Standards-Based Student Outcome Goal(s)

·        Students will increase their proficiency of the Standards in the Language Arts   (Reading, Writing, Oral Communication) and Math.

·        Students will show demonstration of General Learner Outcomes (GLO) with indicators of usually or consistently.

Annual Goals and Benchmarks

Year 1:

At least 10% or 15 students in grades 3 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2005 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2005 Hawaii State Assessment.

At least 10% or 15 students in grades 3 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the  2005 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2005 Hawaii State Assessment.

Within a given school year, at least 10% of the students in grades K-5 with Quarter 1 GLO indicators of “rarely or sometimes” in any of the 6 GLOs, will show improvement by demonstrating indicators of “usually or consistently” in all GLOs by Quarter 4.

Year 2:

At least 10% or 15 students in grades 3 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2006 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2006 Hawaii State Assessment.

At least 10% or 15 students in grades 3 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the  2006 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2006 Hawaii State Assessment.

Within a given school year, at least 10% of the students in grades K-5 with Quarter 1 GLO indicators of “rarely or sometimes” in any of the 6 GLOs, will show improvement by demonstrating indicators of “usually or consistently” in all GLOs by Quarter 4.

Year 3:

At least 10% or 15 students in grades 3 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2007 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Reading proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2007 Hawaii State Assessment.

At least 10% or 15 students in grades 3 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the  2007 Hawaii State Assessment.

At least 10% or 15 students in grades 5 with current Math proficiency level scores of “well below and approaching” will move proficiency scores to “meets or exceed proficiency” based on the 2007 Hawaii State Assessment.

Within a given school year, at least 10% of the students in grades K-5 with Quarter 1 GLO indicators of “rarely or sometimes” in any of the 6 GLOs, will show improvement by demonstrating indicators of “usually or consistently” in all GLOs by Quarter 4.

Rationale

The annual goals and benchmarks support the need to increase student achievement as measured through the NCLB Annual Yearly Progress indicators. The following data was also utilized to formulate the goals and benchmarks: HSA scores, SAT-9 scores, “No Child Left Behind” School Report, NAEP report, grade level developed performance based assessments, Quality Assessment Survey, School Quality Survey, CSSS RFA Log, School Status and Improvement Report, Internal Review Action Plan: Reading Instruction and Assessment Process Survey, Military (PACOM) Parent Survey, Mililani Area Community Profile 2003, teacher observation and interview. 

IMAGES OF SUCCESS

1.  Standards Based Learning

• Align the school's curriculum to the HCPS to increase student achievement in the HSA.

▪Grade level learning teams to:

-align current math, science, social studies, and language arts curriculum to the HCPS

-determine instructional strategies and resources to be used to teach to the standards

-develop assessments to determine students’ proficiency levels to the standards and to determine next instructional steps if needed.

-map the curriculum to ensure that all standards

are taught during the school year.

-use pre and mid year reading comprehension, response, and writing data to determine instructional goals to get students to achieve determined grade level benchmarks.

-use post reading comprehension, response, and writing data to determine which instructional goals were achieved and to plan for upcoming school year.

-examine HSA items to target specific test taking strategies as instructional goals.

▪Grade level learning teams to meet regularly (after- school, Fall, Winter, Spring, and Summer intersessions) to work on curriculum alignment and understand standards, benchmarks, and performance indicators.

▪Grade level teachers to attend the Mililani Complex Trainer of Trainer workshops in Science, Math, and standards based reporting.

▪Grade levels to continue to administer pre, mid, and post assessments for reading comprehension, response, and writing.  These assessments determine next instructional steps to help students achieve the standards.

▪Faculty to examine :

-HSA items and results for grades 3, 4, & 5.

-SAT items and results for grades 1-5.

▪Complex grants for substitutes.

▪Professional development days and SCBM waiver days.

▪Focus Group B meetings

▪Grade level meeting days

▪Grade level learning team meeting with curriculum coordinator every 6 weeks.

▪Stipends for learning teams meeting during Fall, Winter, Spring, and Summer intersessions are provided by school and Hui O Mililani Uka (Parent/teacher organization) funds

▪Professional development days and SCBM waiver days.

▪Focus Group B meetings

Grade level meeting days

▪Development of grade level curriculum guides for math, science, social studies, and language arts.

▪Grade levels to share pre, mid, post assessment results using bar graphs and instructional next steps with faculty three times a year.

▪Curriculum Coordinator

▪Grade level teachers

▪Focus Group B

▪Focus Group B

▪Testing Coordinator

▪Focus Group B

▪Annually in June

▪Annually- 1^st, 7^th, & 10^th month

▪Annually in semester 2

▪Students to learn

and apply problem-solving strategies and complex thinking with inquiry-based learning to increase achievement in the Hawaii State Assessment.

•Implement Science & Technology for Children (STC) program

• Grade level teachers to attend Science workshops.

• Staff development days and SCBM approved Waiver days

• Central District resource personnel including RTs and SALs.

• NALT grant

• Assessments from STC Kit.

• Assessments developed by grade level.

• Administration

• Focus Group D

▪Annually

IMAGES OF SUCCESS

2.  Quality Student Support

Implement a system of support for students and provide an environment that promotes learning.

• Increase students’ positive perception that most of the students in this school are well behaved.

•Sustain Positive Behavior Support Program (PBS)

-Ho’opono Recognition

-Ha’aheo/Na Hoku Award

-Yahoo recognition

-Student volunteerism through Peer Mediation, Peer Mentoring, JPO,  Student Council, Library Club.

-Character Education

•Participation in State and Complex PBS professional development.

•Conduct staff inservice training.

•State, School

•The 2005 School Quality Survey will indicate that more than 32.7% of the students agree. 

• SSIS data will show decrease in office referrals.

•The number of student receiving Ho’opono recognition increases.

•The number of Yahoos received by classes will increase.

•Comparison between Qtr. 1 and Qtr. 4 GLO marks on student progress reports.

•School PBS team

•Focus Group C

•Continuously, throughout the year.

•Annually- 1st month of s.y.

•Increase student’s positive perception that students get along with each other pretty well at this school

•Sustain Positive Behavior Support Program (PBS)

-Ho’opono Recognition

-Ha’aheo/Na Hoku Award

-Yahoo recognition

•Character Eucation

•Participation in State and Complex PBS professional development.

•Conduct staff inservice training.

•State, School

•The 2005 School Quality Survey will indicate that more than 48% of the students agree. 

• SSIS data will show decrease in office referrals.

•The number of student receiving Ho’opono recognition increases.

•The number of Yahoos received by classes will increase.

•School PBS team

•Focus Group C

•Continuously, throughout the year.

•Annually- 1st month of s.y.

•Increase students’ perception that they can freely express their opinions or concerns to their teachers.

•Sustain Positive Behavior Support Program (PBS)

-Ho’opono Recognition

-Ha’aheo/Na Hoku Award

-Yahoo recognition

•Participation in State and Complex PBS professional development.

•Conduct staff inservice training.

•State, School

•The 2005 School Quality Survey will indicate that more than 52.7% of the students agree. 

•School PBS team

•Focus Group C

•Continuously, throughout the year.

•Annually- 1^st month of s.y.

•Increase coordinated support services within the school.

•CSSS Request for Assistance (RFA) training.

•Pre-Referral Intervention Manual

•On-Line Reader (Lexile Rading Level rater)

•CSSS database

•Care Coordinator

•Continuously, throughout the year.

•Continue to coordinate support outside school

including agencies, community and parents.

-Participate and assist with complex coordinated parent information meeting.

•Hui

•Sign in sheet showing increase in participation by parents.

•School PBS team

•Complex QAT

•Semester 2

•Transition Planning

-The school will continue to inform all personnel that work with a student about the student’s accommodations/needs included in the student’s IEP/504 plan as the student transitions from grade to grade within the school.

•Orientation meetings will be held as students transition from elementary school to middle school.

•Representatives participate in Complex Quality Assurance Team, Internal Review Training, File Review Training, Reading Strategies Training, Autism Training.

•SSC

•School Counselor

•Care Coordinator

•Special Education teacher

•Regular Education teacher

•Parent Community Network Coordinator

•SBBH Behavior Specialist

•Log in Care Coordination folder.

•Meeting Agenda/Notes

•Log in Care Coordination folder.

•Care Coordinator

•SpEd teachers

•Care Coordinator

•Ten days from start of school year.

•Annually in Spring

•As students transition from grade to grade, school to school.

IMAGES OF SUCCESS

3.  Professionalism and Capacity of the System

• Maintain highly qualified staff committed to the school’s vision and  mission.

• Active participation by all teachers in professional development opportunities.

• Participation in professional development opportunities such as NALT Training of Trainers in Math, Science and Standards-Based Report Cards, Central Oahu District Teacher Development Program (Mentor) and Grade Level Curriculum Development Time.

• Waiver Days and Professional Development Days

• School Priority Fund

• Grade School Priority Fund

• Basic Needs Fund

• Development of standards based lessons and units.

• Show increase in positive results on the School Quality Survey in the area of Professionalism and capacity of the system.

• Focus Group A

•Administration

•SID Leadership Team

▪Annually

IMAGES OF SUCCESS

4.  Coordinated Team Work

• 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 SCC, Hui, Student Council, Safety Committee, and Focus groups.

▪Recorders and facilitators of meetings.

▪Monthly

IMAGES OF SUCCESS

5.  Focus and Sustained Action

• The school’s vision and mission supports the General Learner Outcomes and Standards-based instruction and learning.

• Recommit or revise school's vision and mission.

•Focus Group meeting

• 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

▪Administration

▪Annually

• Allocate time for Focus

groups, grade levels, and

role groups to meet and report.

•Scheduled Focus Group meeting

• Meeting minutes

• Administration

• Annually

•Communicate school mission and vision to the community:

-Monthly Parent Bulletin

-Parent Handbook.

-School website.

-Student Planner.

•Publications

-Administration

-PCNC

-Web master

-Counselor

•As scheduled for distribution.

IMAGES OF SUCCESS

6.  Responsiveness of System

•Regularly assess student progress toward accomplishing the standards and GLOs.

• Monitor student progress toward achieving the GLOs and HCPS

through the use of authentic assessment:

portfolios, rubrics, self assessments.

•Representatives to attend workshops and share information with Focus group members.

•State, District, Complex training.

•Regularly scheduled grade level learning team and Faculty meetings.

•Professional development and Waiver Days.

• Grade levels to report to the entire staff the extent to which their students are achieving the GLOs, Reading Comprehension process and response,  Writing Standards,

Math Standards, and

Science Standards.

•Grade level teachers

•Focus Group A

•Focus Group B

 Focus Group C

•Focus Group D

•Annually

•Implement Standards-based reporting and grading.

•Representatives to attend workshops and share information with Focus group members and faculty.

•State, District, Complex , and school training.

•Electronic report card in Aug and Sept. 2005.

•Regularly scheduled grade level learning team and Faculty meetings.

•Professional development and Waiver Days.

• Individual Student Progress reports.

• Grade level teachers

• Focus Group A

• Student Porftolio

•Quarterly