strategic plan

Konawaena High School

Strategic Plan (2005-2008)

Goal #1: Improve Student Achievement through Standards-Based Education

Objectives:

1.1 Require standards-based teaching and learning in all classrooms

1.2 Ensure proficiency in reading, mathematics, and science

1.3 Ensure all students demonstrate the six General Learner Outcomes

1.4 Coordinate parents and other resources to achieve effective, standards-based education

Measure	Baseline	Annual Benchmarks
1. Increase the percent of ninth graders earning the minimum five credits for promotion, in their first year of high school	83% of ninth grade students who were promoted for SY 2003	79.9% promoted in 2005 81.9% promoted in 2006 85.0% promoted in 2007
2. Increase the percent of grade 12 students who graduate with a diploma	82% graduated in SY2003-2004 84.3% graduated in SY 2004-2005	84.3% of grade 12 students graduating in SY2005 86.7% of grade 12 students graduating in SY2006 89.1% of grade 12 students graduating in SY 2007
3. Increase the percent of grade 11 students passing the UH’s placement exam (Compass Test) to determine need for remediation.	Data from University system not currently updated.	School will increase success by 6% annually.
4. Increase the percent of students attaining proficiency in reading on statewide assessments.	Percent of students in grades 3, 5, 8, and 10 who were proficient in reading, on the spring 2004 Hawaii State Assessment.	42% proficient in SY 2005 50% proficient in SY 2006 58% proficient in SY 2007
5. Increase the percent of the students attaining proficiency in mathematics on state-wide assessments	Percent of students in grades 3, 5, 8, and 10 who were proficient mathematics, on the spring 2004 Hawaii State Assessment.	23% proficient in 2005 34% proficient in 2006 44% proficient in 2007
6. Increase the percent of parents who report assisting students in achieving the standards on the School Quality Survey.	Percent of parents reporting assisting their child in achieving the standards on the SY 2006 School Quality Survey.
7. Increase the number of parents who attend parent/community conferences, forums, meetings, and/or workshops on standards-based education.	Number reported on reconfigured Parent and Community Networking Centers’ survey in SY 2006.	This data not currently organized and collected. Will begin with SY 2006-2007.

Prioritized Strategic Actions

2005-2006	2006-2007	2007-2008
Implement standards-based instruction that focuses on rigor, relevance and relationships.	Review pacing and alignment of curriculum with HCPS III including the alignment of alternative programs.	Improve standards based instruction through continuous inquiry and sustained investigations into the relationship between teaching and learning.
Begin implementation of 9^th grade shared students (house) with English and Social Studies. Focus on reading by establishing a ninth grade reading program. Focus on math by establishing a math workshop course.	Expand house concept by including all 9th graders and including science in the schedule. Revise reading and math programs. Assess success and consider feasibility of continuing similar support as students move up to 10^th grade.	Continue to monitor and improve 9^th programs. Support looping and other strategies for 10^th (and 11^th) graders as determined by end of SY 06-07 assessment.
Review use of assessments in all classes to drive and inform instruction. Continue rubric and assessment training in preparation for SB report card.	Implement standards-based grading and reporting and student-involved assessment strategies.	Continue to support reporting and assessment strategies for all teachers in all subjects.
Implement annual assessments in reading and math. Use data from feeder schools for incoming ninth grade.	Review annual assessments. Insure the use of student self-assessment in process and its connection to the standards-based report card.	Ongoing implementation. Continue to refine and collect data from feeder schools. Revisit complex-wide curricular alignment and supports.

Clarifying Comments:

Walkthrough data revealed lack of classroom rigor and student engagement. Going through the Tony Wagner process helped the administration and school refocus on hat is important. Academic rigor in classes.
Although curriculum was aligned to HCPS II, practices and instruction will need to be reviewed for alignment to HCPS III
Grading still tends toward the traditional. The school must move forward with the impending implementation of the standards-based report card.
Data shows that almost 1 out of every 3 freshmen do not receive the credits to become 10^th graders. Data has shown we are not doing a good job of transition, hence the move to common teachers with common prep periods.
Data reveals the need for reading and math remediation.
As a complex, we have adopted rigor, relevance and relationships as a focus area. We need to continue faculty discussions that empower teachers to reflect upon and improve the relationship between teaching and learning.

Konawaena High School

Strategic Plan (2005-2008)

Goal #2: Provide comprehensive support for all students

Objectives:

2.1 Provide the social, emotional, and physical environments that address student safety and well-being.

2.2 Nurture our children into becoming caring, contributing, and ethical practitioners of a democratic society

Measure	Baseline	Annual Benchmarks
1. Increase the daily attendance	Student attendance for SY03-04 - 90.4	94.8 Attendance in 2005 95.0 Attendance in 2006 95.0 Attendance in 2007
2. Increase the % of students reporting they feel safe at school	Positive responses on SQS for SY03-04 – Students 36% Parents 30% Teachers 57%	Increase by 20% each year
3. Increase the percent of students receiving CSSS because of non-proficiency results on the Hawaii State Assessment. Increase the percent/number of students receiving a “usually” or “consistently” rating on all General Learner Outcomes in the second Status Report to parents	Percent of students receiving CSSS because of non-proficiency results on the Hawaii State Assessment.	Increase services by 12% or better each year.
4. Increase the percent of students involved in service learning.	Percent of students reporting service learning in SY 2004-2005: 41 projects reported
5. Increase the number of students participating in Kids Voting.	Students participating in SY 2004-2005: 217 (23%)	Increase participation by 10% of the total student enrollment each year

Prioritized Strategic Actions

2005-2006	2006-2007	2007-2008
Implement GLOs into lessons and expectations.	All course syllabi will include and address GLOs. Begin to design student GLO portfolios.	Monitor and modify for continuous improvement.
Begin GO program (GLO Based) with pilot group of 9^th graders. Teacher training on anti-bullying program (PBS).	GO program expanded for all 9^th graders. Implementation of anti-bullying for 9^th and 11 grades.	GLO assessments in place for standards-based report card.
Begin formulating plan of inter-school transitions with complex principals	Implement talk with feeder school on performance, curriculum etc. to improve transition for incoming 9^th graders.	Revisit and improve system to provide further support for smoother transitions between schools.
Initiate full-time reading program teacher.	Expand the use of reading strategies through the development of a comprehensive approach to teaching reading to freshmen. (also addressed in Goal 1)	Include 10^th grade reading support system.

Clarifying Comments:

The school has concluded that we need to focus on making a student’s 9^th grade year the most important year.
The school recognizes the need to continue supporting students beyond their freshman year.
School data shows 9^th graders are the cause of the majority of behavior referrals. A school-wide character/behavior expectation program is necessary.
Acronym RESPECT to represent GLOs was developed by staff last year.
Data shows need of clarified school expectations. GLO and GO programs will provide the foundation for a revisit of school-wide behavior expectations.
A Focus on 9^th and 11^th grades each year for two years will have the entire student body trained by the end of the second year.

Konawaena High School

Strategic Plan (2005-2008)

Goal #3: Continuously improve performance and quality

Objectives:

3.1 Continuously improve student performance

3.2 Continuously improve school quality

3.3 Continuously improve system quality

Measure	Baseline	Annual Benchmarks
1. Increase the number of Advanced Placement exam results with a 3 or higher.	Percent of students receiving a 3 or higher on AP exams in SY 2005: 38% ( 15 out of 40)	38% in 2005 50% in 2006 65% in 2007
2. Increase the number of students participating in “Running Start.”	West Hawaii Community College	15 in 2005 20 in 2006 25 in 2007
3. Increase the percent of classes taught by highly qualified teachers.	Percent of classes taught by highly qualified teachers in SY 2002: 65%	N/A in 2005 School’s goal is 85% by 2008. 72% in 2006 79% in 2007
4. Increase the percent of parents reporting satisfaction with their school on the biennial School Quality Survey.	Percent positive and neutral responses to satisfaction dimension items (SY 2003):	N/A in 2005 School will increase by 5% annually. 40% in 2006 45% in 2007
5. Increase the number of teachers at a school 5+ years	Percent of teachers 5+ years at Konawaena High School SY 2003-4: 45%	40% in 2005 45% in 2006 50% in 2007
6. Increase the percent of teachers reporting satisfaction on the School Quality Survey.	Percent of positive and neutral responses to responsiveness dimension items SY 2003: 69%	School will increase by 10% annually

Prioritized Strategic Actions

2005-2006	2006-2007	2007-2008
Develop a plan for student outcome data to be collected and analyzed to improve teaching and learning	Refine both procedure and dissemination systems. Begin to analyze data as a school-complex.	Refine professional development based on school and complex data analysis.
Create a communication system between stakeholders to support student achievement.	Refine communication process; expand communication system to include parent education and focus groups.	Establish parent center for after/during school programs, assistance and standards-based classroom support.
Develop a mentoring program for new teachers.	Pursue district resources for new teacher inservices. Explore possibility of including all new teachers in the complex	Open mentoring program to all staff members regardless of status as needed.

Clarifying Comments:

The accreditation process began our formalization of learning communities. We plan to utilize learning community practices as we analyze data and mentor teachers for improved teaching and learning.
Expand the teacher mentoring program to all teachers to encourage and positively impact the quality of instruction school-wide.
High school parents have different roles in the involvement with their child’s learning. We cannot limit parent involvement to having them help with their child’s academic work. We realize that not all parents have the educational background needed to assist with high school class work. Therefore, we are taking another route in establishing a parent center built around the concept of parent efficacy. This will result in authentic parent support of our school.
Our AP courses have been diverse but scores tend to be low. With the loss of funds, we need to find alternative ways of providing a diverse differentiated curriculum that addresses students at all levels. The inclusion of the NOVA Net program is one alternative.
A developed parent center may begin to encourage high school parents to assist in a greater capacity with their child’s learning outside of the school day.