Goal 1. Improve Student Achievement through Standards-Based Education

Strategic Actions

Performance Targets

1.

Refine standards-based aligned curriculum, instruction, and assessments to increase student achievement in reading and math proficiency for all students as well as target intervention for non-proficient students.

School-wide Hawaii State Assessment (HSA)-reading

School-wide Hawaii State Assessment (HSA)-math

2007:  78% proficient

2007:  51% proficient

2.

Develop and implement a school-wide template for student self- assessment on General Learner Outcomes (GLOs).

Percent of students who “usually” or “consistently” meet all the GLOs in the second status report to parents.

64%

3.      

Educate and involve parents and community members in standards-based education.

Percent of parents who attend parent/community meetings on standards-based education.

25%

Targeted Intervention

1.  Continue and refine implementation of K-5 standards-based

      language arts and math programs for all grade levels with explicit

      instruction of open-ended and  constructed response writing.

2.  For targeted non-proficient students, provide appropriate supports

     and interventions during the instructional day.

3.  Integrate the GLOs in daily classroom instruction.

Rationale

1.  In the Spring of 2005 the results of the Hawaii State Assessment (HSA), indicate that 76% of all the grade 4 students tested and 57% of all the grade 3 students tested were proficient in reading. The results reflect a need to implement best practices for students to develop and use comprehension strategies and to provide students weekly opportunities to construct good reading responses.

     In the Spring of 2005 the results of the Hawaii State Assessment (HSA), indicate that for reading, extended response section, the grade 5 students earned an average of 38% of the possible points and the grade 4 students earned an average of 46% of the points.  For the open ended    response section, the grade 5 students earned an average of 60% of the possible points, the grade 4 students earned an average of 41% of the points, and the grade 3 students earned an average of 60% of the possible points.  The grade 3 students earned an average of 48% on the short answer section.

     In the Spring of 2005 the results of the Hawaii State Assessment (HSA), indicate that about 2/3 of the students in grades 3-5 did not meet proficiency in mathematics. The results reflect a need to implement best practices for students to build conceptual math understanding, to use and develop strategies to solve problems, and to provide weekly opportunities to solve extended response items.

     In the Spring of 2005 Hawaii State Assessment (HSA) indicate that for the mathematics extended response section, the grade 5 students earned an average of 31% of the points, the grade 4 students earned an average of 44% of the points, and the grade 3 students earned an average of 45% of the points.

      We are concerned that certain subgroups are not meeting proficiency expectations.

2.  Based on the data collected at end of the fourth quarter in school year 2004-05, 52.6% of the students “consistently” or “usually” met the GLOs.  School year 2005-06 data to be collected.

3.  It is important for students to feel supported in school and at home.

Enabling Activities

Outcomes

a.      Initial

b.      Intermediate

Lead

Timeline

Cost

Resources

1.  Refine HCPS aligned

     curriculum  maps, pacing

     guides, and  standards

     based grading and 

     reporting for math,.

     science, social studies, and

     language arts  in grades

     K – 5

 a.  100% of the teachers implement with

      fidelity the grade level developed

      standards-based curriculum for math

      and language arts and give formative

      and summative assessments.

b.  75% of the students will demonstrate

     their achievement of the standards as

     measured by ongoing grade level

     formative and quarterly summative

     assessments.

Grade level teachers,

Administration,

Leadership Team

Quarterly assessments

$10,000

Professional development

2.  Implement on going grade

     level developed.

     assessments to determine

     students’ proficiency

     levels to the standards and

     to determine next

     instructional steps

a.  100% of the teachers will use

     formative  assessments to adjust the

     instruction to meet the  needs of all

     students in small group environment.

b.  75% of the students demonstrate

     progress toward meeting the

     standards on grade level end –of- the-

     unit assessments.

Grade level teachers,

Curriculum Coordinator,

Focus Group 1A

Monthly

/Quarterly

No cost

3a. Teachers will provide

      appropriate  instruction

      and interventions for the

      non-proficient students on

      a consistent basis in

      reading and math.

3b.Implement additional

     reading and math support

     for students who do not

     meet proficiency. Utilize

     developed guidelines   

      and procedures to identify

      students who need reading

      and math support

a.  100% of the teachers will provide

     reading and math support to targeted

    students.

b. 15% increase of the targeted students

     will meet proficiency as measured by

     the HSA for grades 3,  4, 5.

Grade level teachers, Counselors,

SSC, IRAs,

Administration

January 2006 – June 2007

$10,000

Safe-and Drug-Free Schools and Communities Act

4.  Deliver explicit instruction

     on constructed written

     responses as well as

     practice weekly with all

     students in grades K – 5

     for math  and language

     arts.

a.  100% of the teachers to implement

     specific strategies  to improve

     students’ constructed written

     responses.

b.  75% of the students will use the

     components of a well constructed

     written response on a consistent

     basis.

b.  75% of the students will use problem

     solving strategies  (i.e., TIPS -Think,

     Information, Plan, Solution) to solve

     an extended math response.

Grade level teachers

Focus Group 1A

Weekly

No Cost

5.  Provide opportunities for

     students in grades K-5 to

     self- or peer- assess

     constructed written

     responses using grade

     level response rubrics.

a.   100% of the teachers will involve

      students in self-and peer assessment.

b.   50% of the students will be able to

      self- or peer- assess constructed

      written responses using the grade

      level response rubrics on a weekly

      basis and adjust their personal goals.

Grade level teachers,

Focus Group 1A

July 2006 – June 2007

No

 cost

TOTALS/SUMMARY

$20,000

Goal 2. Provide comprehensive support for all students

Strategic Actions

Performance Targets

1.

Continue Comprehensive Student Support Services (CSSS) to support a positive and safe- learning environment. Maintain accurate data collection and provide appropriate services.

64% “usually or consistently” meet all General Learner Outcomes (GLO).

59% of students’ non-proficient in Reading according to the HSA, receives CSSS services.

47% of students non-proficient in Math according to the HSA receive CSSS services.

95% of students will receive Ho’opono recognition.

2.

Develop and implement a comprehensive character education program.

95% of students will participate in citizenship or service learning endeavors.

Targeted Intervention

Maintain accurate CSSS data and ensure that targeted students are receiving appropriate services.

Incorporate and strengthen the character education program into the standards based instruction and General Learner Outcomes (GLOs).

Rationale

Students require a safe, positive learning environment to support their opportunity to meet proficiency expectations and practice responsible citizenship. While 90% or more students have received Ho’opono recognition for demonstrating mutual respect by June 2005, only 52.6% “usually” or “consistently” met all GLOs. Additionally, 40% of the students participating in service learning, citizenship or community service endeavors were reported. We believe service learning is an important part of a student’s learning.

Enabling Activities

Outcomes

a.      Initial

b.      Intermediate

Lead

Timeline

Cost

Resources

1.  Continue to provide professional

     development time for student

     data analysis to assess student

     progress.

a.  Data analysis workshop participation

     by100% of the teachers for student

      identification and analysis (CSSS,

      Request for Assistance (RFA),

      Hawaii State Assessment (HSA). 

 b.   Each student’s folder (confidential

       and  cumulative) will be reviewed

       and utilized for instruction

       planning.

Principal, Student Services Coordinator (SSC), Counselors, Tech Coordinator

July 2006 – January 2007

Complex CSSS Resource Teacher (RT); RT Planning & Evaluation Branch

2.  Facilitate the provision of

     targeted interventions to

     identified students and monitor

     student progress.  Targeted

     intervention will be provided

     during or beyond the school day

     as appropriate.

a.  All teachers will assess student need,

     identify and link identified students

     with appropriate  services,  such as

     instructional adjustments 

     (differentiation), to meet students’

     needs.

b.  Students identified as non-proficient

      in math and reading (according to

      HSA scores) will be provided with

      targeted interventions to meet

      proficiency on the HSA.

b.  Effectiveness of the interventions 

     will be measured on the

     monthly/quarterly assessments.

Homeroom Teacher, Care Coordinator, SSC, Administra-tion,

Tech Coordinator

July 2006 – January 2007

$5,000

CSSS

3.  Guidelines and procedures have

     been developed (brochure) and

     communicated  to describe

     available student programs.

     Coordinate student programs

     for service learning and civic

     responsibility.

 a.   At least one school-wide service

      learning   opportunity provided for

      students per quarter.

 b.  Student participation data will reflect

      that 95% of the students participated

      in service  learning and civic

      responsibility.

Focus Group 2

No cost

4.a  Continue to implement and

       strengthen Positive Behavior

       Support Program this includes

       character education.

a.    100% of teachers will document

       students’ behavior daily.

b.    95% of students will be able to

        recite and demonstrate the “Egret

        Chant”.

b.  Less than 70% of the students will

     have 3 or  more tardies per quarter.

b.  Less than 7% of the students will

     have 9 or  more referrals by June

     2007.

b.  Less than 25% of the students will

     have 0-9 referrals by June 2007.

All staff

August 2006

Student Council

4b.  Coordinate student recognition

       program which emphasizes

       academic  achievement, safety,

       and respect for self, others, and

       community.

       ·Ho’opono recognition

       ·Ha’aheo/ Na Hoku recognition

Counselors, Student Council, Teachers

Quarterly

$2,000

supplies

Student Council

TOTALS/SUMMARY

$7,000

Goal 3. Continuously improve performance and quality

Strategic Actions

Performance Targets

1.

2.

3.

Support professional school-wide learning communities to ensure that standards-based curriculum and instruction is delivered with rigor and relevance.

Monitor the school’s progress in the implementation of the academic plan to continuously improve overall school’s performance and quality.

Maintain compliance with educational policy regulations and continuous improvement plans for quality assurance of educational processes, practices, and standards.

Highly qualified teachers

90% or higher

Parent satisfaction

80% or higher positive responses

Student satisfaction

85% or higher positive responses

Teacher satisfaction

90% or higher positive responses

Targeted Intervention

1.  Retain our professional learning team practices and structures to ensure

      that curriculum and instruction is rigorous and relevant.

Rationale

1.  Learning team collaboration allows teachers to discuss best

     instructional practices, curriculum alignment and pacing to

     ensure the Hawaii Content and  Performance Standards are met,

     and assessment strategies; all which directly impacts our

     students’ learning and achievement.

2.  Previous monitoring was based primarily on norm referenced

     tests. Using multi-source data including direct observation is

     critical in formulating appropriate interventions.

3.  Compliance with educational policy provides all students with a

     rigorous and relevant standards-based educational foundation.

Enabling Activities

Outcomes

a.      Initial

b.      Intermediate

Lead

Timeline

Cost

Resources

1.  Provide professional

     development in scheduled

     learning team collaboration

     meetings.

a.  100%  of our teachers will engage in

     learning team activities to continuously

     improve curriculum, instruction, and 

     assessment practices.

a.  100% of our teachers will implement

     their agreed  upon grade specific

      learning strategies and assessments.

b.  Refer to Goal 1 for more details on

      student impact.

Principal,

Focus Groups 1A, 1B, 1C

Quarterly

$15,000

 2.  Provide professional

      development in standards-

       based grading and reporting.

a.  Scheduled grade level learning team

      meetings to assess student work and

      address instructional assessment

      challenges.

b.  There will be a 15% increase in the

      number of students moving up a level

      of proficiency.

Grade level Teachers, 

Focus Group 1A, 1B, 1C

Quarterly

$6,000

Hui stipends

3.  Teachers will utilize learning

     team time to develop/refine

     grade level  rubrics and collect

     exemplars.

a.  100% of the teachers will follow

     through with and implement learning

      team agreements.

b.  95% of the students will utilize posted

      rubrics and exemplars to self-assess

      their work.

Grade level Teachers, 

Focus Group 1A,

Every other week

No cost

4.  Monitor agreed upon grade

     level  implementation of the

     Academic Plan by quarterly

     walk-throughs and classroom

     visitations to observe best

     practices.

a.  100% of our teachers will engage in

     agreed upon  implementation and use

     feedback to improve instructional

      practices.                 

b.  There will be a 15% increase in the

      number of students moving up a level

      of proficiency.

Principal,

Grade Level Teachers,

Leadership Team

Quarterly

No cost

TOTALS/SUMMARY

$21,000