Ability levels differ significantly between students in the same grade and the Instructional program lacks the systems and supports for teachers to provide tiered instruction, address behavior same class. In some grades students are at eight different ability levels in challenges, and re-teach or enrich curriculum for students reading and math learning who are struggling or high achievers. data (Assessment data (NWEA, KE Au) suggests that students in the same grade and class are at multiple ability levels in language arts. For example in grade 3 student scores in reading comprehension range from 10-100%.) ʻOhana Students and are not clear on the learning expectations and lesson objectives Communication around student learning expectations and learning objectives needs to improve, family engagement Data related directly to learning objectives needs to be developed. Addressing Equity: Sub-Group Identification In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs. Fairly homogenous demographics no notable gaps between subgroups ORGANIZE: Identify your Leadership Team Accountable Leads. Name and Title of Team Accountable Lead Responsible for implementation of the strategies and initiatives school’s 1.Olani Lilly 1.Curriculum and Instruction: Implementation of Theory of Action 2.Louisa Lee 2. Student and Teacher Learning, Achievement, and Accountability Data System
Ability levels differ significantly between students in the same grade and the same class. In some grades students are at eight different ability levels in reading and math (Assessment data (NWEA, KE Au) suggests that students in the same grade and class are at multiple ability levels in language arts. For example in grade 3 student scores in reading comprehension range from 10-100%.) Instructional program lacks the systems and supports for teachers to provide tiered instruction, address behavior challenges, and re-teach or enrich curriculum for students who are struggling or high achievers. learning data Students and ʻOhana are not clear on the learning expectations and lesson objectives Communication around student learning expectations and learning objectives needs to improve, family engagement related directly to learning objectives needs to be developed. Data Addressing Equity: Sub-Group Identification In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs. Fairly homogenous demographics no notable gaps between subgroups ORGANIZE: Identify your Leadership Team Accountable Leads. Name and Title of Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives 1.Olani Lilly 1.Curriculum and Instruction: Implementation of Theory of Action 2.Louisa Lee 2. Student and Teacher Learning, Achievement, and Accountability Data System
562_2017-20_AcademicPlan.docx