Plan submitted on December 19, 2011
Plan approved on ________________
Plan approved by Complex Area Superintendent:
ACADEMIC AND FINANCIAL PLAN
Table of Contents
Comprehensive Needs Assessment
School-wide Components, Title 1
School Improvement Elements, Title 1
Likelike School was founded in 1922 and named after Princess Miriam K. Likelike and won a national blue ribbon award in 1992. The teachers are highly-qualified, as defined by No Child Left Behind (NCLB), with a complementary mix of experience and youth. They are in the early stage of working as a Professional Learning Community (PLC) and recognize the value of articulating together. The school is the target of a consolidation study by the Board of Education, which will determine whether to shutter the school or not in May 2012. The consolidation study has galvanized the community in support of keeping the school open; however, it is a distraction and a strain on the emotions of the Likelike School community.
The staff is supportive of teachers and school initiatives and very experienced. Several members live in or near the community, so are very familiar with the students, families, and culture of Kalihi. Members, however, are not always included in committee assignments and planning sessions.
The demographics of the students and parents have changed drastically in the last few years. Likelike School has always had a large percentage of immigrants with limited-English skills and a large percentage of disadvantaged students due to the nearby government-subsidized housing complex that about 75% of the students live at. For years the Filipino students represented over 50% of the immigrant students, but, recently this population has fallen to 36%. The Pacific Islander group has increased considerably over the last few years, especially the Micronesian population. The Chinese and Indo-Chinese groups are also making a noticeable jump in the demographic data.
The number of disabled, or special education (SPED), students has more than doubled from 6% to 13% in four years. The SPED department has also changed dramatically with many new, inexperienced teachers coming to the school. The teachers are conscientious workers but there is a lack of coordination among team members and the roles and responsibilities have not been clearly defined.
The changes in the student population have made it difficult for Likelike School to make Adequate Yearly Progress (AYP) under NCLB. The school did not make AYP in the last school year and is currently ‘In Good Standing, Pending’.
The vision guiding the Likelike School community is, ‘Working together to develop successful lifelong learners in an ever-changing world’ and the mission statement is, ‘Use research-based instructional strategies and assessment data to provide students with the knowledge and skills to become contributory and productive citizens’.
Likelike School has had five principals in the last decade, each bringing their own leadership style and philosophy. As a result, teachers were constantly adjusting to initiatives and curriculum changes. In addition, there is a lack of communication among the stakeholders, which leads to an inconsistent execution of school initiatives.
The school has a solid foundation of teachers committed to excellence; however, there are many new teachers and veteran teachers in new positions, so there is a lack of consistency in teaching strategies and curriculum from class to class.
Student achievement has improved in the last few years but the school lags behind other elementary schools in the complex in overall achievement. In addition, there are student sub-groups at Likelike School, SPED and ELL, which lag far behind their peer groups in reading and math achievement. Currently, each grade-level has its own intervention process. There is a need, however, to make the intervention process consistent and school wide.
There is a lack of early-learning opportunities in the community due to the low socio-economic conditions. Early-learning would set a foundation in literacy and academic skills that should lead to better achievement and less referrals to interventions.
School leadership, therefore, announced a pre-school program would be established for the 2012-13 school year, which will be modeled after the Even Start program, so it will include a family literacy and an adult education component.
In addition, a school wide uninterrupted reading block (URB) will be established to address the low reading achievement. The URB will use smaller learning groups and research will be conducted to find effective strategies and practices for the limited-English and disadvantaged learners. (SW2)
An inclusion model of co-teaching between SPED teachers and general education teachers will be implemented in grades one through five. This model should allow more SPED students to be taught in a general education setting, which research suggest leads to higher achievement among SPED students.
Teachers will continue to develop into effective PLCs by establishing ‘norms of collaboration’. The focus of the PLCs will be to examine school-level data on student achievement to identify gaps in learning and for teachers to use data to inform instruction, so students can progress toward meeting standards. (SW8)
Data will also be collected by the administration on classroom practices and strategies by using an instrument based on the work of Robert Marzano. Data will be collected and analyzed quarterly so the faculty can identify which strategies and practices are in place and which need to be used more often.
There is a need in the school for a systematic approach to monitor student progress and make referrals for remediation, interventions, and supports. The school will look at different models and put the building blocks in place. Research, once again, will be conducted to find the most effective and appropriate practices for Likelike School.
The new programs and initiatives at Likelike School are designed to raise student achievement in literacy and math. Formative data on student achievement will be collected, which will be analyzed to see how students are progressing on grade-level standards. School-level data will determine if the efforts are affecting all students or just a few. Ultimately, summative data, such as the HSA, will determine how effective the school is in educating the students. (SW8)
COMPREHENSIVE NEEDS ASSESSMENT
The faculty of Likelike School collected and analyzed reading and math data from DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and HSA (Hawaii State Assessment) in August 2011. Each grade-level answered the following questions:
In addition, data on attendance, demographics, discipline, and school quality were looked at. The results of the data mining sessions were:
In the 2010-2011 school year the school met all the participation requirements for No Child Left Behind (NCLB); met the retention requirements; met all the math requirements, via Safe Harbor (gain of 10% or more); but, did not meet on any of the reading requirements. Overall Adequate Yearly Progress was ‘not met’ and the NCLB status was ‘in good standing, pending’.
The achievement data of the school fell short of the benchmarks under NCLB in reading and math. Overall reading was at 50% with a benchmark of 72% and math was at 55% with a benchmark of 64%. The benchmarks will continue to rise with the expectation that all students (i.e. 100%) achieve at the benchmarks by 2014.
The lack of early-learning opportunities for many low-income students is a contributing factor to the low achievement scores. Over 80% of the students participate in the federal free/reduced lunch program. Less than half of the kindergarten students have any pre-school experience. In addition, many students are immigrants and are entering Likelike School with limited-English skills. Though the DIBELS assessment shows students improving over time, there are still a large percentage of students not meeting the grade-level standards before the end of each school year.
There are two sub-groups, the SPED and ELL, which are far behind their peers in reading and math. The SPED population has more than doubled in the last five years and the department has many new teachers. It is difficult to develop the necessary teaching strategies that the new SPED teachers need without any professional-collaboration days, which were taken off of the school calendar due to budget constraints. In addition, there was a complex initiative of inclusion, which involved SPED and general education teachers co-teaching, that was started but never implemented with fidelity. Research data suggests that the inclusion model can lead to higher achievement scores for SPED students. (SW2; SW3)
The ELL students are in a pull-out, resource model with one teacher and three part-time teachers. The ELL staff needs further training in strategies to develop phonemic awareness and to use phonics instruction. In addition, there are not any supports or interventions for the ELL students beyond the pull-out class. Many teachers have ELL credits; however, there is limited research on strategies and practices for the Micronesian population.
The school needs to raise its scores on literacy and math. In addition, the scores for the SPED and ELL students need to increase so the gap between those groups and their peers narrows. Likelike School intends to focus on providing early-learning opportunities by funding a pre-school program (SW7), modeled after the Even Start program. The pre-school program will have a family literacy component and a partnership with the Farrington Community School for Adults to provide for adult education for the parents (SW6). The school will also begin an Uninterrupted Reading Block (URB) that will be school wide and daily. The URB will use components and strategies that are supported by research, which shows an increase in literacy skills. (SW2)
To address the low achievement in reading and math by the SPED students the school will implement an inclusion program for grades one through five. The program will allow for most SPED students to be co-taught in a general education classroom. Research suggests that the inclusion model will increase the achievement of the SPED students, while providing effective instruction to the general education students. (SW2)
The school sees a need for a more comprehensive intervention system. The data suggests that the current interventions are not effective. One factor may be that the staff members are not using strategies that have been proven to be effective with limited-English and disadvantaged students. The interventions in place are also not tiered, so there are not multiple levels of interventions and supports, which are needed for this learning community.
The school receives money from the 21st CCLC grant. The grant allows the school to offer reading and math tutorials to students in grades 2 through 5. The grant also allows the school to offer enrichment classes in academics, sports, fine arts (music, art, drama) as well as homework assistance. Over 180 students in grades 1 through 5 attend these sessions after school, during intercessions, and summer. (SW9; SW10)
Professional Learning Communities (PLCs) have been established to look at curricular concerns, data, and professional development. The PLCs have made great progress to develop math problem-solving rubrics and a writing continuum to vertically align the writing component among all the grade levels. Each grade-level has a PLC that looks at student data and formative assessments regularly to inform instruction.
The PLCs are expected to be a big part of the professional development needed by the faculty and staff. There is a need to develop teaching strategies in literacy in order to successfully use the Uninterrupted Reading Block. Co-teaching strategies for the inclusion teams are also necessary. The school recently purchased iPADs and Promethean boards (SW4), so professional development will be needed to identify best practices for these tools. The use of technology among the students should make the curriculum more interactive and engaging. The technology should also provide opportunities for our students to develop 21st century skills necessary to be college and career ready. (SW5)
There are several ways to monitor the progress presented in this academic plan. The school community council (SCC) will review this plan each quarter and report to the stakeholders at least twice during the school year. In addition, teachers will monitor data from summative and formative assessments regularly. Summative data can be gathered from HSA and LDS and formative data can be gathered from DSI and other teacher-made instruments. The data can be monitored monthly (or, more frequently, as needed). Classroom practices and strategies will be monitored by the walkthrough protocol that was developed in the fall of 2011. Faculty will review the data quarterly to guide instructional strategies that each teacher will accountable for.
AcFin Plan Part 1
AcFin 2012-2013 Part 2
The school leadership looked at achievement, accountability, and behavior data (SW1). Analysis of the data showed the overall reading and math achievement scores to be short of school and state objectives. In addition, two gap groups, the limited-English speakers (ELL) and the disabled learners (SPED) were identified as lacking their peers in achievement. The percentage of all students proficient in reading was 51% and 55% in math. The SPED levels were 13% of students proficient in reading and 17% proficient in math. The ELL levels were 28% proficient in reading and 33% proficient in math. One very successful sub-group was the recently exited ELL students. The achievement proficiency for that group was 80% for reading and 67% for math.
Reading comprehension and math problem-solving continue to be an area of need for the students. Over 40% of the students are identified as ELL and 83% of the students qualify for the free/reduced lunch program. The school population is transitory and a majority of students are first or second-generation immigrants attending a new school system. Attendance, however, has held steady at 95%, which is the state benchmark. It was determined that many students lacked early-learning opportunities, such as pre-school, and were entering Likelike School lacking the necessary phonemic awareness and phonic instruction necessary to perform at grade-level. DIBELS data showed that 39% of the students in kindergarten through second grade needed ‘substantial interventions’ in the beginning of the 2010-2011 school year. While that percentage was down to 25% by the end of the school year, only 50% of the students in kindergarten through second grade achieved at the grade-level benchmarks during the school year.
The steering committee looked at research in the areas of raising literacy and math scores for a diverse population and identifying effective instructional strategies to raise achievement levels for the ELL and SPED. students. The faculty will continue to use formative and summative assessments (SW8; SI1) with the former used by the professional learning communities (PLCs), also known as data teams, (SW2; SI2) to analyze and interpret data for student improvement. Proven research-based practices and strategies will be utilized across the curriculum. Examples of these practices are using descriptive feedback and co-teaching models (SW2; SI2). Co-teaching, also known as inclusion, would allow for most SPED and ELL students to be taught by two teachers, a general education and a special education teacher, in a regular classroom.
1) The use of (Robert) Marzano’s instructional strategies began in SY 2009-10 as part of the McKinley complex’s professional collaboration day training. The complex adopted the Marzano strategies in an effort to address the goal of “using research-based strategies”. (SW2)
2) AVID was established in SY 2008-09 in grades 4 and 5. This SY 12-13 will be the first year of implementation for grade 3 (SW2; SW3).
3) The Walkthrough Protocol is a version of the Marzano short-form and was created in SY 11-12 (SW2).
4) Inclusion teams were established in grades 1 and 5 in SY 11-12. Inclusion teams for grades 2-4 were trained by the Gloeckler team in SY 11-12 for practical implementation in SY 12-13 (SW2; SW3).
5) Research for the uninterrupted reading block (URB) began in SY 11-12 with implementation planned for SY12-13 (SW2; SW3).
The school leadership set a goal of making AYP by focusing on raising literacy and math achievement scores. PLCs have been established as a routine for grade-level and department teachers to meet, so this year the goal is to become more focused on the PLCs to collect and analyze school and student data (SI2) and to use research-based strategies and practices to increase the learning by students (SW8). The prior plan called for PLCs to meet quarterly, while this plan calls for weekly meetings. The PLCs should become more efficient and the impact on student-learning should be greater.
A significant number of students are not meeting on the HSA so it is imperative that students participate in the supports available during the school day, after school, and intercessions (SW9; SW10; SI2). The supports will be focused on literacy and math. Particular focus will be put on the SPED and ELL students as they comprise the gap groups identified by school data. A grant, the 21 Century Community Learning Center (CCLC), was awarded to the McKinley complex schools. The grant allows for Likelike School to hire certified teachers to tutor in reading and math, as well as the arts, PE, and health, after school and during extended breaks.
In SY 11-12 the school purchased nine Promethean Boards (eight Promethean Boards were previously purchased in 2010) and 30 iPADs with the intent of increasing student engagement. Teachers, however, need to understand how the technological tools can be applied in the classroom environment, therefore, professional development (SW4) in the use and application of the technological tools is important.
Less than half of the kindergarten students at Likelike School have pre-school experience. Hawaii, unfortunately, does not allocate any state funds to early child education programs, so it is difficult for children in the Kalihi-Palama area to access any pre-school program. Early education is critical because children who do not have access to quality programs can enter kindergarten 18 months behind their peers. Likelike School, therefore, will add a pre-school position and create an early-learning program to establish a foundation of academic skills and student-learning for the pre-school students (SW7).
The parents of the pre-school children will be mandated to participate in the family literacy and parent-training workshops (SW6; SI8) as part of the pre-school program. Parents of ELL and general education students will also be offered the workshops with the hope of creating a rich environment of literacy for the students at school and home.
1) Likelike School had a pre-school program, Evenstart, which was de-funded in May 2011. The pre-school program would use the Evenstart program as a model, which has an academic component for the children and a parent component that is focused on family literacy and parent-training (SW6; SI8). The school has hired the former Evenstart teacher(s) to run the pre-school program. 15 children and their parents are expected to be in the pre-school class during the SY 12-13 (SW7).
2) The CCSS will be implemented, K-2, in math and literacy this year with grades 3-5 to implement in 2015.
All stakeholders in the Likelike School community should be aware of how the school is performing and should have opportunities to meet and dialog with school leadership and teachers to discuss issues at the school or in the community. It is important to school leadership that all stakeholders participate in the crafting of the strategic plan (SW1), i.e. the academic plan, and the decisions to allocate resources; therefore, it is critical to breakdown barriers to communication among the stakeholders and provide opportunities for stakeholders to meet and dialog. Developing relationships and creating a culture of high-performance is obtainable if all stakeholders are engaged in the process.
All teachers at Likelike School are certified in their field of teaching, while only one teacher is not Highly Qualified. Teachers who are not Highly Qualified (according to NCLB) will be expected to develop a professional development plan (PDP), with the principal, to meet the requirements of becoming Highly Qualified (SW4). Teachers who are not Highly Qualified will be provided a mentor teacher to guide and monitor progress on the PDP and other teacher responsibilities (SW5).
1) If there are any funds not allocated from the prior year plan (so called “carryover funds”), then the school would utilize the funds to enhance classroom instruction. For example, hiring PTTs to teach reading and math or, perhaps, to hire PTTs to enhance after school instruction. Other possibilities, depending on the amount of carryover funds, may be to enhance the professional development of the teachers. Leadership would like to hire a consultant in the norms and effectiveness of collaboration.
SCC Assurances SY12-13 Part 3
Hawaii State Department of Education
Academic and Financial Plan 2012 – 2013
Assurances and Recommendation for Approval
The Likelike School Community Council (SCC) recommends this school plan to the Complex Area Superintendent for approval and assures the following:
1. The SCC is correctly constituted and was formed in accordance with the Board of Education policy, Department of Education procedures and state law.
2. The SCC reviewed its responsibilities under the Board or Education policy, Department of Education procedures and state law, including those related to the review of the Academic and Financial Plan.
3. The SCC sought and considered all recommendations from the school community or committees before recommending this plan for approval. Check all that apply.
4. The SCC reviewed the Academic and Financial Plan and found that it is based upon a thorough analysis of student performance data and incorporates researched-based interventions.
5. The actions proposed herein form a sound, focused, and coherent plan aligned with and aimed at improvement goals targeting student academic performance.
6. The principal has provided a clear explanation to the SCC about the status of each of the recommendations made by the SCC regarding the Academic and Financial Plan.
7. This school plan was adopted through consensus or by vote by the School Community Council on: Date: December 9, 2011
SCC Recommendations to the Academic and Financial Plan (AFP):
The School Community Council, in review of the Academic and Financial Plan has provided the principal with the following recommendations for consideration. These recommendations are included as a means to share these issues with the Complex Area Superintendent and to identify the action taken by the principal on the SCC recommendations.
SCC Comments: [Statement of problem or concerns regarding AFP process]
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Title I SW crosswalk Part 4
Crosswalk of School Plans and
Title I School-wide Components
Title 1 SI crosswalk Part 5
Crosswalk of School Plans and
Title I School Improvement Elements
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1618 Palama Street Honolulu, HI 96817 Phone: (808) 832-3370 Fax: (808) 832-3374 Principal: Mr. Kelly Bart