•ESLL data -- currently there are 16 students in the ESLL program

4. School Quality Survey

1. Standards Based Learning

We consider a curriculum that is challenging, coherent, relevant, and meaningful to be one that stimulates thinking in a fashion that stretches student potential; one that is clearly defined so students understand what is expected of them; and one in which students find worth and importance in what they are learning.

To a great extent the school provides a challenging, coherent, relevant, and meaningful

1. Teachers, parents, and students find the curriculum challenging, meaningful, relevant, and coherent. From the SQS survey, 74% of the teachers, 72% of the parents, and 58% of the students feel that there are high academic standards and high performance expectations of all students. The survey also showed that 61% of the teachers, 82% of the parents, and 86% of the students agree that the current curriculum and instructional strategies emphasize higher level of thinking and problem solving skills.
2. Teachers, parents, and students agree that high academic standards and high performance expectations are evident in the curriculum. Curriculum guides were developed for each grade level and are shared with parents and students at the beginning of each school year.

 

3. From the SQS, 75% of the teachers have high academic standards and high performance expectations of their students. 81% of the parents and 98% of the students feel that the curriculum and teacher expectations are high.
4. Based on the SQS, 74% of the teachers, 86% of the students, and 79% of the parents feel that our school does a good job in preparing students for the next grade level. A high percentage of students, 93%, responded that their teachers explain what he/she is expected to learn.
5. Mililani Uka has taken steps towards becoming a standards based school. Through the Central District Language Arts and Math consortiums and Goal 2000 initiatives, the teachers have been working on addressing the HCPS. Student "I Can" statements were developed by grade levels. Lessons were developed to integrate curriculum areas and provide students opportunities to apply prior knowledge to "make connections" to new learning. Rubrics were developed to assess student performance of the "I Can" statements. Through Focus group and grade level articulation meetings, teachers receive information from colleagues who have attended consortiums. Teachers are then informed of the current curriculum areas that need to be addressed and aligned to the HCPS.
6. SAT scores in reading comprehension revealed the majority of the students in the third and fifth grades scored in stanines 4-6. There is concern that more students are not in the stanine 7-9 group.

SAT scores on Reading Comprehension:

Grade 3 Stanine 1 – 3 7%

4 – 6 58%

7 – 9 36%

Grade 5 Stanine 1 – 3 15%

4 – 6 54%

7 – 9 32%

7. At the present time, the data does not show how much student value what is learned.

For purpose of this discussion, research based knowledge is defined as knowledge gained from but not limited to, professional readings, and workshops and conferences attended. In addition to research based knowledge, we also value craft knowledge derived from articulation among the professional staff.

1. Based on the SQS results, teachers seemed to feel strongly that their teaching involves active participation of their students (96%), that they use a variety of strategies to meet the diverse needs and learning styles of their students (94%), give extra help when needed (98%), and provided feedback on student progress (98%). Many students agreed (92%) that their teachers explained what they needed to learn.
2. Teachers feel that the school needs to provide more equipment and materials to enable them to teach more effectively. Only 52% of the teachers responded on the SQS that they have adequate equipment and materials needed to teach effectively and 48% felt that they did not.
3. The professional staff has attended the complex Language Arts and Math consortiums. The staff has been making strides in designing and implementing learning experiences which address the HCPS. Based on the SQS, 82% of the teachers responded that they are focusing on teaching and learning activities to help students achieve the HCPS and the GLOs. However, only 46% of the students responded that what they are learning in class helps them to achieve the HCPS and 24% responded they didn’t know. Since our school is in the beginning stages of implementing instruction geared toward meeting the standards, perhaps the students did not know how to respond.
4. The professional staff feel that a variety of teaching strategies and learning activities are provided to the students to help them learn. Based on the SQS, 94% of the teachers responded that their students are receiving various teaching strategies to help them learn new things. The students agreed (75%) that their teachers use different ways to make learning interesting.
5. Each school year, parents and students are invited to Mililani Uka’s Orientation night. Teachers make informative presentations of the grade level’s curriculum and expectations. Each parent receives a grade level curriculum guide which consists of topics covered in each subject area. Based on the SQS, 81% of the teachers clearly inform parents and students what students are expected to know and be able to do. The parents (70%) and students (93%) agreed that they are informed as to what he/she is expected to learn.
6. Various learning opportunities are provided to the students. On the SQS, 96% of the teachers responded that their instruction involves active participation from their students. Grade level thematic units were developed to integrate subject areas and to provide different learning opportunities for students’ varied learning styles and interests. Grade levels have also developed a standards based integrated computer generated project, where students formulated and conducted a survey, graphed survey results, and analyzed graphs to make generalizations. While most teachers surveyed feel their lessons involves active participation of their students, only 65% of the students feel that their learning involves doing things.
7. Through the Language Arts consortium and workshops with Dr. Kathy Au, the

We define assessment to consist of teacher made tests and rubrics, chapter and unit tests from math and reading basals, and SAT 9 results.

1. Through the Goals 2000 initiative, teachers have begun to utilize rubrics and student work samples to have students assess their own progress. Based on the SQS, 67% of the teachers responded that they are teaching their students to assess their own progress.
2. Rubrics are being utilized to assess student’s progress and work. On the Quality Assessment survey, 7% of the teachers responded they always use rubrics, 33% of the teachers use rubrics most of the time, and 60% of the teachers sometimes use rubrics as a method of assessment.
3. The teachers are developing and using a variety of ways their students can show what and how well they have learned. The Quality Assessment survey showed that:

5. Teachers are giving their students and parents substantial feedback on student

progress and suggestions to improve performance. On the SQS, 98% of the teachers

reported they give students and dparents feeback on student progress and provide

suggestions for improvement. However, parents and students feel that more feedback

should be given to students to help him/her improve his/her performance. Only 67% of the students and 68% of the parents surveyed reported that teachers provide enough feedback on student progress.

6. Through the Goals 2000 initiative, teachers developed a pre/post assessment to gather

• To what extent does the school have a safe, healthy, nurturing environment that reflects the schools purpose?

We consider a safe, healthy and nurturing environment to be one in which students, teachers and parents feel that their school is a place that is neat, clean and where everyone cares and respects one another.

1. It appears as if teachers and parents have a positive perception of our safety at our school than students. Based on our School Quality Survey, from school year ’99-’00, 55 % of the students, 80 % of teachers and 79% of parents feel safe at Mililani Uka. The 55% of students concerns us. Therefore, another survey will be administered to further investigate this piece. We also have a Crisis Management and Safety Guide in place that was revised in October 2000.
2. Mililani-Uka has a caring and respectful environment. Based on our School Quality Survey, 89% of the students, 86% of teachers and 80% of parents felt that teachers care and are respectful to students. We recognize academic and personal achievement at our monthly Ha’aheo assemblies. Additionally, other co-curricular programs and activities are as follows: Drug Awareness Resistance Education (D.A.R.E.), Peer Mediators, Library Club, Student Council, Junior Police Officer (JPO), chorus, track, and cross- country.
3. Mililani Uka staff has created a caring, nurturing, safe, and well managed, learning environment. Our school embraces the TRIBES process for teaching expected behavior for all students. Some of the classified staff and majority of the certificated staff have been trained in the TRIBES process. In doing so, therefore creating a respect for ALL throughout our school. Students are involved in challenging learning experiences. Provisions are made to accommodate individual differences, special needs, and/or cultural diversity, through various programs such as: Quest, Special Education, Comprehensive Student Support Services (CSSS), Primary School Adjustment Program (PSAP), Remedial Reading Program, Safe Schools, counseling, English as a Second Language Learners (ESLL), Hawaiiana, Japanese. Through the SQS survey, 81% of teachers feel that our school meets the special needs of students. 94% of teachers use a variety of teaching strategies and learning activities to help students learn, and 75% of students felt their teachers make learning interesting in different ways.
4. Mililani Uka and community members are involved in the development of behavioral standards through their very active school community based management committee. Students are aware of and abide by a written code of student conduct including Chapter 19 that is fairly and consistently applied.

We consider students being "connected" to mean students can gain access to curricular and co-curricular programs to help them achieve schoolwide learner outcomes.

1. Our school has prioritized six critical elements found in our CSSS document. The finding for the six critical elements are as follows in the order of need to being in place. (a) Personalized Classroom Climate and Strategies (2 out of 7 indicators are in place), (b) Specialized Assistance and Crisis and Emergency Support (2 out of 4 progress indicators in place), (c) Family Participation (5 out of 7 progress indicators in place), (d) Community Outreach and Support (3 out of 4 in place) , (e) Support for Transition (4 out of 5 progress indicators in place.) (f) Prevention and Early Intervention (6 out of 6 progress indicators in place).
2. Support Services are coordinated within the school community and are networked with the military (Wolfhounds) and other agencies (Child Protective Services, Catholic Charities, Dept. of Health, etc…) to service students with identified needs. Opportunities are available through the academic program (Special Education, English and a second language, Speech/Language services, QUEST/Mililani-Uka’s GT program, DARE program, assisted reading program, tutoring program under the Safe and Healthy Schools grant), co-curricular activities (Chorus, media technology, student counsel, library club, Junior Police Officer, track and cross country, Fine Arts Program), counseling (divorce/loss issues, peer mediation, career kokua), health services (full time health aide, dental health, mental health). In reviewing the overall scope of opportunities available, the leadership team raised the concern that although a wide range of co-curricula activities are available, some students need to be provided with additional support in order to participate.
3. Our faculty is aware of and utilize support services available to students on site and in the community as needed, through the January 31, 2001 faculty inservice and Mililani Uka Elementary School CSSS Regular Education Support/Core/Chapters 53 and 56 (1/31/01) (given to each teacher), which includes:
1. CSSS instructional/student support programs and family/community partnerships.
2. Levels I-V
3. Request for assistance flowchart (1/01)
4. Array of Student Support (1/25/01)
5. Chapter 56 Referral, evaluation andre-evaluation flowchart (rev. 9/00)
6. Interagency Quality Support Plan (8/21/00)
7. Chapter 53, Section 504
8. Review of Confidential Folders
4. Classes at all levels are characterized by diverse student groups (heterogeneous) and most students whatever their abilities are encouraged to meet the challenges of the curriculum. Through an informal survey of our teachers, it was found that the teachers recognize a need for more differentiation strategies and information for use within the classroom Our teachers have been inserviced on multiple intelligences, Language Arts Consortium which focused on comprehension and response, Math Consortium which focused on geometry and symmetry and through our technology grant, teachers and students are learning about graphing through data analysis, statistics, and probability.
5. Students who need support have a variety of options available. These include tutoring, remedial courses and Chapters 56 and 53 accommodations. According to our School Quality Survey, 74% of the teachers felt that our school program meets the special needs of students (also see support system). Trained, caring and committed staff engage the child in the teaching and learning process. Clear expectations are shared with all students and parents, according to our SQS 91% of the students responded that the teachers explain what they want them to learn, and 74% of the teachers inform students and parents at the beginning of the school year or semester what students are expected to know and be able to do. Additionally, 79% of students responded that most of their teachers teach in a way that is clear and easy to understand. According to our SQS, 74% of teachers keep parents informed of what goes on at school and 77% of parents agree that the school keeps them informed.

Adequacy and effectiveness of the service is defined as any service that will contribute to the child’s educational progress.

Overall, Mililani-Uka provides to a high extent adequate and effective service that contributes to the child’s educational progress, which includes, identification, services, and annual review.

1. Families are kept informed of school programs and services as needed through the parent handbook which describes various school programs and services. Each family receives a handbook upon registering their child. Updated handbooks are given at the beginning of each school year. Parent bulletin informs parents of upcoming activities or events and any new programs and/or services. The CSSS brochure outlines the array of services provided. Kindergarten orientation informs parents about various school programs and services.
2. Students are identified through support services through the CSSS model. The SSC and staff within the school ensures that the assessment and implementation strategies meet the needs of the child. The SSC, special education, teachers, counselors, and all other support personnel (i.e. speech path, ESL, Quest, remedial reading) provide a system of support for the classroom teachers. Teachers also confer in the core and SST meetings.
3. Students IEP’s and modification plans are reviewed annually to ensure the adequacy and effectiveness of the students provided services.

Our school leadership is the school administration, the principal and vice-principal.

It can be concluded that school leadership and staff are highly qualified for their assigned responsibilities. All staff members are viewed as essential members of the school team who all have unique roles in helping all students reach their potential as lifelong learners and responsible citizen in our global society.

Faculty Survey

1) Mililani Uka’s administration and teaching staff meet State Department of Education requirements for employment. Thirty-four percent hold master’s degrees, 54% hold professional diplomas, and 12% have bachelor’s degrees.

2. Information gathered from the School Profile and SSIR revealed that the teaching staff has an average of 20.6 years of experience and that 94% have had more than 10 years of experience.
3. From the SQS statistics the teachers rated highest (74.1% positive), the item, "Our school does a good job in preparing students for the next grade or school level."
4. From our teacher’s handbook, teachers are expected to carry out their professional responsibilities and adhere to required standards of performance and conduct. Administrators are expected to continue with the supervision of these tenured and probationary teachers.
5. PATH is in place for marginal teachers and it’s objectives remain in force for all teachers.

· To what extent does the school leadership and staff engage in ongoing professional development (staff development plan) that promotes student achievement of the Hawai’I Content and Performance Standards and the school wide learner outcomes?

The school wide learner outcomes (ESLRS) say that our students will be academic achievers and quality producers and performers. This has been aligned with the General Learner Outcome (GLO) #4 which states, "The ability to recognize and produce quality performance and quality products".

School Quality Survey (SQS)

1. Teacher representatives from each grade level attend the language and math consortiums and share their learning’s with their home group (grade level) who in turn create lesson plans that address the language and math standards.
2. From the SQS, two items which received low ratings from teachers were: "Staff development at our schools is excellent and focused on our school wide goal" (32.6% positive, 42.9% neutral) and "Our school has an effective and on-going way to examine the school’s progress toward accomplishing its goals" (40.8% positive, 27.8% neutral, 26% disagree, 5.6% don’t know). There is some concern that teachers have rated these items quite low.

2. The SAT information taken from the School Profile and SQS indicates a need in reading comprehension, therefore, staff development days for the school year 2001-2002 have been set aside to address this concern.

· School leadership and staff are highly qualified for their assigned responsibilities.

· Explore further the staff perceptions/needs regarding long range staff development plans to increase student achievement through linkage of Curriculum, Instruction, and Assessment with Hawai’I Content and Performance Standards II.

For the purposes of this criterion, the school leadership is the school administration comprised of the Principal and Vice-Principal.

FOL minutes

1. Our school has established the use of the Focus On Learning process for planning and decision-making. There are four focus groups chaired by the Focus On Learning Leadership Team.
2. The school administration has established various leadership groups that contribute to the decision making and planning. They are comprised of members from all role groups: (1) School Community Based Management Council is represented by administration, teachers, students, staff, parent and community; (2) Focus On Learning Leadership Team consists of Administration, Counselors and Resource Teachers, who also facilitates the Focus Group meetings; and (3) Grade Level Chairpersons.
3. The school administration evaluates personnel performance and makes recommendations for improvement.
4. According to the School Quality Survey, less than half of the teachers (48.2%) feel that administrators, teachers, and staff work together effectively to achieve our school’s goals. More than half disagree or are not sure how effectively our school works together to achieve our goals. This is a concern.
5. The School Administration works with the Focus On Learning Leadership Team to implement policies, promote the culture of the school, and make decisions and resource allocations to support the attainment of the Hawaii Content and Performance Standards and school wide learner outcomes.
6. Standard operational practices, decision-making processes, and established procedures for internal communication and conflict resolution are understood and practiced by the School Administration and all members of the various leadership groups and are shared with all stakeholders.
7. The School Administration provides curriculum leadership by collaboratively developing the school’s vision, mission, and focus for student learning and by supporting curriculum leaders to realize the school purpose.
8. The School Administration encourages leadership capacity among recognized leaders and those who actively support the Hawaii Content and Performance Standards and school wide learner outcomes. Ideas, innovations, and input from most stakeholders are sought and considered in the decision-making process.
9. Monitoring and evaluation occur as necessitated by other external mandates. Accountability for student learning is minimal.

School leadership is defined similarly as in D1.

Standards-based curriculum, instruction and assessment planning and implementation:

1. Through District, Complex, SCBM Council, Focus Group, and Grade Level Chairpersons’ meetings, the school leadership team and the principal maintain effective communication within the school and with the school community, complex, district, Board of Education, and involves school leaders to facilitate mutual support and commitment to the school’s expectation for every student to achieve the standards. In addition, our school participates in State-, District- and Complex-wide initiatives that promote the achievement of the standards.
2. The school’s purpose/mission and student achievement of the standards and the school wide learner outcomes are always considered in all school decisions (e.g. school calendar, waiver days, dress code, May Day, Curriculum Fair, Student Council and its activities).
3. According to the 2000 Mililani Uka School Quality Survey, 48.2% of the teachers agree that administrators, teachers, and staff work together effectively to achieve our school’s goals. We conjecture that more than half of the staff either feels that the school does not work together effectively or is not sure. Also, 40.8% of the teachers agree that our school has an effective and ongoing way to examine the school’s progress toward accomplishing its goals.
4. According to the 2000 Mililani Uka School Quality Survey, 52% of the teachers agree that there is open communication among administrators, teachers, other staff, and parents compared to 26 % who disagree.
5. According to the 2000 Mililani Uka School Quality Survey, 44.5% of the teachers agree that our school offers quality educational programs and a variety of courses based on the Hawaii Content and Performance Standards (HCPS II). More than half of the teachers feel that our school may not be or are unsure that we are offering quality educational programs based on the HCPS II. Additionally, 72.8% of the parents understand that high quality schoolwork is expected of their child in order to meet the HCPS II compared to 9.7% who disagree. Likewise, 94% of the teachers agree that they have a major role in standards based curriculum development in this school. Our teachers realize that they are responsible for the implementation of the standards but are unsure if they are offering quality curriculum that is standards based.

Resources are material goods such as textbooks, supplies, and technology hardware. Resources are also personnel such as resource teachers and support staff. Resources are funds to purchase textbooks, supplies, equipment, personnel and training.

Inventories

1. The principal develops a yearly plan with input from the faculty and members of the school community. The plan includes the various resources (money, instructional materials, equipment, facilities, personnel) available to the school. The plan is connected to and supports the achievement of the Hawaii Content and Performance Standards and school wide learner outcomes.
2. A multi-year technology plan is developed by the Focus Group responsible for resources with input from all grade levels. This technology plan includes the maintenance and upgrading of hardware and software, networking and staff development and supports the achievement of the HCPS II.
3. Inventories are kept current and updated yearly.
4. The school leadership develops strategies for utilizing internal and external resources with input from the school staff.
5. There is collaborative involvement of all stakeholders in resource planning to ensure that available resources are allocated to support the school purpose/mission and the HCPS II and school wide learner outcomes.
6. School Quality Survey results - Teachers are involved in the planning of staff development but it seems that the teachers feel that the staff development was not sufficient enough in addressing our school-wide goals.
1. 40.8% of the teachers agree that effective changes in curriculum materials and instructional practices are coordinated and school wide.
2. 51.8% of the teachers agree that we have the equipment and materials needed to teach effectively. We need to survey our teachers as to what specific equipment and materials they require to teach effectively.
3. 32.6% of the teachers agree that staff development at our school is excellent and focused on our school wide goals.
4. 71.4% of the teachers agree that our teachers plan and help make decisions about matters that affect them. Teachers plan and help make decisions about budget, staff development and resource allocation.

· Mililani Uka has adopted the Focus on Learning process for decision making and planning for school improvement.

· The School Community Based Management Council represented by all stakeholders determines school policies.

· Currently, sufficient resources are available to sustain the school program.

· We need to determine how effective we are towards achieving our school’s goals.

· We need to establish a more formal monitoring system that measures student achievement of the standards.

· We need to have more effective management of existing equipment and resources.

The wide range of strategies is the mechanism by which parent and community involvement is established. Parents and community members are involved in school, during and after school hours.

Parent-Teacher Conferences

1. The school communicates with the parent/school community on a regular basis as required.
2. Parents and community members are kept up to date through the initiative of individuals, grade levels, teams or departments.
3. The school community is kept informed through a variety of means. For example, a school website is maintained to keep the school community informed about school policies, calendar of events, Hawaii Content and Performance Standards and school wide learner outcomes.
4. According to the School Quality Survey, our parents feel comfortable about their involvement with the school. 82% of the parents surveyed feel that the school keeps them informed about what goes on at the school compared to 5.9% who disagree. 80.6% of the parents surveyed feel that they and the school talk with one another openly and with respect, as opposed to 4.8% who disagree. 84.7% of the parents surveyed feel that the school encourages and welcomes parents to be involved in all kinds of ways. However, parents’ work schedule makes it hard for them to attend as many school activities as they would like (54.1%).

Regularly assess means assessing student progress at least yearly and as needed.

Stanford Achievement Test (SAT)

1. According to the 2000 Mililani Uka School Quality Survey, 48.2% of the teachers agree that administrators, teachers, and staff work together effectively to achieve our school’s goals. We conjecture that more than half of the staff either feels that the school does not work together effectively or is not sure. Also, 40.8% of the teachers agree that our school has an effective and ongoing way to examine the school’s progress toward accomplishing its goals.
2. Currently, the Board of Education mandated Hawaii Assessment Program is the only formal school wide monitoring mechanism utilized. The Stanford Achievement Test results and the soon to be Hawaii Assessment Program results are the only assessments that are reported to the public in the local media.
3. Student progress reports are sent home quarterly. The report card provides parents with information on their child’s grade level progress from quarter to quarter. The report card does not readily align itself to the Hawaii Content and Performance Standards and the school wide learner outcomes and does not state which standards/learner outcomes have/have not been met.
4. The School Status and Improvement Report is a public document that outlines our school’s progress. It is available for viewing by the public via a link on our school’s website.

· Mililani Uka has a high rate of parent and community involvement.

· We report to the public our students’ performance on the Hawaii Assessment Program.

· We need to establish a more formal monitoring system that measures student achievement of the standards and the effectiveness of achieving our school’s goals in order to report to our parents.

· The Student Progress Report to parents will reflect student achievement of the standards. It will show to what extent the student is meeting the Content Standards.

Our Vision, Purpose (Mission) and Beliefs are clearly stated and valued by all stakeholders. This was obtained through a collaborative effort by all segments and was reviewed again with all staff member last school year.

For the purpose of answering criterion question F2, we are defining school leadership to mean the administration, grade level chairpersons, and the SID focus group leaders. The leadership team which will guide/set parameters by which the school will be developing, implementing and sustaining a continuous improvement process that focuses on student’s achievement of the standards and the school wide learner outcomes. The school leadership will also facilitate/provide the necessary time (waiver/professional development days) and resources (financial, personnel) to support these initiatives.

2. The school leadership uses regularly scheduled meetings to provide guidelines for the overall operations of the school, updating the staff with information from the district and staff. Minutes from these meetings must be submitted to the principal.

Vision, School Purpose (Mission), and Belief are clearly stated and valued by all stakeholders.