. Teachers in grade 5 decreased their well below (red group) from 83% to 33%. Their approaching group (yellow) increased from 16% to 45% and the on grade level group increased from a 1% to 22% (green). The decrease in the red group and increase in the yellow and green groups shows some growth in this standard. Teachers re-assess students within the data team cycle to determine if students have made growth and discuss next steps for class instruction. Professional Learning Time Every grade level teacher from K–6 participates in Professional Learning Time (PLT) meetings that occur at least 3–4 times a quarter with their respective Grade Level Support (GLS) teacher. Some grade levels combine meetings together and have articulation. PLT meetings provide opportunities for teachers to discuss, share, and learn different strategies that focus on different instructional practices. Teachers are given the opportunity to learn new or more resources to use with their students. Examples of strategies that have been discussed at previous PLT meetings include: • Writing strategies to implement • Learning about the Notebook software and how to integrate with our Core Program • Discuss/Reflect on Wonders Instructional Routines • Discuss/Agree on expectations for Opinion Pieces • Close Reading
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• •
Collaborative Conversations RTI instructional strategies
SY 2016–17, PLT has been renamed back to Professional Development (PD) meetings. RTI SY 2015–16, teachers participated in different Admin and PLT meetings, which provided instructional practice information related to RTI services. During these meetings, teachers were given tutorials on how to access and navigate specific sections of our school STAR Universal Screener, which provided many student/teacher resources that can be used during RTI instruction. Special Education SY 2016–17, there are a total of 64 IDEA students who have an active Individualized Education Plan (IEP). In SY 2015– 16, there were a total of 12 students rescinded, which means they no longer continue to meet the criteria to receive special education services. Currently this SY 2016–17, there has already been two students rescinded from receiving SPED services. IEP teams, consisting generally with a special education teacher, general education teacher, related service provider(s) (dependent on student need), and parent, go through a reevaluation process to determine whether or not a student continues to need special education services. The quality and extent of personalized services through SPED support services have resulted in these students being rescinded. SPED Peer Review A Quarterly SPED Peer Review is completed each quarter to discuss the progress that students receiving individualized instructional support or counseling services make related to their behavior needs, and/or if changes (status quo, increase or decrease) in services will be needed. Special Education Quarterly Peer Review Services
No Change
Increase
Decrease
Beginning of SY 2014–15 (14 students)
14
0
0
End of SY 2014–15 (14 students)
9
4
1
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Beginning of SY 2015–16 (14 students)
13 *(504)
0
1
End of SY 2015–16 (13 students)
10 *1 (504)
1
1
•
•
Increase of services due: to transitioning to middle school or increase of severity of behavior, changing of Least Restrictive Environment (LRE) placement (e.g. Fully Self Contained (FSC) to Inclusion) The students’ numbers will vary due to students leaving or entering Ewa Elementary.
ELL At Ewa Elementary, we use Identification, Assessment, and Programming System (IAPS) for the English Language Learners (ELL) Program. The IAPS is the DOE’s comprehensive plan for schools that serve the special needs of currently enrolled students of limited English proficiency. The school’s ELL program provides standard based education through supplementary instructional and acculturation activities. The program supports students’ attainment of the Common Core Standards (CCS) and the Hawaii Content and Performance Standards (HCPS) through the English Language Proficiency Standards (Listening, Speaking, Reading, and Writing). To develop personalized approaches and alternative teaching strategies to ELL students, teachers differentiate and modify instruction to facilitate academic content and English language acquisition in an inclusionary setting. In summary, Ewa Elementary provides a variety of opportunities to develop learning and instructional options that support student learning.
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E4. Student Support Criterion – Accessibility Students have access to a system of personalized supports, activities, and opportunities at the school and within the community. Equal Access to Curriculum and Support E4.1. Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available (e.g., summer, class periods beyond the traditional school day). E4.1. Prompt: To what extent do all students have accessibility to a challenging, relevant, and coherent curriculum? (Examine the demographics and distribution of students throughout the class offerings and the types of alternative schedules available.) Findings
Generally, all Ewa students have access to a challenging, relevant, and coherent curriculum that addresses their needs. Systems are in place to identify special needs (i.e., counseling, IDEA/504, speech, medical, etc.). Language Arts curriculum allows for differentiated levels. Within our core programs, for example, the Wonders Reading program provides leveled readers to meet the needs of all students. Wonders provides different level of readers: below, on level, approaching, and ELL on the same stories. For struggling students way below grade level, Ewa Elementary incorporates other reading programs to support struggling readers, such as Smarty Ants, Imagine Learning. Another program, KidBiz3000, provides support for struggling readers as well as challenges those who are advanced readers.
Supporting Evidence
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IEPs aligned to Common Core
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WIDA Assessment data/newly enrolled ELL designated students
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GT Student List
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Projected enrollment count
Springboard is a Middle School Program for Language Arts. It transitions the students in Grade 6 to be ready for Middle School Language Arts Curriculum. The curriculum provides teachers with suggestions to support ELL and struggling readers. The sixth grade students are offered TeenBiz to elevate their reading levels. To meet the needs of the English Language Learners, the General Education Teachers and the ELL teacher provide supplementary supports during their content based instructions. ELL teacher gives a daily 30 minute intervention to the ELL students in an inclusionary support setting. The Non-English Proficient (NEP) and low Limited English Proficient (LEP) students are given additional support using the Imagine Learning Program to enhance their language proficiency. This is individualized language and literacy
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software program with interactive activities. To evaluate the progress of the ELL students, the school uses the results of the annual WIDA ACCESS. While we do have a system in place to identify students who are Gifted & Talented (GT), we do not have a formal program/curriculum to address instruction in these areas. When a student is referred and consent obtained by parent, an assessment is conducted and results shared with parent and classroom teacher. Our GT Coordinator has resource information that teachers may borrow and refers the teacher to their Grade Level Support (GLS) teacher for Enrichment suggestions from their core programs, and also informs the classroom teacher to include information in the child’s cum folder identifying that the student qualifies to receive Enrichment or GT services as the child moves on to the next grade level. Students can be evaluated and identified at any time during the school year. Dependent on funding, supplemental after school programs are offered to students. These programs include: ELL Tutoring, After School Instructional Program (ASIP), Extended School Year (ESY) for SPED, Ewa Summer Program, and Kick Start for students entering Kindergarten. Co-Curricular activities such as Geography Bee, Science Carnival and Lincoln Day are examples of school-wide activities that incorporate hands-on learning for our students. Projected enrollment count is given to Principal in fall for the following year. Principal may adjust number of classrooms per grade level before Class Lists are done in May prior to the next school year. Adjustments are made annually to the number of classes per grade level to meet the needs of students. To maximize teacher support, students who receive these Special Education services are placed in 1–2 designated classrooms per grade level. For the past three school years, Special Education Teachers are housed within these classrooms and both teachers use a variety of co-teaching strategies. The goal is to minimize transition for these teachers and students from classto-class, making services to these students more efficient. Instruction is given by both teachers to all students in the class, diminishing the easy identification of a student with personalized supports.
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Curricular/Co-Curricular Activities E4.2. Indicator: School leadership and staff link curricular/co-curricular activities to the academic standards and General Learner Outcomes for students who require access to a system of personalized supports. E4.2. Prompt: Comment on the relationship between curricular/co-curricular activities and the academic standards and General Learner Outcomes for students who require access to a system of personalized supports. Findings
Schoolwide activities are planned in direct relationship to academic standards or the General Learner Outcome (GLO). Field Trips and all School Activities (curricular/co-curricular) are aligned to Common Core or GLO when being approved by Administration. A few examples of school wide cocurricular activities that all students participate in are: Science Carnival, Lincoln Day, Spelling Bee (Gr. K–3), Geography Bee (Gr. 4–6), and Math Olympics (Gr. 4–6).
Supporting Evidence
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Field Trip forms; Schoolwide activities
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Visual Supports and accommodations for those students who may require support.
For our Science Carnival, a school morning in March is devoted to hands-on activities for all students to participate in. Each grade level plans two activities which are aligned to State standards. Students are expected to attend a majority of the 14 activities planned during the time allowed. The event is divided into two time slots, allowing upper grade students to accompany 1–2 lower grade students to each activity. At the end of the event, students write a reflection of their experience. For Spelling Bee, Geography Bee and Math Olympics, all students in these grade levels take a preliminary test and finalists compete against their grade level peers using grade level standards. All students are expected to participate in our annual Lincoln Day Program. Lincoln Day is a school-wide event that has been held annually on February 12 for the past 72 years. Many traditions have been carried on since the initial program, i.e., Gr. 3 students perform the Battle Hymn of the Republic and Gr. 5 students recite The Gettysburg Address. The remaining grade levels adapt lyrics to popular songs that reflect the ideals of Lincoln. Classroom activities are done to build knowledge and the history of President Lincoln. Students in Gr. 4–6 write an essay based on books either on Lincoln or his character, and one student is selected to read their essay at the annual Program.
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Special Education students in Fully Self-Contained (FSC) Preschool attend Field trips with Kindergarten (as appropriate), and K–6 FSC classes attend Field Trips or participate in these school wide activities with their respective grade level and support staff. Depending on the needs of these Special Education students, accommodations are made to ensure participation in various activities. These accommodations may include coordinating a special bus or having additional personnel accompany the student during the activity. Classroom activities and follow up activities with school wide or field trip activities address the needs for students who require access to a system of personalized supports. For example, prior to field trips and school wide activities (Lincoln Day, Science Carnival, school assemblies), some Special Education students are prepared with visual supports: within tasks schedules, questions to prepare for the activity/field trip. Upon return/after the activity, students review with teacher. Visual supports may indicate what to expect (noise, heat, indoor/outdoor, location, bus ride, length of time), how or when to ask for assistance/break (ask to leave if too noisy, hot, ask for sensory break), take notes/select pictured (be able to tell what happened when return to class.) Students that are able to independently use their visual supports do so; students that have assistance from an adult or peer buddy are able to refer to their visual supports during the activity. Teachers may differentiate and/or modify assignments for Special Education and ELL students with accommodations such as extended time, group work, or allowing an oral versus written response. Work is modified to meet their individual academic needs. At present, teachers are notified if a Gifted and Talented/Enrichment student is placed into their room. The homeroom/classroom teacher will then provide Enrichment lessons for that student. Meeting Student Needs Through Curricular/Co-Curricular Activities E4.3. Indicator: The school has a process for regularly evaluating the degree to which curricular/co-curricular activities are meeting the needs of students who require access to a system of personalized supports.
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E4.3. Prompt: Evaluate the school process for regularly evaluating the degree to which curricular/co-curricular activities are meeting the needs of students who require access to a system of personalized supports. Findings
Overall, Ewa School has effective processes in place to evaluate if activities are meeting the needs of students who require access to a system of personalized supports. Administration has employed the use of a Plus/Delta system to evaluate our co-curricular activities such as Showcase, Geography Bee, and Math Olympics. This system provides an effective method to suggest and improve personalized services for identified students, as well as all students. For students identified under IDEA, systems are in place to ensure that correct goals and objectives are in place in order to make educational progress. These processes include annual IEP’s, quarterly peer reviews, daily monitoring of goals as well as collaboration between the General and Special Education Teachers, and Educational Assistants and/or Paraprofessional Tutors, as needed. At a minimum the following plans must and are reviewed annually: IEP’s, Section 504 plans, Individual Emergency Action Plans (for students with medical and health issues), and Behavior Support Plans.
Supporting Evidence
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School-level Committee Meeting Minutes
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IEP Meeting Dates, Peer Review Data Sheets
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IEP/504/IEP Meeting Dates; BSP reviews conducted within IEP meetings
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Speech Assist Program Data
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PD/PLT Schedules & Meeting Minutes
•
MTSS Flowchart
For students enrolled in the Speech Assist Program, they are re-evaluated approximately every nine weeks, or quarterly. Grade Levels meet approximately twice a month during a scheduled Professional Learning Time (PLT). Teachers discuss student progress and look at grade level and class data to determine plans of action for all students. Resources within the Language Arts and Math Curriculum support teachers to differentiate all struggling students. Student data also supports Kaizen block grouping within the grade level. Levels of service for ELL students are determined by the outcome of an annual WIDA given in each February. All ELL students are supported in the classroom by General Ed teachers, and one ELL teacher who meets with these students three to five times per week. For those ELL students whom are NEP and LEP, additional support is given through Imagine Learning.
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Currently, there are no systems in place to evaluate if student needs are being met in the Gifted & Talented Program. Over the years, leadership has been working on an effective process to provide and document interventions for nonidentified students. Documents that are evolving include the MTSS Flowchart to include multiple Tiers, as well as the Student Review form. While the Student Review form is used, it has been an ineffective form to track interventions. We are currently using a simpler Progress Monitoring Template to collect data. Student Perceptions E4.4. Indicator: The school is aware of the student perspective of support services through such approaches as interviewing and dialoguing with student representatives of the school population. E4.4. Prompt: Comment on the student perspective about the effectiveness of support services after interviewing and dialoguing with student representatives of the school population. (Ensure that students represent the broad and diverse array of the school population.) Findings
Through student interview and dialogue, all students interviewed are aware of various support services on campus— identifying an important adult for help (seeking help from staff, teachers, peers, counselors, and/or an adult in an “orange vest”).
Supporting Evidence
•
Student Interviews
Students in all grades 1–6 are aware of what RTI block is and how that helps them in class. (Note: Kindergarten has an RTI block, but is set up differently.) Through dialogue and seeking clarification, it was difficult to identify if students understood how to measure the effectiveness of support services. Most students in upper grades said “Yes” when asked if Special Education was “good or bad” (for students). When asked to provide a reason for Special Education being “good”, some examples were, “It’s a good thing because it helps that person with what their need is,” and “it helps people who don’t know how to do things as well as others.” When asked if they were aware of, “What is ELL?” and “Have you ever heard of it?” most students interviewed in the upper grades were aware of the program, and when asked why they thought it was “good” their responses included “Yes, it is good because they learn English,” and “they help you with 228
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activities; help with reading.” Overall, Students in grades 3–6 are aware of special support services like Special Education and English Language Learner Programs that give additional help to students. Students in Gr. 3–6 could identify 1–2 peers in these programs, and responded positively to if it was a good or bad support for these students. In the future, we will look at getting student perspectives on other services provided to students such as Counseling, IBSP, Health Room, etc.
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HIDOE/ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Areas Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III). Summary (including comments about the student learning needs): Ewa Elementary is a school community that exhibits a high level of trust, respect, and professionalism. The strong culture of our school is demonstrated through the countless ways that all faculty and staff contribute to student learning in and out of the classroom. In the four criterions for Category E (Parent and Community Engagement, School Culture, Student Support-Personalization, and Student Support-Accessibility), Ewa Elementary employs a variety of strategies, procedures, and supports to help promote student personal and academic growth. There is a need to create and build awareness of systems in order to measure the effectiveness of these strategies, procedures, and supports to determine its impact on student achievement in order to make appropriate decisions for improvement. Student support services at Ewa Elementary has a direct impact on our school’s student learning needs because within these supports, the progression of academic skills are taught to all learners in the areas of reading, writing, and math. Personalization and accessibility are necessary for these students to help ensure academic success in working towards achieving the rigor of common core standards and the identified learner needs in Chapter III. Prioritize the strengths and areas of growth for Category E. Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength •
Ewa administration and faculty employ a multitude of opportunities for the regular engagement of parents and community in being active partners in the teaching/learning process. (E1.1)
•
Ewa Elementary uses various community resources to support students in different areas through which opportunities are created for students to experience and supplement their learning. (E1.2)
•
Ewa faculty and staff have procedures and various supports in place to ensure the physical safety of all who step onto the campus. (E2.1)
•
Ewa Elementary School has procedures in place to support, promote and acknowledge behavior that sets the groundwork for learning, growth, and development. (E2.2, E3.1) Support teachers work together with classroom teachers to provide supplemental differentiated instruction to students to honor individual differences that make it conducive to learning. (E2.3, E.3.3) Ewa Elementary has a strong culture where all members of the school community demonstrate a high level of trust, respect, and professionalism. (E2.4)
•
•
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•
Ewa administration and faculty provides appropriate support services to all students based on needs in order to promote academic success. (E3.1, E3.2)
•
Ewa administration and faculty provides all students with access to a challenging, relevant, and coherent curriculum. (E4.1)
•
For Ewa students who require access to a system of personalized supports, Ewa administration and faculty plan, provide opportunities and ensure through evaluation that curricular and co-curricular activities meet academic standards and General Learner Outcomes. (E4.2, E4.3)
•
According to sampled student interviews and data, students report that they feel support services offered at the school are effective. (E4.4).
Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth 1. Ewa needs to ensure high expectations for all students with supports that differentiate to meet their needs. (E2.3) 2. Ewa Support Service Providers (i.e. Counselors, Speech Pathologist, GLS, SPED, ELL, SSCs) should expand awareness to all faculty and show how the effectiveness of its support services ensures academic, social, and emotional success for all students. (E3.1) 3. Ewa Elementary faculty should establish a system to regularly dialogue and seek input from students regarding the effectiveness of the various support systems offered on campus. (E4.4) 4. Ewa Elementary administration and faculty should create a means to evaluate and collect data on the various strategies employed for parent/community engagement to determine its effectiveness and the necessary adjustments for improvement. (E1.1) 5. Ewa Elementary administration, with input from faculty, should establish guidelines (what, when, how) for the sharing of information related to academic standards and GLO in order to be consistent school wide. (E1.3) 6. The administration and School Safety Committee should establish a system to measure the impact and effectiveness of safety supports on campus. (E2.1)
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Chapter V: Academic Plan
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Chapter V: Academic Plan A.
B. C.
Utilize the schoolwide strengths and growth areas to revise the Academic Plan. a. Insert the table that lists all strengths from Categories A–E. b. Insert the table that prioritizes all areas of growth from Categories A–E. c. Comment briefly on implications for revising the Academic Plan. State any additional specific strategies to be used by staff within each subject area/program to support sections of the Academic Plan. Describe the school’s follow-up process, ensuring an ongoing improvement process.
Strengths Ewa focus groups identified 37 strengths at our school and recognized that most fell into three broad categories. Strengths in the areas of Policies and Procedures, System Supports, and Culture and Relationships build a good foundation for Ewa. Ewa’s policies and procedures are well organized and effective in defining responsibilities, operational practices and establishing communication. Allocation of resources, orientation processes and ongoing professional development supports a school environment that allows for growth and change. Ewa School’s culture shares in its vision of Kina‘ole, Kaizen and Guiding Principles that demonstrate trust, respect and professionalism. Strengths from Categories A-E • Leadership has a process to refine and reviews its vision, mission and Academic and Financial Plan using pertinent student/community profile, global competencies (General Learner Outcomes), and current educational research. (A1.1, A3.2) • Through school leadership, there is a high degree of clarity in understanding about the relationship between the governing Board and the responsibilities of the faculty and staff. (A2.3) • Leadership carefully allocates resources to successfully provide all resources needed to support, implement and monitor the school’s Academic Plan. (A3.3) • Ewa School procedures are effective in ensuring that all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching. (A4.1) • Ewa administration and leadership provides effective orientation processes to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. (A4.2) • Ewa School has written policies and procedures that clearly define responsibilities, operational practices, and decision-making processes for administrators and faculty and is efficient in execution of policies and procedures to support student learning. (A4.3, A4.5) • Ewa Schools existing structures for internal communication, planning, and resolving differences are highly effective and well organized. (A4.4) • Ewa School effectively supports professional development/learning through schoolwide planning and implementation of enabling activities, school organizational structure that provides GLS as curriculum coaches for every grade level, and partnerships with complex, district and state. (A5.1) • Ewa School has sound processes and procedures in place for developing an annual budget, conduction internal and external audits, and utilizing quality business and 234
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accounting practices, including internal procedures within the school to ensure proper use of institutional funds. (A6.3) Ewa School has well maintained facilities and improved facility capacity with the addition of new classroom building to adequately support high-quality learning. (A6.4) Teachers use data and student work to identify need areas and create an action plan to improve student achievement (B1.7). All grade level teachers participate in the data teams process of examining student work with the goal of achieving grade level proficiency and to show progress in a specific area of need (B1.4). All grade level teachers consistently use the core program assessments to check for student understanding, growth, and achievement within the grade level standards (B1.2). Teachers are trained in current research practices to maintain a viable, meaningful, and rigorous instructional program for students (B1.1). Students are immersed in grade level activities to give them the opportunity to practice real world applications (B3.1). Teachers interpret and develop lessons that show a strong correlation with the written curriculum (B1.3). Teachers participate in the data teams to examine student work and adjust instruction to address students’ needs. (C1.1) Teachers plan research and inquiry projects that utilize tools and resources to build knowledge about the world (C2.6) Teachers provide opportunities for students to participate in research and inquiry projects, participate in coding projects, and utilize technology to access real world experiences. (C2.8) Teachers provide opportunities for students to participate in group/individual activities/discussions, learning projects, to promote thinking, reasoning, and problem solving skills. (C2.7) Teachers utilize multimedia and technology to deliver ELA and Math curriculum. (C2.1) All teachers collect, disaggregate, analyze, and report data as grade level teams to determine students’ needs. (D1.1, D2.2) All grade levels from K–6 have data teams/PDs to discuss students’ grades, growth, and performance levels. (D1.2, D2.1) Based on assessment data, all teachers recognize that modifications within the programs are needed to be more effective in addressing students’ needs. (D1.3) Ewa Elementary has a reporting system (mid-quarter progress reports, report cards, and Multi-Tier System of Support) to communicate with relevant stakeholders (students, parents, school, and DOE personnel). (D1.4) All teachers from K to 6 use a variety of curriculum embedded assessments that are all aligned to Common Core State Standards to demonstrate student achievement of the academic standards. (D2.3) All teachers from grades K to 6 give some kind of feedback to support students in achieving learning targets, academic standards, and General Learner Outcomes. (D2.4) Ewa administration and faculty employ a multitude of opportunities for the regular engagement of parents and community in being active partners in the teaching/learning process. (E1.1)
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Ewa Elementary uses various community resources to support students in different areas through which opportunities are created for students to experience and supplement their learning. (E1.2) Ewa faculty and staff have procedures and various supports in place to ensure the physical safety of all who step onto the campus. (E2.1) Ewa Elementary School has procedures in place to support, promote and acknowledge behavior that sets the groundwork for learning, growth, and development. (E2.2, E3.1) Support teachers work together with classroom teachers to provide supplemental differentiated instruction to students to honor individual differences that make it conducive to learning. (E2.3, E.3.3) Ewa Elementary has a strong culture where all members of the school community demonstrate a high level of trust, respect, and professionalism. (E2.4) Ewa administration and faculty provides appropriate support services to all students based on needs in order to promote academic success. (E3.1, E3.2) Ewa administration and faculty provides all students with access to a challenging, relevant, and coherent curriculum. (E4.1) For Ewa students who require access to a system of personalized supports, Ewa administration and faculty plan, provide opportunities and ensure through evaluation that curricular and co-curricular activities meet academic standards and General Learner Outcomes. (E4.2, E4.3) According to sampled student interviews and data, students report that they feel support services offered at the school are effective. (E4.4).
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Leadership should continue developing and refining its student achievement data sources to more effectively monitor the Academic Plan. (A1.1, A5.3) Ewa School will complete its vision and mission by SY 2017–18 with a process that ensures involvement, understanding and commitment of the entire school community. (A1.2, A1.3, A1.4) Leadership should involve the entire school community, especially School Community Council in the review and refinement of the vision, mission, GLO and Academic Plan by regularly scheduling School Community Council meetings and utilizing other strategies that promote engagement. (A1.2, A3.5)
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Teachers should know the rigor of the standards to ensure we are meeting high expectations for all students. (B1.2)
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The leadership team needs to refine our system of monitoring school wide assessments that are aligned to rigorous standards to ensure all students are meeting high expectations. (B1.1 & B1.2)
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Teachers need a criteria to assess student General Learner Outcomes (B1.2)
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All teachers need to consistently differentiate for all students according to their needs. Teachers may need to vary frequency and duration based on student needs. (B1.5)
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The leadership team and teachers need to develop a process for identifying at-risk students at each grade level and implement a plan of action with appropriate interventions
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The leadership team needs to develop a system that measures the effectiveness of various support programs (B3.2) Teachers need understandings for differentiated instruction and feedback to meet the needs of all students. (C1.1, C1.3) Teachers should increase their role of facilitators as a best practice in order to create a student-centered classroom of independent learners. (C2.3) Teachers participate data teams based on schoolwide focuses to examine how the quality and frequency of instruction is correlated to student progress and higher achievement scores. (C1.1, C2.1, C2.3, C2.4) Teachers need schoolwide expectations based on the Department of Education’s General Learner Outcome Rubrics to ensure that students become engaged, lifelong learners. (C1.1) Leadership should support teachers with analyzing instructional data in order to assess the impact of common instructional practices on student learning. (C1.1, C2.1, C2.3, C2.4) Ewa Elementary Leadership Team will need to review all school-wide data through the ART process. (D1.3) Ewa Elementary teachers will need to establish a common understanding on how students’ performance levels, grades, and growth are determined in all subject areas. (D1.2) Instructional staff will need to analyze results and determine next steps to align and modify core program instruction due to discrepancies in curriculum embedded assessments against report card grades, (D1.3) o Need to supplement the curriculum and assessments o No direct GLO evaluation embedded in the curriculum (D2.3) Ewa needs to ensure high expectations for all students with supports that differentiate to meet their needs. (E2.3) Ewa Support Service Providers (i.e. Counselors, Speech Pathologist, GLS, SPED, ELL, SSCs) should expand awareness to all faculty and show how the effectiveness of its support services ensures academic, social, and emotional success for all students. (E3.1) Ewa Elementary faculty should establish a system to regularly dialogue and seek input from students regarding the effectiveness of the various support systems offered on campus. (E4.4) Ewa Elementary administration and faculty should create a means to evaluate and collect data on the various strategies employed for parent/community engagement to determine its effectiveness and the necessary adjustments for improvement. (E1.1) Ewa Elementary administration, with input from faculty, should establish guidelines (what, when, how) for the sharing of information related to academic standards and GLO in order to be consistent school wide. (E1.3) The administration and School Safety Committee should establish a system to measure the impact and effectiveness of safety supports on campus. (E2.1)
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Schoolwide Prioritized Growths: The process of prioritizing our Schoolwide Growth Areas confirmed a number of issues that emerged from multiple criteria. These areas included alignment of curriculum, instruction and assessment to rigorous CCSS (high expectations), student data utilization, and addressing General Learner Outcomes. Our schoolwide areas of growth correlate to our student learning needs identified in Chapter III. Administration and faculty will define, refine and align its student achievement data sources to more effectively monitor the Academic Plan / ART Priority Strategies, and ensure that there is an ongoing improvement and accountability process. Administration and faculty will develop schoolwide criteria on how students’ performance levels, grades, and growth are determined in Common Core State Standards, all subject areas, and General Learner Outcomes to ensure greater consistency. Teachers will set learning goals with high expectations for all students, and provide supports that differentiate to meet students’ needs. Teachers will increase their role as facilitators in order to create student-centered classrooms that develop self-directed learners.
Implications for Revising Academic Plan: As we revise our Academic Plan, our plans will include aligning student achievement data to monitor the progress of our programs and student growth to ensure high expectations of achievement in rigorous CCSS by all students. An Enabling Activity will be to identify, analyze and modify assessments to align with the rigor of CCSS. The process will begin with grade level teams, then across grade levels to ensure schoolwide alignment. Our focus on Learner Needs will begin with Math standards Numbers and Operations in Base Ten (NBT), Operations and Algebraic Thinking (OA), and Standards for Mathematical Practices MP1 Make sense of problems and persevere in solving, then continue with reading application and comprehension and writing range. Schoolwide data collection and analysis will begin on GLO#3 Complex Thinker so professional development and process can be determined to develop schoolwide criteria of GLO. For our Formative Instruction Data Team Enabling Activity, the school will set a minimum frequency of data teams meetings through a quarterly schedule. Leadership team will also hold schoolwide data team meetings.
The Follow-Up Process The FOL process leads us to make adjustments to our organizational structure to more efficiently and effectively orchestrate our improvement efforts that will be outlined in our Academic Plan. 1. The reorganization will shift school leadership from focusing on grade level support, to a schoolwide curriculum, instruction and assessment (CIA) data team. 2. The CIA data team will continue and expand the schoolwide data collection and analysis, more effectively monitor the Academic Plan/ ART Priority Strategies, utilize the data to 238
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3. 4. 5. 6.
measure effectiveness of school programs and facilitate schoolwide professional development. Teachers will meet regularly in data teams, and teachers will review assessments and instruction to refine alignment to rigorous CCSS and increase student learning. Faculty and staff members will better understand the Academic Plan so personnel are more engaged in the process and better prepared to implement the enabling activities to increase student achievement. The School Leadership Team, that has representatives from all roles at Ewa, will meet monthly and Academic Plan/ART updates will be part of their agenda. Ewa Parent Nights will include opportunities for schoolwide information to be shared, and for parents and community members to give feedback.
Ewa School is committed to Kaizen, continuous improvement, to support student learning and high achievement for all of our students.
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Appendices A. B. C. D. E. F.
Academic Plan SY 2016-17 2 Year- Revised 11/2016 Comprehensive Needs Assessment 2016 School Quality Survey 2016 School Status and Improvement Report 2016 School Trend Report 2016 Strive HI Report 2016
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