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Prioritized Targeted Interventions for SY06-07

 

Identified below are the targeted interventions selected for SY06-07 to improve student and school performance. These interventions are based on the analysis of student data, including subgroups, other school data regarding systems performance and school operations, Board of education policies and federal and state statutes and regulations.

1. Targeted intervention-Goal 1

Align language arts and math curricula with HCPSIII while building grade level student assessments.

Rationale:

Student performance data shows that although student performance in reading is above state benchmark of 44% student performance in mathematics falls short by 7 percentage points. Language Arts and Mathematics programs that are aligned to the Hawaii Content and Performance Standards are in the initial stages of Implementation. Classroom observations and collaboration meetings help to monitor fidelity to the programs. Students are not able to articulate the meaning of the standards/benchmarks being taught and relate them to learning experiences. The use of the pacing maps is not consistent form one class to another within the same grade level.

2. Targeted Intervention-Goal 1

Ensure appropriate instruction to meet individual student needs by restructuring grade level programs and providing a system for remediation.

Rationale:

A study of classroom assessments and data submitted to the COre Committee show that the current heterogeneous grouping of students for language arts and mathematics results in inappropriate instruction for students perform well below grade level expectations. Opportunities for remediation are unique to each class and not sufficient to meet student needs.

3. Targeted Intervention-Goal 1

Improve school wide character education and reward programs so that they are aligned with the General Learned Outcomes.

Rationale:

Our current character education program is based on the 5 themes represented in the "Five R's' character educational program. Student recognition is based on the characteristics of a "Super raider'. each program functions independently from the other. Neither relate directly to the General Learner Outcomes.

4. Targeted Intervention-Goal 1

Improve school functions and procedures that promote positive parent participation, facilitate a shared interest in student achievement and create more opportunities for partnering with community members.

Rationale:

Although the majority of our parents express satisfaction with school, 50-75% of have attended open house during the last three years. Less than 10% of parents have attended meetings that explain Standards-Based report cards, student achievement on the Hawaii State Assessment, Academic and Financial Plans, School Community Councils, and the new math program. Only one parent expressed an interest in running for the School Community Council.

5. Targeted Intervention-Goal 2

Provide differentiated and effective instruction and support for all students, while improving system for monitoring and measuring program of students referred to Core Committee.

Rationale:

A study of the data produced by the Hawaii State Assessment shows that Adequate Yearly Progress was not met for SY 2004-2005 due to deficient scores in the Disadvantaged Youth subgroup of the math component. Supports targeted to individual learning needs that are aligned and supportive to the general curriculum are not being implemented consistently at all grade levels. The RFA process is in place, but the system for follow through and monitoring of student progress is not consistent. Opportunities for remediation are not sufficient.

6. Targeted Intervention-Goal 2

Provide more opportunities for students to develop skills that are embedded in the General Learner Outcomes while helping with the transition from home to school.

Rationale:

A study af attendance data shows that 95% of students are present and on time each day. Daily breakfast counts show that there are on a average, 200 students on campus before 7:30 a.m. Adult supervisors monitor the morning drop off routines, but do not provide supervised activities for the students. Early morning schedules do not make use of the opportunity to implement programs that support the General Learner Outcomes.

7. Targeted Intervention- Goal 2

Provide support for kindergarten students who do not meet proficiency in core subject areas.

Rationale:

A study of data provided by the trophies "pretest" for 1st grade shows that 30% of students are not meeting the entry level requirements for language arts.

8. Targeted Intervention-Goal 3

Develop and sustain a collaborative culture.

Rationale:

We have benefited from the fact that the majority of our teachers have been in the profession for more than 10 years. This wealth of knowledge and expertise needs to be utilized in building the capacity of those who are just beginning their careers in education. It is also extremely important that grade levels meet to discuss and curriculum alignment and mapping along with standards based instruction and assessments. Teachers have made great strides in aligning curricula horizontally. A comprehensive needs assessments shows that alignment is not at the same level of consistency form one grade to the next.

 

Home
Vision
Trend Report
Strategic Plan

Goal 1

Strategic Plan

Goal 2

Strategic Plan

Goal 3

Targeted Interventions
Academic Plan

Goal 1

Academic Plan

Goal 2

Academic Plan

Goal 3

Summary
Progress Report