Desires excellence

Respects others

Engages in meaningful work
Accepts everyone

Motivates everyone, everyday
Supports all in a safe environment

A comprehensive needs assessment was conducted by our staff and Site-based School Improvement Team. The following are the components of our comprehensive needs assessment:

• 2000-2001 Network 2000 Standard Bearer Assessment Report
• 2001 Test results
• 2000-2001 Harris Interactive Survey results from Discovery Primary & Endeavour Intermediate
• Parent Advisory Council feedback
• Site-Based School Improvement Team input and feedback

Needs identified through the Harris Interactive Survey:

• Students
  • Need for more engaging work
  • More technology integration
  • Improve quality of lunchroom food
• Staff
  • Recognition for a job well-done
  • Increase communication throughout the school community
  • Learning time protected from disruptions
  • Working on the Work
• Parents
  • Communication
    • Views when making decisions
    • Increased feedback on their child’s performance

Needs identified through achievement data:

• The state has established Reading and Math goals to be achieved in the 2004 4^th Grade Spring WASL. These goals are 56.3% of our students meeting the Math standard and 74.1% of our students meeting the Reading standard.

Needs identified through faculty and administration:

• Survey of staff regarding Standard Bearer Program.

Needs identified through Standard Bearer Assessment:

• Develop resources that connect staff development to WOW qualities. (S3)
• Initiate more involvement in protocols by staff members from different buildings, incorporating staff to teach staff. (S3)
• Continue to develop and use observation forms to enhance awareness of design qualities and student engagement with lessons. (S3)
• Involve classified staff in Standard Bearer training. (S2)
• Continue study groups, seminars, and staff development activities to define the need for change and establish the standard of work provided to students that we should strive to meet. (S1)

1. The 2001-2002 School Improvement Plan includes goals and objectives relative to standards 1-3 in the Fife School District Network 2000 project as well as plans for strategies and activities designed to address standards 4-6.
2. Adequate Progress for the 2001-2002 School Improvement Plan will be achieved when 3 of the 3 stated goals have been met.

FIFE SCHOOL DISTRICT STANDARD 1:

DEVELOPING A SHARED UNDERSTANDING OF THE NEED FOR CHANGE:

The members of the board of education, the superintendent, central office staff, principals, teacher leaders, leaders of parent organizations, and key community leaders have a common understanding of the nature of the problems and opportunities that confront the school district and base their decisions of these issues on a common body of fact and information.

Specific School Objective # 1: Hedden Elementary will increase parent and community awareness of relevant information regarding the condition of education in the community.

Established Need:

• Our standard bearer assessment last spring indicated that we needed to continue study groups, seminars and staff development activated to define the need for change and establish standards of work provided to students.
• 41% of Endeavour students expressed dissatisfaction with the food served in the lunchroom.

Strategy/Action Plan:

• Presentations to the community through the use of parent information nights, school board presentations.
• Written communication to constituents through Parent Newsletter, District Newsletter and Web site information.
• School contact with parents to share ‘good news’ about their students
• Student representatives will meet with our director of food services to work on lunch food concerns.

Evaluation Plan:

• Evaluation will consist of the completion of the Strategy/Action Plan.
• We will see a decrease of 10% in student dissatisfaction on the Harris Interactive Survey this spring.

Statement of Adequate Progress:

• Completion of 2 of the 3 strategies will be considered adequate progress.

FIFE SCHOOL DISTRICT NETWORK 2000 STANDARD 2:

DEVELOPING SHARED BELIEFS AND VISION:

The school district and its community develop within the local context a compelling vision of what schools can be and how schools should be related to the community-a vision capable of earning wide support in the school district and in the community and consistent with a set of well-articulated beliefs regarding the nature of schools and the schooling enterprise.

Specific School Objective: To create a mission statement for Hedden Elementary that is reflective of the culture and beliefs of our school community.

Established Need: Performance level 2.3 of Standard 2 states the need for the building to have a clearly articulated set of goals. As a new school it is essential that we articulate these effectively to our entire school community/

Strategy/Action Plan:

• Site based team and staff will work to write our school’s mission and beliefs.

Evaluation:

• We will have a mission statement.

Statement of Adequate Progress:

• Our mission statement will be posted in all classrooms and public areas.

FIFE SCHOOL DISTRICT STANDARD 3:

DEVELOPING A FOCUS ON STUDENTS AND ON THE QUALITY OF WORK PROVIDED TO STUDENTS

Throughout the school district there is a clear focus on students and on the quality of the work provided to students-work that students find interesting, challenging, and satisfying and that results in their learning what is expected by schools, parents, and the community.

Specific School Objective 1: Increase opportunities for and communication with parents regarding their child’s education.

Established Need:

• Areas of concern from parents on the Harris Interactive survey at Discovery and Endeavour last spring included.
  • Including their views when making decisions regarding their children.
  • Getting feedback on their child’s performance.

Strategy/Action Plan:

• Hold parent forums revolving around curriculum/instructional issues.
• Provide more communication from teachers regarding their student’s performance. (phone calls, post cards, etc.)

Evaluation Plan:

• Harris Interactive survey results and completion of the Strategy/Action Plan.

Statement of Adequate Progress:

• Harris Interactive survey will show a decrease in parent dissatisfaction from 17% to 14% on including their views when making a decision.
• Harris Interactive Survey will indicate less than 15% of parents dissatisfied with communication when their child does something well.

Specific School Objective 2: Students will be engaged in more meaningful work, including the integration of technology into their regular curriculum.

Established Need:

• Harris Interactive Survey of students at Endeavour Intermediate school in Spring 2001 indicated dissatisfaction with:
• Lack of technology integration (26.7% problem with computers meeting their needs; 30.8% problem with computers helping them learn; 44.5% problem with computers available when needed.

Strategy/Action Plan: A technology leader will work with students and staff to integrate technology into our regular curriculum and Standards of Learning. This model will provide instruction to students and staff development to staff/teachers. It will provide equity of access and a consistent program for all students.

• Use early dismissal days, staff meetings, and grade level meetings to focus on creating more meaningful work for students.
• Provide in-service to all teachers on the implementation of new math series.
• Provide opportunities for teachers to practice the use of protocols and descriptive reviews.
• Develop tools for teachers to assess levels of engagement.
• Continue to encourage the use of the ten design qualities and Standards of Learning in creating engaging lessons for students.

Evaluation Plan:

• Increase percentage of students meeting the standard in Math to 56.3% and in Reading to 70% by Spring 2002.
• Increase the percentage of students meeting the standard in Math to 60 and Reading to 79.5 by Spring 2004.
• Continue to improve our WASL scores in Writing and Listening.
• Ongoing assessment of student achievement using the CBM and Performance.com.
• Decrease of at least 10% in each of the identified areas of the Harris Interactive regarding technology.
• Movement of all staff member into the top two areas of our Standard Bearer Questionnaire regarding Protocols, Design Qualities and Measuring Student Engagement.

STANDARD 4: Developing Structures for Participatory Leadership

The district develops patterns of leadership and a structure of relationships such that teachers are leaders, principals are leaders of leaders, and all district level activity is focused on providing directions and support for schools.

STANDARD 5: Developing Structures for Results-Oriented Decision Making

The district develops a results-oriented management system and a quality-focused decision-making process that are consistent with the beliefs that guide the system and that ensure that the measures of quality conform with the requirements of those who provide support to students and the schools.

STANDARD 6: Developing Structures for Continuity

The district provides for stability in leadership, structure, and culture over time, including support for innovative efforts that produce desired results.

Established need: Based on the work done last year with Standards 1, 2, 3 during our first year in the Standard Bearer Network, we need to continue moving forward with Standards 4, 5, 6 in order to systemically improve the quality of the programs that we provide our students.

STRATEGIES AND ACTIVITIES RELATIVE TO STANDARDS 4,5,6:

• We will introduce standards 4,5,6 to staff during staff meetings and WOW early release days.
• We will communicate work being done on these standards to parents and community via school and district newsletters and web site information.

Standard 4:

• Expand existing developmental team, advisory boards, and site-based councils, including teachers, administrators, staff and parents.
• Develop a cadre of trainers from our developmental team members to provide Standard Bearer training at the building and district levels.

Standard 5:

• Strengthen existing site-based councils including parent membership component.
• Examine the goals and purpose of site-based teams to complement Standard Bearer work.
• Examine assessment and survey results and use information to guide system decisions.

Standard 6:

• Coordinate and develop staff induction programs.

Evaluation:

• Document members of the developmental team, advisory boards and site based councils
• Review agendas and/or minutes of Standard Bearer training
• Include parent involvement component in School Improvement Plan and District Strategic Plan
• Have a District Induction Program in place for new staff