Mililani Uka Elementary School: SID Action Plan: 2003-2004

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	Mililani Uka Elementary School SID Action Plan: 2003-2004
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Download this file in MS-Word format Standards Implementation Action Plan Standards Implementation Action

SY 2003 - 2004

Mililani Uka Elementary Revised 12/03

Standards-Based Student Outcome Goal(s)

Students will recognize and produce quality performance and quality products as it relates to Reading Comprehension in all subject areas.

Students will become problem solvers and critical thinkers.

Annual Goals and Benchmarks

Year 1 (2001 - 2002): Establish benchmarks for quality student achievement in Reading Comprehension based on the Hawaii Assessment Program in Grades 3 and 5.

Year 2 (2002 - 2003): Increase the number of grade 3 and 5 students scoring in stanines 5 or higher on the Hawaii Assessment Program by 3% from benchmarks established in year 1.

Year 3 (2003 - 2004): Increase the number of grade 3 and 5 students scoring in stanines 5 or higher on the Hawaii Assessment Program by 3% from year 2.

Rationale

General Learner Outcomes 3 and 4 were supported by various data, such as SAT-9 scores, NAEP report, grade level developed performance based assessments (Goals 2000 data), Quality Assessment Survey, School Quality Survey, School Status and Improvement Report, teacher observation and interview. Data supports the decision that teachers and students need to improve the quality of student comprehension involving problem solving skills and critical thinking.

Teachers developed "I Can" statements for reading comprehension processes and response and rhetoric standards to match the benchmarks. Rubrics were developed to evaluate student work. "I Can" statements were also developed for the writing rhetoric standard focusing on meaning to support reading response and rhetoric standards. To have students produce quality work, teachers should have a clear understanding of assessment and how assessment informs instruction. Assessment tools should also encourage students to reflect, self-assess, and improve their own work. In addition, a more comprehensive assessment system with appropriate school-wide instructional strategies will help to develop quality student performance in a more consistent, meaningful, and coherent manner.

What to change or implement	Enabling activities		How to change or implement
			Professional Development	Resources (human, money, time, facilities)	Assessment (evidence)	Person(s) taking the lead	Timeline
Standards Based Learning
• Align the school's curriculum to focus on quality demonstrations of student achievement of the HCPS II.	• Establish a school-wide definition of "Quality."				•Student work is assessed based on the school-wide definition of "Quality."	•Focus Groups/Teachers	•August 2001
	• Develop integrated standards-based instructional units in each grade level. • Grade level teachers will complete and implement Standards-based integrated units. • Student work will be assessed based on teacher-developed rubrics.		• Grade level teachers will develop and adapt standards-based lessons and units. Units will focus on one content area and link other content areas.	• Staff development days and SCBM approved Waiver days • Standards Alliance staff • Central District resource personnel Including RTs and SALs.	• Semi-annual surveys to assess the degree to which teachers are developing and implementing standards-based lessons/units. • Increase the number of teacher-developed standards-based units.	• Administration • Grade Level Chairpersons (GLCs) • Grade level teachers	•2001-2004 - semiannually
			• Participation of Grade level teachers in the Central District Language Arts and Math Consortiums	• District Safe Schools Grant for substitutes • School Priority Funds for substitutes • Grade School Priority Funds for substitutes	• Completion of Consortium task • Grade level articulation days (3 per grade level) • Actively participate in all standards consortium sessions. • Plan and prepare quality standards based activities/lessons. • Implement activities/lessons. • Collect and assess student work. • Redesign activities and lessons based on standards achievement.	•LA and Math Consortium participants	•June 2002
	• Focus on Authentic Assessment Tools to improve student achievement of the Reading Comprehension Processes Standard of the HCPS II. • Grade level teacher increase use of assessment data to inform and improve instruction.		• Provide training in understanding and using assessment tools. • Provide opportunities to increase teachers' understandings of using formative assessment data to inform and improve instruction.	• Support from the School Assessment Liaison (SAL) • Staff development days and SCBM approved Waiver days • Central District resource personnel			•2001-2004
•Increase students' inquiry-based learning to promote complex thinking and problem-solving skills.	•Staff development training on inquiry-based learning -Math Investigations -Science & Technology for Children (STC) -Full Option Science System (FOSS) •Adoption of inquiry-based instructional models for science and math		•Participation in: training activities -Mililani Complex Summer 2003 Math Investigations Training -North Area NCLB Grant staff development activities on science and technology •Complex Area/Complex RTs to provide staff support	•Funding: -State Title II Eisenhower Grant for Mililani Complex -School Basic Needs and School Priority Funds	•HCPS II •NAEP •PASS	•Focus Groups/Teachers	•2001-2004
Quality Student Services
• Increase students' perception of safety within the school environment	• Develop a survey to determine students' perception of safety in school. • Provide opportunities to address students' perceptions of safety in school. • Continue to implement TRIBES on a consistent basis			• Mililani Complex resource personnel • Funds for TRIBES Survey	• Increase students' perceptions of school safety in School Quality Survey results. • Increase the rating of the Mutual Respect Agreement in the TRIBES Survey.	• Quality Student Support Focus Group • Safety Committee • Resource and Focus Group	•November 2001
	.• Sustain Positive Behavior Support (PBS) Program --Ho'opono Award --Haaheo/NaHoku Awards --Yahoo recognition		•Participation in State and Complex PBS professional development •Conduct staff inservice training	•State, School	•Promote appropriate student behavior as supported by SWIS/SSIS data.	•School PBS team •Focus Group C	•Quarterly - October, January, April, July
• Increase the array of support for students in and outside of school to ensure that all students are connected to the school in meaningful ways through co-curricular activities.	• Establish criteria for participation in co-curricular activities. • Provide student support for continued participation in co-curricular activities.			• Grade Level and Focus Group meeting time	•Number of students participating in various co-curricular activities. •Involve a wider range of the student population.	•Co-curricular advisors	•Annually in June
•Increase school coordination support services within and outside school including agencies, community, and parents.	•Coordinate parent informational meeting (s).			•Hui	•Sign-in sheet	•School PBS Team •Complex QAT reps	•Feb 2003 •Spring 2004
	•PBS update at Hui and SCBM Mtgs				•Minutes of mtg	•VP	•Monthly
	•Transition Plan Conduct personal contact with parents of students with IEP/MP. Participate in orientation meeting for 5^th grade Sped/504 parents and student. Participate in Special Education Department meetings between elementary and middle school. Coordinate student transitions between schools and agencies. Schedule, review, and complete IEP/MP of 5^th grade students before the end of school year.				Log in Care Coordination folder. Meeting Agenda Meeting Agenda Log in Care Coordination folder ISPED marked complete; IEP/MP review placed in confidential folder	•Care Coordinator •SPED Teachers •SPED Teachers •SSC •Care Coordinator, Counselors	•10 days from start of school year •Spring, annually •Spring, annually •As students transition •Spring annually
Professionalism and Capacity of the System
• Implement professional development for all teachers in Standards Based Learning •Provide faculty with standards based learning inservice		• Enhance active participation in professional development opportunities. •Provide regularly scheduled staff development sessions.	• Participation in standards-based professional development opportunities such as Complex Language Arts, Math, and Science Consortiums, Standards Alliance workshops, Central Oahu District Teacher Development Program and Grade Level Articulation Meetings	• Waiver Days and Professional Development Days • School Priority Funds • Grade School Priority Funds • Basic Needs Funds	• Develop standards-based lessons and units. • Show increase in positive results on the School Quality Survey in the area of Teaching and Learning	• Focus Group A	•August 2003
		•Develop learning team concept.	•Continue to share strategies learned, lessons, and units developed at inservice/workshops with grade levels and cross grade level groups.	•Planning/Collaboration and Waiver days •One Wednesday a month	•Collect shared strategies and lessons by the grade levels and cross grade level groups.	•Teachers	•Ongoing
		•Develop learning team concept.	•Schedule afterschool sessions for teachers to update online reference tools and resources eg. OPAC, EBSCO, Marco Polo, etc.		•Collect teacher feedback and evaluation at the end of session.	•Librarian & Tech coordinator	•Annually
		•Provide a mentor for new teachers.	Designate mentor to attend District Mentor Training	•Substitute •Time	•Mentor Contact Log	•Administrator •Teacher mentors	•Monthly
Coordinated Team Work
• Increase participation of teachers, students, parents, classified, administration, and community members in the FOL/SID process.	•Develop a two-way communication system involving all role groups (teachers, students, parents, classified, administration, and community members) in the FOL/SID process.				•Minutes from SCBM, Hui, Student Council and focus groups.	•Recorders and facilitators of meetings.	•August 2003 Year 1 - Develop system Year 2 - Implement system Year 3 - Assess system

Responsiveness of System
• Create and implement school-wide procedure that monitors student progress toward achieving the Reading Comprehension Processes Standard of the HCPS II.	• Establish a procedure, which monitors the use of Authentic Assessment Tools to improve student achievement of Reading Comprehension Standards.	•Regularly scheduled Grade Level and Faculty meetings	•Grade levels to report to the entire staff the extent to which their students are achieving the Reading Comprehension Process Standards.	•Grade level teachers	•August, February, May
Focus and Sustained Action
• Revisit the vision, mission, and purpose.	•Recommit or revise school's vision, mission, and purpose.	•Meeting time	•All role groups (teachers, students, parents, classified, administration, and community members) will know and understand the school's vision, mission, and purpose.	• Focus Group A and Administration	•Annually
•Continue the Standards Implementation Design Process with Focus Groups.	•Allocate time for Focus Groups, grade levels, and role groups to meet and report.	•Time to meet	•Meeting minutes	•Administration	•Annually
•Maximize instructional time.	•Assess and prioritize use of instructional time.	•Time to collect data	•Analyzing and prioritizing school activities to maximize instructional time.	•Focus Group A and Administration	•Annually