2010 - Blue Ribbon Schools Program s34
2010 - Blue Ribbon Schools Program
Type of School: (Check all that apply) / []Charter / [X]Title I / []Magnet / []Choice
Name of Principal: Mrs. Ann Sugibayashi
Official School Name: Royal School
School Mailing Address:
1519 Queen Emma Street
Honolulu, HI 96813-2002
County: Honolulu State School Code Number*: 147
Telephone: (808) 587-4510 Fax: (808) 587-4518
Web site/URL: http://www.royal.k12.hi.us/E-mail:
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Ms. Kathryn Matayoshi
District Name: Honolulu Tel: (808) 586-3310
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Mr. Garrett Toguchi
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(School Board President‘s/Chairperson‘s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173
The signatures on the first page of this application certify that each of the statements below concerning the school‘s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2009-2010 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2004.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years, 2005, 2006, 2007, 2008 or 2009.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution‘s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATAAll data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: (per district designation) / 39 / Elementary schools (includes K-8)9 / Middle/Junior high schools
6 / High schools
1 / K-12 schools
55 / TOTAL
2. District Per Pupil Expenditure: 9876
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ X ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 6 Number of years the principal has been in her/his position at this school.
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 4 / 6 / 10 / 6 / 0
K / 35 / 29 / 64 / 7 / 0
1 / 38 / 31 / 69 / 8 / 0
2 / 31 / 21 / 52 / 9 / 0
3 / 29 / 28 / 57 / 10 / 0
4 / 26 / 20 / 46 / 11 / 0
5 / 30 / 24 / 54 / 12 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 352
6. Racial/ethnic composition of the school: / 0 / % American Indian or Alaska Native
43 / % Asian
2 / % Black or African American
3 / % Hispanic or Latino
22 / % Native Hawaiian or Other Pacific Islander
5 / % White
25 / % Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 14%
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1 until theend of the year. / 25
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 23
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 48
(4) / Total number of students in the school as of October 1. / 354
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.136
(6) / Amount in row (5) multiplied by 100. / 13.559
8. Limited English proficient students in the school: 28%
Total number limited English proficient 97
Number of languages represented: 14
Specify languages:
Vietnamese, Cantonese, Mandarin, Chuukese, Marshallese, Samoan, Filipino, Japanese, Korean, Arab, Thai, Palauan, Spanish, Pohnapeian
9. Students eligible for free/reduced-priced meals: 62%
Total number students who qualify: 220
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 13%
Total Number of Students Served: 46
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
8 / Autism / 1 / Orthopedic Impairment0 / Deafness / 2 / Other Health Impaired
0 / Deaf-Blindness / 19 / Specific Learning Disability
1 / Emotional Disturbance / 0 / Speech or Language Impairment
0 / Hearing Impairment / 0 / Traumatic Brain Injury
0 / Mental Retardation / 0 / Visual Impairment Including Blindness
0 / Multiple Disabilities / 15 / Developmentally Delayed
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of StaffFull-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 21 / 0
Special resource teachers/specialists / 0 / 0
Paraprofessionals / 8 / 8
Support staff / 5 / 0
Total number / 35 / 8
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 17 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
2008-2009 / 2007-2008 / 2006-2007 / 2005-2006 / 2004-2005Daily student attendance / 95% / 95% / 95% / 95% / 95%
Daily teacher attendance / 85% / 90% / 86% / 89% / 93%
Teacher turnover rate / 0% / 19% / 15% / 16% / 12%
Student dropout rate / 0% / 0% / 0% / 0% / 0%
Please provide all explanations below.
11. This is not a true reflection of the actual student-classroom teacher ratio as the total number of classroom teachers includes 6 special education teachers who preside over classrooms with much lower pupil count, thus lowering the student:teacher ratio.
13. Re Student dropout rate applies to middle/high schools. ÂRoyal School is an elementary school.
13. Daily teacher attendance for school years 2004-2008 were taken on the following dates:  Sept.1, 2004, Sept. 1, 2005, Sept. 1, 2006, Sept. 4, 2007, and Sept. 2, 2008.
13. Re: Teacher turnover - If a teacher did not come back to the school for the new school year, their separation was attributed to the prior school year (i.e. Teacher worked 04-05 SY, but transferred to another school for the 05-06 SY, separation attributed to the 04-05 SY). The numbers in parenthesis indicate the number of separations/number of filled positions for that school year.
2008/2009 = 0.00 (0/24); 2007/2008 = 0.19 (5/26); 2006/2007 = 0.15 (4/27); 2005/2006 = 0.16 (4/25), and 2004/2005 = 0.12 (3/26).
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2009 are doing as of the Fall 2009.
Graduating class sizeEnrolled in a 4-year college or university / 0 / %
Enrolled in a community college / 0 / %
Enrolled in vocational training / 0 / %
Found employment / 0 / %
Military service / 0 / %
Other (travel, staying home, etc.) / 0 / %
Unknown / 0 / %
Total / %
PART III - SUMMARY
Royal School enjoys a rich historic past with the distinction of being founded by King Kamehameha III in 1839 to educate the children of Hawaiian royalty.Originally known as The Chiefs' Children's School and situated on the grounds of Iolani Palace, the school serves the sixteen Ali'i (royal) children who were taught by missionary couple, Amos and Juliette Cooke. Subsequently, the school's name was changed to The Royal School in 1846 and relocated to its present location. We are the oldest public school on the island of Oahu, situated on 3 acres in downtown Honolulu.
King Kamehameha III envisioned that the education of the future monarchs of the Hawaiian kingdom would prepare them to rule with wisdom in a changing, complex world. 170 years later, our Vision "TOGETHER: SMARTER, BETTER, HIGHER" incorporates his wish to provide a learning environment where students learn and grow to be contributors to the community in a world that is more complex and ever-changing.
Today, Royal School is part of a community of government and commercial buildings, medical facilities and retail businesses. Our families reflect many ethnic, cultural, and socio-economic backgrounds, predominately low income, in a neighborhood that consists of older single family homes, condominiums, and apartment dwellings, including low-income rentals, transitional housing, and State housing units. In addition, we have been designated the elementary school for children who reside in the area's homeless shelter. We recognize the unique and wide ranging spectrum of needs in our diverse population and strive to build relationships that honor the cultural differences and provide for the educational needs of our students. We hold "Parent Community Networking Center" (PCNC)-sponsored coffee hours, annual reading and math nights, parent orientations, and encourage parent participation through volunteerism.We arrange for interpreters at parent meetings and school gatherings to facilitate parent understanding and collaboration that contributes to student achievement.
Student learning is reflected in the Hawaii State Assessment data over the past 7 years. We received Hawaii's Blue Ribbon recognition in 2003 and have earned Hawaii Distinguished School awards showing a consistent trend of increasing reading and math scores. We are a school that has met adequate yearly progress, thus earning and retaining the NCLB In Good Standing, Unconditional status. In 2007, Royal School received an award and recognitionfrom the Harold K.L. Castle Foundation for achieving a gain of at least 20 percentage points in the number of students who scored proficient or above on their 3rd grade reading scores. Subsequently, a Promising Practices Project case study was conducted on Royal School in 2008 to analyze and identify practices that contributed to our reading gains with the intent of sharing this information with other Hawaii schools.