Olomana School

Department of Education

Marcopolo

Board of Education
Hawaii State Teachers Association Logo

Hawaii State
Teachers Association

STANDARDS IMPLEMENTATION ACTION PLAN

School Years: 2004-2005,2005-2006,2006-2007

School/Department/Office: Olomana

Date: 6/2/04

Standards-Based Student Outcome Goal(s)/Cross Cutting Issue

Standards-Based Student Outcome Goal 1: Literacy through Reading and Writing.

The Olomana student will demonstrate the ability to communicate effectively through reading, writing and speaking.
• Read a variety of genres to reflect comprehension and complex thinking.
• Read to learn through different researching techniques to include technological resources.
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
• Develop writing skills and recognize opportunities to accomplish purposes through writing.
• Know what quality work looks like, and set high expectations for own writing.

GLO #1: The ability to be responsible for one's own learning. (Read, write and speak English proficiently)
GLO #3: The ability to be involved in complex thinking and problem solving.
GLO #4: The ability to recognize and produce quality performance and quality products.
GLO #6: The ability to be an effective communicator through the use of technology.

Annual Goals and Benchmarks

Year 1: Students who are at Olomana school for at least one semester will show improvement in reading and writing by one grade level or to his/her grade level. At the end of school year 2004-2005 70% of Olomana students will approach proficiency or show proficiency in reading and writing on the Hawaii State Assessment test.

Year 2: The same as Year 1 and carryover students will improve in addition to this goal, reading improvement by one grade level or to his/her grade level.

Year 3: Due to the transience of our neglected and delinquent population as well as our OYC population, we do not retain the same student population to see growth and change

Rationale:

Rationale: Students who are transferred to Olomana School show a high absentee rate at their home schools, are usually behind one grade level or more which often results in low reading and writing skills. In the years 2001-2004 82% of Olomana students were reading below grade level.

Hawaii State Assessment

Year 2003 test scores show that 17% of 8TH grade students performed well below proficiency and 67% approaches proficiency.

Year 2003 test scores show that 20% 10th grade student performed well below proficiency and 60% approaches proficiency.

Year 2003 writing scores reflect below average scores in all writing dimensions. Students scored between 1.5 to 2.28 points in a total of 5 for each writing dimension.

What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Standard Based Learning 1.a.Develop a school Wide reading improvement plan that incorporates the HCPS II Language Arts Standards. (OYC, HYCF and DH sites can develop plans that are tailored to the needs of the students at their sites)
	Establish benchmarks for oral reading fluency and reading comprehension for each grade level Create remedial reading classes for struggling readers	Reading teacher positions, State and District resource teachers,Priorities in the school budget- reading vocational/guidance, General state funds: Title 1- Neglected & Delinquent	Reallocating existing resources: Grants Partnerships with businesses Federal source:" No Child Left Behind" Acquiring new resources:	1. School has established a school-wide reading program- ARP 2. Olomana has established a reading program Orton Gilingham for AT- Promise students. 3. School established school wide Gates test (except DH-Botel)	Multiple measures including pre-assessment: STAR, Gates-MacGinitie, ARP Diagnostic reports, Botel Word Opposites Reading Inventory	Reading Work Force, All Classroom Teachers, Administrators, Reading teachers, Librarian, PTTs, EAs	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
2.Develop and implement reading strategies across the curriculum
	Establish reading strategies for content reading, e.g., reading aloud, building vocabulary, and improving reading comprehension in the content areas	In-service teachers, EAs and PTTs on effective reading strategies that target oral reading to include fluency and reading comprehension	Reallocating existing resources: Reading teacher positions, State and District resource teachers, Priorities in the school budget- reading vocational/guidance, General state funds: Title 1- Neglected & Delinquent Acquiring new resources:	SDRT (Stanford Diagnostic Reading Test) Gates MacGinitie Reading Assessment. Teacher feedback log and progress report	Multiple measures including pre-assessment: STAR, Gates MacGinitie, ARP Diagnostic reports, Botel Word Opposites Reading Inventory	Writing Work Force, All Classroom Teachers	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
3.Align core curriculum to standards.
3.Align core curriculum to standards.	Alignment of standards to core courses and grade. Develop and implement writing instruction process Develop and implement standards based units.	Train teachers to use effective reading programs eg. Orton-Gillingham method, Laubach. Staff in- services on developing standard -based units	Reallocating existing resources: Meeting time Assistance from resource staff Classroom teachers from content areas Tech. equip and supplies. Sub days/PD days Use toolkit provided by DOE Acquiring new resources:	1. In service by Tech Dept aligning standards to technical education standards. 2.Standard Based units that include writing.	Number of computers increased to accommodate more students to use library. Librarian working with students to produce a student newspaper.	All Classroom Teachers Administrators Librarian PTTs EAs	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
4. Develop and implement writing instruction process.
4. Develop and implement writing instruction process.	Investigate and develop and writing program that will assist students in meeting standards.	Provide staff training and time to develop writing program	Reallocating existing resources: Grants Partnership with business. Federal Source-NCLB funds District In-service and Workshops Acquiring new resources:	Standard Based units that include writing. Posters, visual aids to display school’s writing goals, processes, and outcomes in all classrooms.	Students are encouraged to continue to contribute articles to the newspaper to improve their writing skills. Standards- based Progress report card for OYC to reflect Learning Skills through the General Learner Outcomes Walkthrough tool School-wide portfolios Hawaii State Assessment	Librarian Curriculum Work Force Chairs SID Curriculum Work Forces SID Assessment Team	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Develop a school-wide rubrics assessment to measure writing skills to address all the content areas standards using HCPS II rubrics assessment.
	Implement standard based units incorporating writing to demonstrate student achievement of standards across curriculum.	Provide staff training and time to develop writing rubrics.	Reallocating existing resources: Grants Partnership with business. Federal Source-NCLB funds District In-service and Workshops Acquiring new resources: Grants Partnership with business. Federal Source-NCLB funds District In-service and Workshops	School-wide writing rubrics to evaluate students' writing.	Standard Based units that utilizes writing rubics.	Curriculum Work Force Chairs SID Curriculum Work Forces SID Assessment Team	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
6.Establish a process to monitor ESLL students.
6.Establish a process to monitor ESLL students.	1) Assesses all potential ESLL students within 20 days. 2) Determine program placement for the students based on LAS test scores. 3) Provide ESLL services for NEP and LEP students. 4) Additional help given to ESLL students in reading skills. (Orton-Gillingham) 5.Inservice on administrating the scoring the assessment. 6.ESLL teacher attend ESLL workshops to keep abreast with accommodation and modification and reading strategies	ESLL teacher attend ESLL workshops to keep abreast with accommodation and modification strategies to implement standards-based curriculum.	Reallocating existing resources: Acquiring new resources: Provide time and support for ESLL teacher to conduct LAS Oral, LAS, Read & Write Tests monitoring Status Report and ESLL Staff Development Record. ESLL District Resource teacher	EDF data 2004 LAS Oral Test, LAS Read/Write	1) Completed EDF submitted to District and State in a timely manner. 2.Updated Status Report Form 2) ESLL students attend remedial class taught by trained Orton-Gillingham teacher.	ESLL Teacher, All Teachers, SID assessment team, Counselors, Registrar,	SY2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Quality Student Support 1. Create a differentiated environment in which students demonstrate learning of standards based curriculum. 2.Develop a student database to include attendance, Gates, ARP, information that is disaggregated by students population such as SPED, ESL and 504
	Look at redefining the school day to allow for reading instruction to include remedial reading classes and the creation of after school programs to address the reading needs of students.	In-service teachers, EAs and PTTs on effective reading strategies that target oral reading to include fluency and reading comprehension.	Reallocating existing resources: Reading teacher positions, State and District resource teachers, Priorities in the school budget- reading vocational/guidance, General state funds; Title 1- Neglected & Delinquent Acquiring new resources: Grants Partnerships with businesses Federal source:" No Child Left Behind	Classroom projects. Power-point presentations	Multiple measures including pre-assessment: STAR, Gates MacGinitie, ARP Diagnostic reports, Botel Word Opposites Reading Inventory	Reading Cadre, All teachers, Administrators, Reading teachers, Librarian, PTTs, EAs	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Develop a student database to include attendance, Gates, ARP, information that is disaggregated by students population such as SPED, ESL and 504
	SID assessment team and Title I transition teams Investigate as to how a database can be set up at school level to collect data.	SID work force chairs to meet during the summer of ’04 to plan standards-based curriculum support in classrooms.	Reallocating existing resources: Reading teacher positions, State and District resource teachers, Priorities in the school budget- reading vocational/guidance, General state funds; Title 1- Neglected & Delinquent Acquiring new resources: Grants Partnerships with businesses Federal source:" No Child Left Behind"	CSSS report Title I report Transition team minutes	CSSS report Title I report	SID assessment team, Registrar, All Reading Teachers, Llibrarian, ESLL Coordinator, designated EA’s, & PTT’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Develop a database Lotus Notes to update professional development classes for CSSS/ESL
	Investigate as to how a database will be set up to collect University courses and PD classes and at school level.	Regular tech. support in-service training for teachers to report data.	Reallocating existing resources: Acquiring new resources: District Tech support	Creation of Database	Database	Tech Coordinator CSSS Coordinator ESL Coordinator	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Professional and Capacity of the System. Coordinate staff development that is closely aligned to the standards to continue to promote student achievement.
	Professional Development days (4) designed around the SID action plan. Every 3rd Wednesday of the month set aside for meeting to articulate and monitor the SID action plan.	SID work force chairs to meet during the summer of ’04 to plan standards-based curriculum support in classrooms.	Reallocating existing resources: Grants Partnerships with businesses Federal source:" No Child Left Behind" Acquiring new resources:	SID meeting minutes Transition Team meeting minutes	School Quality Survey HOUSSE	Administration SID curriculum work force chairs SID work force curriculum teams All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Coordinated Team Work,br> 1. SID Team continue to facilitate implement SID at the school level to focus on student achievement by participating , shared accountability and student learning.
	Every 3rd Wednesday of the month set aside for meeting to articulate and monitor the SID action plan	SID work force chairs to meet during the summer of ’04 to plan standards-based curriculum support in classrooms.	Reallocating existing resources: Title I – Neglected and Delinquent Funds Acquiring new resources: Grants Partnerships with businesses Federal source:" No Child Left Behind"	SID meeting minutes Transition Team meeting minutes	School Quality Survey HOUSSE	Administration SID curriculum work force chairs SID work force curriculum teams All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
2. Develop and implement a data collection system that drives the school SID to utilized data for various reports and grants.
	Monthly Wednesday meetings set aside for articulation of the SID, Peer Reviews, and transitions.	SID work force chairs to meet during the summer of ’04 to plan standards-based curriculum support in classrooms. Regular Tech Support in-service training for teachers to report data.	Reallocating existing resources: Reallocating existing resources: Title I – Neglected and Delinquent Funds Acquiring new resources: Reallocating existing resources: Title I – Neglected and Delinquent Funds Acquiring new resources: Grants Partnerships with businesses Federal source:" No Child Left Behind"	SID meeting minutes Transition Team meeting minutes	School Quality Survey HOUSSE	Administration SID curriculum work force chairs SID work force curriculum teams All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
3. Budget-Develop a process to allocate resources for the five sites.
	Create a document to show budget process and its allocation.	Regular tech. support in-service training for teachers to report data.	Reallocating existing resources: Title I – Neglected and Delinquent Funds District Funds SPED Funds ESLL Funds Acquiring new resources: Grants	Budget Report	Budget Report	Administrator Teacher-in-Charge SASA Tech. Coordinator	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Responsiveness of the System Improve parent & community involvement through programs and activities to support student learning. Coordinate activities with PCNC to involve parent participation and communicate students’ progress
	Literacy Tutor Program Volunteer Reading Assistance Through Senior Volunteer Program (RSVP)	PCNC to attend District workshops.	Reallocating existing resources: Title I – Neglected and Delinquent Funds Acquiring new resources: Grants	Parent Surveys Community Letters	School Quality Survey PCNC Parent –Community Surveys	Administrators, SID work force teams, PCNC and transition teams	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Focused and Sustained Action 1.Establish a system to monitor implementation of the action plans for continuous improvement.
	Every 3rd Wednesday of the month set aside for meeting to articulate and monitor the SID action plan.	In-service teachers, EAs and PTTs on effective reading strategies that target oral reading to include fluency and reading comprehension.	Reallocating existing resources: Title I – Neglected and Delinquent Funds Acquiring new resources:	SID meeting minutes Transition Team meeting minutes Peer review schedules	Multiple measures including pre-assessment: STAR, Gates MacGinitie, ARP Diagnostic reports, Botel Word Opposites Reading Inventory	Administration SID curriculum work force chairs SID work force curriculum teams All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
2.Continue to refine school improvement plan by various form of communication with various role groups.
	Monthly Wednesday meetings set aside for articulation of the SID, Peer Reviews, and transitions.	SID work force chairs to meet during the summer of ’04 to plan standards-based curriculum support in classrooms	Reallocating existing resources: Title 1 Neglected and Delinquent funds Acquiring new resources:		Post testing on the STAR and gates MacGinitie		Sy2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
3. Establish process for intake of SPED students into system with seamless continuation of services and support.
	Title I Transition team to meet once a month to discuss transitions and services. Peer Review’s every 1st and 4th month of the year	Continuous in-service for SPED teachers to update on IDEA changes and tech support for ISPED.	Reallocating existing resources: District SPED funds ESLL funds Acquiring new resources:	Transition team minutes SID assessment team minutes Peer Reviews	CSSS report Title I Neglected and Delinquent report Child Count Internal Review Created a system for SPED files for focused articulation and monitoring of SPED services	Administration, SID work force teams and transition teams Registrar Counselors Tech Coordinator Ancillary Support SPED team (Peer review) Title I Transition Team	SY 2004-2007

STANDARDS IMPLEMENTATION ACTION PLAN

School Years: 2004-2005, 2005-2006, 2006-2007

School/Department/Office: Olomana School

Date: 6/2/04

Standards-Based Student Outcome Goal(s)/Cross Cutting Issue

The Olomana student will demonstrate the ability to make appropriate life decisions and choices.

• Develop the knowledge, skills and attitudes to design, modify, use and apply technology to become a technological problem solver.
• Use technology as tools to process data and report results and further enhance Math skills.
• Develop self- knowledge; explore different educational, career, and life options available.
• Develop knowledge and understanding of how individuals grow and develop over the life span within the context of various family and community systems.

GLO #1: The ability to be responsible for one's own learning. (Make appropriate life decisions and choices.)
GLO #2: The understanding that it is essential for human beings to work together. GLO #4: The ability to recognize and produce quality performance and quality products.
GLO #6: The ability to be an effective communicator through the use of technology.

Annual Goals and Benchmarks

Year 1: Students will improve by 30% their knowledge of life skills and career planning as measured by pre and posttests.

Year 2: Same as Year 1 because of the transient nature of the Olomana student population, and the anticipated influx of new students.

Year 3: Same as Year 1 because of the transient nature of the Olomana student population, and the anticipated influx of new students. Olomana School does not retain the same student population to see growth and change.

Rationale:

Rationale: Olomana students are all "at-risk" students (CSAP or Special Ed) who are deficient in appropriate life skills and career awareness. Students are at Olomana because of their failure to make good choices in their lives. They need to be exposed to the community so that they will become responsible members of the community. As stated in the "Quality Student Support" section, these are limited options for students who have difficulty succeeding in the traditional school setting. 52% of Olomana students perform well below grade level for math. We need to include project-based, hands-on learning to enhance the learning experience and to better prepare and train these students for success in their future life.

Hawaii State Assessment:

Year 2003 test scores show that 75% of 8TH grade students performed well below proficiency and 25% approaches proficiency.

Year 2003 test scores show that 29% 10th grade student performed well below proficiency and 71% approaches proficiency.

What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
Standard Based Learning 1. The modeling and practice of interpersonal skills and self-awareness school-wide.
	Emphasize collaborative and cooperative activities through both curricular and extra-curricular activities.	Staff time to work in teams on developing the program. In-service on the Career and Life Skills Content Standards (HCPS II) In-service on community-based programs.	Reallocating existing resources: Staff development days; Businesses: hotels, restaurants; Resource teachers; Teacher position for career development; Grants; Tobacco Settlement money Acquiring new resources:	March 15, 2003. Student representatives from Olomana School attend the first annual Service Learning Conference. The students were on a panel of students who spoke on how service-learning impacted their lives	Classroom observation (see school website) Pre and post tests of life skills, career interest inventories	Administration SID curriculum work force chairs SID work force curriculum teams SID Positive School Climate & Technology Work Force Chairs Tech. Coordinator All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead	Timeline
2. Create opportunities for students to create and or design career planning document.
	Incorporating school-wide portfolios for each student. One period of school day set aside to work on school-wide portfolio	Planning and Collaboration Day in SY ’04-05 will focus on school-wide portfolios	Reallocating existing resources: Carl Perkins grant Acquiring new resources:	Student projects, presentations, products Planning and Collaboration Day Agenda and Evaluation.	School-wide portfolio prototype created Feb. ’03 and April ’03 Planning and Collaboration days	Administration SID curriculum work force chairs SID work force curriculum teams SID Positive School Climate & Technology Work Force Chairs Tech. Coordinator All teachers, PTT’s, EA’s	SY 2004-2007
What to change or implement	Enabling Activities	How to change or implement
What to change or implement	Enabling Activities	Professional Development	Resources (human, money, time, facilities)	Documentation	Assessment (evidence)	Person(s) taking the lead