Relative Risk of Violence Among Department of Defense Connected Students in Hawai'i Schools: Report with Appendixes

DOCUMENT RESUME

ED 444 081 CG 030 231

AUTHOR Berg, Stephen R.; Berg, Kathleen F. TITLE Relative Risk of Violence among Department of Defense Connected Students in Hawai'i Schools: Report with Appendixes. INSTITUTION Hawaii Univ., Manoa. Curriculum Research and Development Group. SPONS AGENCY Office of Elementary and Secondary Education (ED), Washington, DC. Safe and Drug Free Schools Program. PUB DATE 2000-03-00 NOTE 381p.; For a copy of this report without appendixes, see CG 030 232. "With support from the George Washington University Hamilton Fish National Institute on School and Community Violence, GWU project number AE16200." CONTRACT 97-MU-FX-K012 PUB TYPE Numerical/Quantitative Data (110) Reports Research (143) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS *Behavior Problems; Elementary Secondary Education; *Military Personnel; *Predictor Variables; Tables (Data); *Violence IDENTIFIERS *Department of Defense; *Hawaii

ABSTRACT This study was undertaken to determine the relative risk of violence among students attending Hawaii schools with higher proportions of children of Department of Defense (DOD) personnel. Approximately 12% of the total public school enrollment of nearly 190,000 students is DOD connected. Forty-eight schools (8 high schools, 8 intermediates, and 32 elementary schools) enroll about 95% of the military dependents and nearly 80% of all federal departments in Hawaii public schools. Data for these 48 schools were analyzed and means compared to statewide averages for the past 3 school years on indicators and variables related to risk ofdisorder and violence. These included measures of socioeconomic status, limited English proficiency, attendance, graduation, student perceptions of home-school relations and learning climate, and the rates of commission of six categories of offenses leading to suspensions. The most salient risk factor for disorder and violence for DOD-connected students and for most students in Hawaii is large school size. On most measures, the schools with high percentages of DOD dependents compared favorably with statewide averages for comparable schools. Exceptions were drug offenses related to smoking cigarettes. Appendix A is "Federally Connected Pupils by School and Employing Agency"; Appendix B is "Hawaii Public High Schools, Intermediate and Middle Schools, and Elementary Schools Ordered by Percent Enrollment Military in School Year 1997-98"; Appendix C is "School Status Report for School Year 1997 -98 for the Hawaii High Schools, Intermediate and Middle Schools, and Elementary Schoolswith the Highest Percentages of Department of Defense Dependents Enrolled"; Appendix D is "Tables from the Hawaii State Department of Business,Economic Development, & Tourism"; and Appendix E is "Selected Newspaper Articlesfrom 'The Honolulu Advertiser.'" (Contains 16 references.) (MKA)

Reproductions supplied by EDRS are the best that can be made from the original document. 00

Relative Risk of Violence Among Department of Defense Connected Students in Hawail. Schools

Report with Appendixes

Stephen R. Berg, Hawaii Pacific University Kathleen F. Berg, University of Hawai`i at Manow

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

'This report was produced by the University of Hawai` i Curriculum Research & Development Group as part of the Hawai` i Informed Prevention System, a project funded by the U.S. Department of Education Safe and Drug-Free Schools Program, and with support from The George Washington University Hamilton Fish National Institute on School and Community Violence, grant number 97 -MU -FX K012, GWU project number AE16200.

BEST COPY AVAILABLE 2_ March 2000 Relative Risk of Violence Among Department of Defense Connected Students in Hawai`i Schools

Stephen R. Berg, Hawaii Pacific University Kathleen F. Berg, University of Hawai`i at Manoa

Abstract

This study was undertaken to determine the relative risk of violence among students attending Hawaiì schools with higher proportions of children of Department of Defense (DOD) personnel. Approximately 12% of the total public school enrollment of nearly 190,000 students is DOD connected. Forty-eight schools (8 high schools, 8 intermediates, and 32 elementary schools) enroll about 95% of the military dependents and nearly 80% of all federal dependents in Hawaiì public schools. Data for these 48 schools were analyzed and means compared to statewide averages for the past 3 school years on indicators and variables related to risk of disorder and violence. These included measures of SES, limited English proficiency, attendance, graduation, student perceptions of home-school relations and learning climate, and the rates of commission of six categories of offenses leading to suspensions. The most salient risk factor for disorder and violence for DOD-connected students, and for most students in Hawaii, is large school size. On most other measures, the schools with high percentages of DOD dependents compared favorably with statewide averages for comparable schools. Exceptions were drug offenses related to smoking cigarettes, where rates at several high schools exceeded the state mean, and student perceptions of their schools' home-school relations and learning climates, which were some of the least positive in the state. Although schools with high proportions of DOD-connected students appeared to be no more at risk for violence than students in other public schools in Hawaiì, statewide indicators, such as those from the Hawaiì Youth Risk Behavior Surveys, show that some risks for disorder and violence are relatively greater in Hawaiì than in other U.S. middle and high schools. Of particular concern are Hawaiì students' relatively high rates of reporting risk behaviors related to unsafe school campusesphysical fights, property damage and theft, early marijuana use, alcohol and marijuana use on school property, and the availability on school property of illegal drugs.*

*This report was produced by the University of Hawai`i Curriculum Research & Development Group as part of the Hawai`i Informed Prevention System, a project funded by the U.S. Department of Education Safe and Drug-Free Schools Program, and with support from The George Washington University Hamilton Fish National Institute on School and Community Violence, grant number 97-MU-FX K012, GWU project number AE16200.

4 Introduction Background for the Study

This study was undertaken to determine the relative risk of violence among students attending Hawai`i schools with higher proportions of children of Department of Defense (DOD) personnel. Recent national and local events have heightened concern about what appears to be a growing problem of violence in our communities and schools. "Tragedy in paradise: The Xerox shootings" was The Honolulu Advertiser headline on 3 November 1999. The newspaper stories went on to describe the slaying of seven people by a coworker as the worst mass murder in the state's history and the latest in a series of shootings at schools, churches, and businesses across the nation. Local people reacting to it were shocked, then saddened. References were made to Littleton, Colorado and the horrific school shootings there, to our society's culture of violence and its manifestations on our roads, in our homes and workplaces, and in the media. Some of the people interviewed in the wake of the tragedy were not surprised that it finally happened in Hawaii. "It's right under the surface; it's always right there" (Dayton & Nakaso, p. Al) was the comment of one, who went on to say that the problems of racial tension, people working multiple jobs, and drug abuse in Hawaii are ignored. Another said the pace of living and working in Honolulu makes people self-absorbed so that "we don't see the truth" (p. A10). "This is the best place in the world to live, but we have not been immune to violence" (p. A10).

Honolulu as a busy urban center might be the expected place for violent outbursts to occur. But rural 0`ahu and the outer islands have not been immune to violence either, nor have the schools there.

School Violence and the Department of Education

James Campbell High School in Ewa Beach, a rapidly developing area well west of Honolulu, suspended 25 students after a 2 February 2000 brawl at the school that resulted in the hospitalization of two students (Gonser, 2000). Several parents kept their children out of school over safety concerns surrounding this incident and others. During the previous year the school suffered the theft of $50,000 worth of new computers as well as the injury of 13 students in January 1999 from the explosion of a homemade "sparkler bomb" in a stairwell; three students were arrested for the latter. The president of the Campbell Parent Teacher Student Association (PTSA) told the newspaper that parents consider school safety a higher priority even than curriculum. In response to concerns, the school hired more security guards and brought in off-duty police officers. In mid- February the school principal announced formation of a task force of teachers, "military families, parents and students" (p. A23) to look for ways to prevent campus violence in the future.

Many were shocked when an eighth-grader on Maui was hospitalized after a vicious beating by four classmates at Kalama Intermediate on 17 November 1999. The boy was kicked in the stomach so hard that his pancreas was damaged; he was in the

2 hospital in guarded condition and expected to be there for 6 weeks (Gordon, 1999). According to his mother, her son had been the target of teasing and unprovoked attacks before the beating incident, and she described how he had been tripped and shot with paper clips that cut his skin (Keesing, 1999). She, and over 100 others gathered at a PTSA meeting on 30 November, were very vocal about their belief that Kalama Intermediate was a dangerous school; she felt the school officials had not taken the incident seriously enough (Gordon, 1999). Three weeks after the attack, The Honolulu Advertiser ran a story on bullying in the schools, wherein it was reported that Hawai`i educators said it is "time to stop sweeping the issue under the carpet as something that is `just part of growing up' (Keesing, 1999, p. A27). The article included statistics on harassment incidents that are reported by schools to the Hawai`i Department of Education (DOE) and described a "troubling new trend" herecourt-issued temporary restraining orders to prevent students from approaching or contacting other students. The DOE reported plans to provide training in February 2000 to a group of teachers who can then lead workshops for other teachers on "bully- proofing" schools. The DOE has also produced a video on bullying to be distributed to all intermediate and high schools as soon as funding allows, and its definition of harassment will now include the word "bully."

The DOE is taking steps to deal with violence in Hawaiì schools. Reported along with the sometimes sensationalized news of violent incidents at schools is ample evidence that the DOE knows Hawaiì is not immune and that the Department is trying to deal with, not ignore, the problem. The reaction by DOE may be typically low key, in keeping with the local culture, but it is also limited by funding during a time when the state has been suffering from a long-term economic downturn. Still, the DOE has been taking steps to deal with conflicts on their public school campuses. The DOE was forced to look very seriously at diversity education by a series of headline-grabbing incidents in 1997, '98, and '99 involving African American students being mocked or harassed for their race (Anwar, 1999). A news article in August 1999 described formal diversity programs at Maui's Lahainaluna High School and Pahoa Intermediate and High School on the Big Island. Kevin Shollenberger, Hawaiì regional director of the National Coalition Building Institute who was overseeing those programs for the DOE, was described as saying that one of the challenges was "breaking through HawaiTs veneer of interracial aloha" (p. A3). Because of this, many believe that racism is not a problem here. The DOE acknowledges otherwise and is actively looking for "a solid diversity curriculum" to institutionalize tolerance, not just "do a one-shot deal" (p. A3).

The DOE has taken other steps toward improving the safety of school campuses. Over a year ago, the DOE joined with the Hawaiian Association of Independent Schools, the Hawaii Catholic Schools, and members of the Honolulu Police Department and the State Legislature to form the Hawaii Schools Safety Consortium. This effort to bring the three schools systemspublic, private, and parochialinto accord on school safety issues has succeeded in opening lines of communication, sponsoring presentations and workshops on teasing and bullying, adopting the Children's Peace Camp Hawaii, and introducing three bills for consideration by the State Legislature.

3 The DOE has acknowledged that bigotry and violence are problems here just as they are elsewhere in the country, and they have sought and won federal funds to help combat the problem. In September 1999, the Central school district was awarded an anti- violence grant of $1.8 million per year for 3 years for social services and community police work (Blakeman, 1999). In March 2000, State Schools Superintendent Paul LeMahieu announced the expenditure of part of those funds for placing retired law enforcement officers in 12 public high schools as "school safety managers" (Masuoka, 2000, p. Al), saying, "The issue of safety on campus is a pressing concern." Officers are also planned for 11 middle schools next school year. These are serious efforts aimed at the prevention of school violence and the re-establishment of a sense of safety at school. Such efforts are needed and would be well informed by the identification of groups and schools most at risk for violence and most in need of preventive measures.

Focus of the Present Study

That returns us to the focus of the present studythe relative risk of violence among students attending Hawai`i schools with higher proportions of children of Department of Defense (DOD) personnel, both military and civilian.

The prominent presence of the military in Hawaii results in a large, distinct group of students who may or may not be differentially at risk of school violence (perpetration, victimization, and anti-social behavior in general). The existence of education liaisons from each branch of the military services is an acknowledgment of potential special circumstances and problems that could arise within the school community that serves both the widely diverse population of the State of Hawai`i and the more transient military community. More recently, the establishment of the Joint Venture Education Forum, consisting of 16 military officers and state educators and cochaired by the superintendent of schools and an Air Force officer from the U.S. Pacific Command, highlights the military's concerns about education in Hawai`i as well as the DOE's commitment to resolve those issues (Gordon, 2000). Evidence, in part, of concerns for student safety is the growing popularity of home schooling among military families in Hawai` i, supported by several chapters of the Military Home Educators Network (MHEN) here and the availability on military bases of special gymnastics and other sports classes specifically for home schooled students (Koehlmoos, 2000).1

To the Department's credit, the DOE does not as a rule single out this subgroup of military dependents; they are fully integrated into the state's public schools. Consider also that the Department of Defense connected students in Hawai`i consist of more than just

I Estimates of how many students are home schooled in Hawaii range from the DOE's low figure of 2523, based on the number who have registered with their local public school as required by law, to high figures of from 6000 to 9000, the estimate of the National Home Education Research Institute (NHERI) based on local membership in home schooling organizations, circulation of related publications, census data, and other figures NHERI uses. A recent study based on interviews with home schooling mothers indicates that the practice is prevalent in the local military community and prompted in part by concerns about school violence (Koehlmoos, 2000). 7 4 dependents of military personnel. They also include dependents of the large contingent of civilian federal employees of the DOD, many of them members of the local community, born and raised in the Islands and life-long residents.

To determine the relative risk to DOD-connected students for this study, it was necessary first to characterize them and locate them within the state school system, then to examine those schools most populated by them. Where school-level data were not available, statewide data were used to assess the overall risk of violence in Hawaii schools, risks that presumably affect DOD-connected students in Hawai`i schools, too. As well as reporting the results of analyses done for this report, the authors have made an effort to include other data that may be useful for designing further analyses as well as for putting the results of this report in context (see Appendixes A, B, C, D, and E). Included are newspaper accounts of recent incidents and reactions and DOE efforts to deal with problems related to violence in Hawaii schools and to the perception that it is a growing problem here as well as elsewhere (see Appendix E).

5 Method Data Sources and Analyses

The resources drawn on for this report include the following: (a) the last 3 years of school-level data for Hawai`i Department of Education schools, including the DOE's School Status and Improvement Reports (SSIR) for school year 1997-98; (b) results from the 1997 Youth Risk Behavior Surveys (YRBS); (c) the 1998 Hawaii Student Alcohol and Drug Use Study; and (d) the fourth annual "Quality Counts" report by Education Week magazine.

DOE School-Level Data

The most recent, most complete set of school-level DOE data available in a format that could be readily analyzed for this study was for the school year 1997-98. Those data were used for the purpose of characterizing the DOD-connected student population, locating them in the state school system, and exploring possible relationships between the proportions of federal dependents in a school and the rates of various offenses that led to suspensions in that school. The latest offense data available by school included the number of each of 24 different kinds of offenses associated with suspensions reported by that school to the DOE for a given school year. For purposes of analysis and reporting, the 24 kinds of offenses were aggregated into six general categories as indicated in the following list.

Violent offenses assault, extortion, robbery, sexual offenses, terroristic threatening Property offenses property damage, burglary, theft Weapons offenses dangerous weapons, firearms Drug offenses marijuana, alcohol, smoking, illicit substances, sale of illicit substances, drug paraphernalia Deportment offenses disorderly conduct, harassment, insubordination Other offenses gambling, trespassing, false alarm, contraband, other school rule offenses

Scatter plots were created and correlation coefficients were calculated among the following variables: the percentage of enrollment that was federally connected (military, non-military, and total, excluding low rent housing recipients) by school, the offense rate per 100 students for each of the six categories of offenses reported by school, and school size (official September enrollment by school). These analyses were done separately for high schools (H), intermediate (I) and middle (M) schools, and elementary schools (E). Multilevel schools (e.g., H/E, 1-1/1, E/I) and the few schools in Hawai`i that did not appear in the DOE database of federally connected pupils were not part of these correlational analyses.

To help locate DOD-connected students within the school system, all regular public schools in Hawai`i in 1997-98 were ranked twice, once by percentage of enrollment that was federally connected and again by percentage of enrollment that was connected to the military only. Those high schools (H), intermediate/middle schools (I/M), and elementary schools (E) that ranked high on both lists were further examined by using each school's School Status and Improvement Report for school year 1997-98. In addition, for each of those schools identified, another individual school profile was created that featured school-level background information and suspension-related offense data along with the district and state averages on those same variables for comparable schools (schools of the same grade span as the target school) for the past 3 school years.2

Limitations of the Databases

A few comments about the databases are in order here, particularly about the federally connected pupils database and the database of offenses by school.

Federally Connected Pupils Database. First, the federally connected pupils database is compiled annually by the DOE to determine the amount of impact aid owed to the Hawai`i school system by the federal government. Students whose parents live, work, or live and work on federal property or live in federally subsidized low rent housing are categorized and counted. The complete database available for this report has two parts: federally connected pupils by school and employing agency excluding low rent housing recipients and the low rent housing pupils by school and employing agency. For the majority of this report, only the first part of the database was used. The low rent housing pupils included only four military dependents so was excluded from the analyses as not being representative of DOD-connected students.

In the database, pupils are classified using six categories of parental employment: five military (Air Force, Army, Navy/Marine Corps, Coast Guard, and National Guard) and one non-military. The five military categories are obviously DOD-connected students. The non-military category includes the many students whose parents are DOD- connected civilian employees, but it also includes students whose parents are connected with other federal departments and agencies operating in Hawaiì (e.g., the FBI, USDA, FAA, Customs Service, Immigration). The non-military federally connected pupils are, therefore, not all DOD connected. A percentage of those who are DOD-connected can be estimated by using employment figures from the Hawaiì State Department of Business, Economic Development & Tourism (DBEDT). By DBEDT figures, in 1998 there was an average of 30,400 federal government jobs in Hawaiì and an average of 16,050 civilian

2 These individual school profiles with comparable district and state means, minima, and maxima were developed by the Hawai`i Informed Prevention System (HIPS) at the University of Hawai`i Curriculum Research & Development Group as part of a federal project funded by the U.S. Department of Education Safe and Drug-Free Schools Program.

0. employees of the Air Force, Army, and Navy in Hawaii thatyear (see Appendix D for source data). By these figures, 53% of the non-military federal jobs in 1998 were held by DOD civilian personnel, so we estimate that slightly over half of the non-military federal dependents were DOD connected. In this study, the analyseswere generally done for three separate groups: military dependents only, non-military dependents only, and all federal dependents (excludes low rent housing pupils).3

Offenses Leading to Suspensions Database. Second, the offense data showgreat variability from school to school that seems to indicateas much variability in schools' recording and reporting of offenses as in the actual occurrences of offenses. This is especially true at the elementary school level and with the reporting of offenses in the categories of deportment and other, which do not usually involve breaking of laws and police reports. There are also data missing from this DOE database, especially from elementary schools, indicating that some schools did not submit reports, perhaps because they had no suspensions that year, or submitted them too late. Another caveat regarding the offense data is this: the offenses recorded are only those associated with suspensions in the schools. They are, then, only a gross measure of school disorder, reflecting behaviors that collectively resulted in only the extreme consequence of suspension. Most students who are suspended are charged with a number of offenses,so the raw data do not fairly reflect the number of students involved either. There are also repeat offenders,so that even the number of suspensions is not the same as the number of different students suspended. For the analyses here, we use offense rates, the number of offenses that leadto suspensions per 100 students enrolled. Caution is advised for using the data to make school-to-school comparisons: they are more useful and valid for comparinga single school to itself over time.

Given the limitations of the original databases and cautions about theiruse, they can still be valuable to help identify possible relationships and warn of potential trouble areas where preventive measures might be applied with good effect.

Results From the 1997 Youth Risk Behavior Surveys (YRBS)

The Hawaii Department of Education has conducted the YRBS biennially, in odd years, since 1991 with federal support from the Division of Adolescent and School Health, Centers for Disease Control and Prevention (CDC). This study drawson results of the 1997 surveys conducted among a representative sample of 1409 high school and 1450 middle school students in Hawaii (Pateman, Saka, & Lai, in press) and uses the nationally representative YRBS data for comparison. The Hawaii and United States YRBS are used to monitor six categories of priority health risk behaviors that contribute

3 There is some evidence that this database undercounts military dependents in thestate's schools. A recent newspaper article stated that "there are 28,000 military children in Hawaii's public schools" (Gordon, 2000, p. A5). A recent communication with a DOE statistician produced a figure less than that butmore than the DOE database used for this report indicates (16,716). The authors are working to resolve these apparent inconsistencies. Note that DOD and DBEDT tables in Appendix D do not separate out school-age dependents from total military dependents.

8 11 to the leading causes of morbidity, mortality, and social problems among adolescents and adults in the United States. Comparing Hawai`i youth risk behaviors with risk behaviors among youth across the country can help identify relative riskfor students in Hawaii schools in the following categories: behaviors that contribute to unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, unhealthy dietary behaviors, and physical inactivity. Of particular interest for this study are the first three categories of behaviors: injury and violence, tobacco use, and alcohol and other drug use.

Data from the Hawaii surveys were statistically weighted to reflect the likelihood of sampling each student and to reduce bias by compensating for differing patterns of nonresponse (Saka & Lai, 1998a, 1998b). This allows us to make inferencesconcerning risk for all Hawaii's public intermediate/middle and high school students. Reported and discussed here are the Hawaii middle school results, Hawaii high school results, U.S. high school results, and Hawaii's relative rank among states/territories having weighted YRBS data (24 states and 3 territories) for each of the 45 YRBS items relating to injury and violence and tobacco, alcohol, and other drug use.

Although efforts are now being made with the CDC to get YRBS school-level data in the future, in the present data files the school identifiers had been stripped out and were not retrievable for the 1997 (and, it appears, for the 1999) data. As measuresof risk and disorder, these school-level data, when they become available, will be enormously valuable. Unfortunately, for this report we could draw on only statewide results.

Results From the 1998 Hawaii Student Alcohol and Drug Use Study

Only the introduction and overview of key findings were available at this time from this 450-page report, whose title in full is the 1998 Hawaii Student Alcohol and Drug Use Study (1991-1998) Hawaii Adolescent Treatment Needs Assessment (Klingle & Miller, 1999). The report includes findings from a survey administered in the spring of 1998 to all 6th, 8th, 10th, and 12th grade students in attendance who had written parental consent to participate in the study. Survey responses came from over 25,000 studentsin 204 public schools and 44 private schools in Hawaii. The study was done under the sponsorship of the State of Hawaii Department of Health, Alcohol and Drug Abuse Division (ADAD) and draws on previous like surveys done as early as 1987 to assess trends in substance use by youth in Hawaii. Hawaii students are compared to other students in the U.S. by referring to comparison data from the national research and reporting program called Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth. Also, by using the DSM-III-R diagnostic criteria for substance abuse and dependence along with the surveys, the authors determined substance abuse treatment needs for students in Hawaii. Study results for individual schools and districts are to be reported in separate documents; those were not available to us at this time but would be worthwhile pursuing, presuming there were representative samples of respondents to the survey at the schools identified with higher proportionsof children of DOD personnel. Note that the data from the ADAD-sponsored surveys are not statistically weighted to 0

9 compensate for over- or undersampling of particular schools or groups of students, and the sample size has differed greatly from year to year.

"Quality Counts 2000" Report by Education Week Magazine

Education Week compiled data on over 75 indicators to assign point scores and grades to each state in the nation in five categories: student achievement, standards and accountability, improving teacher quality, school climate, and resources. Complete details about what was graded and how are readily available at the Education Week Web site (www.edweek.org). For this study to determine the relative risk of violence for DOD- connected students in Hawai`i schools, the category of school climate was of particular interest.

10 Results

Distribution of Federally Connected Students in Hawai`i Public Schools

In Hawaiì there is only one school district, which is administered by the State. The schools are divided geographically into seven groups, which are called districts, however. Four districts are on 0àhu: Honolulu, Central, Leeward, and Windward. The Maui district includes Lanaì and Molokaì; Kauaì district includes Niìhau. The Big Island makes up the Hawaiì district. Data collected in 1997-98 show federally connected students (including low rent housing pupils) enrolled in 229 of the 246 regular public schools open at that time (93%). Percent enrollment per school ranged from over 100% (an artifact of the different times that enrollment data and federally connected student data were collected) to 0% for 17 outer island schools not listed in the DOE federally connected pupils database that year. See Figure 1.

100% 'a U 80% 0 U

40% 0 C , 20% 0 U

0% 34 67 100 133 166 199 Number of Hawaii Public Schools

FIGURE 1. Distribution of federally connected pupils in Hawai`i public schools as a percentage of enrollment per school (includes low rent housing pupils).

When the low rent housing pupils are removed from the analysis, 219 of 246 schools (89%) have federally connected students enrolled. The rest of the analyses in this report exclude the 4284 non-military and 4 military low rent housing pupils counted as federally connected pupils in 1997-98. The term federal dependents is used to describe the group that excludes low rent housing pupils; it includes military and non-military dependents and is estimated to be over 80% DOD connected (see page 8 of this report).

In school year 1997-98, all but 2 schools on 0àhu had at least some federal dependents enrolled, and 2 0àhu schools had 100% military enrollment. In Hawaiì district, 27 of 38 schools (71%) had federal dependents; in Maui,17 of 30 schools (57%) and on Kauaì, 14 of 15 schools (93%) had federal dependentsas pupils. Overall in the state, federal dependents made up over 14% of the student enrollment in schoolyear 1997-98, well over 26,000 of the approximately 189,000 public schoolstudents, nearly two-thirds of those military dependents (over 16,000). Table 1 gives the breakdownby district for military and non-military federal dependents interms of actual numbers as well as percentage of enrollment.

TABLE 1. Numbers and percentages offederally connected pupils by Hawai`i public school district for school year 1997-98 (excludes low rent housing)

# Fed connected # Total fed District Official Sept. # Military non-military connected Enrollment % Military % Fed connected % Total fed non-military connected 11,699 3675 15,374 Central 35,538 32.9% 10.3% 43.3% 3447 3390 6837 Leeward 37,071 9.3% 9.1% 18.4% 1275 1034 2309 Windward 19,980 6.4% 5.2% 11.6% 164 1253 1417 Honolulu 35,354 0.5% 3.5% 4.0% 66 360 426 Kaua`i 11,039 0.6% 3.3% 3.9% 48 207 255 Hawai`i 28,506 0.2% 0.7% 0.9% 17 33 50 Maui 21,712 0.1% 0.2% 0.2%

Statewide 189,200 16,716 9952 26,668 Totals 8.8% 5.3% 14.1%

If we estimate that 53% of non-military dependents are DOD connected, then 21,990 (16,716 + (.53)(9952)) of the 26,668 federal dependents in Table 1 (82%)are DOD connected, and approximately 12% of the Hawai`i public school enrollment is DOD connected.

Table 1 shows the largest impact by federal dependents in 1997-98was on the Central district, where 43% of students were federally connected, 33% military dependents and 10% non-military dependents. All five of the high schools (grades 9-12) in the Central district had enrollments that were over 18% federal dependents, and in this district are located the two high schools with the highest percentages of military dependents (63% and 27%) as well as the highest percentages of total federal dependents (71% and 38%). The impact on Central district intermediate schoolswas much the same,

12 15 with the two highest percentages of military dependents (57% and 36%) as well as total federal dependents (61% and 47%) located in Central district intermediate schools. Seven of the district's elementary schools had enrollments over 90% military dependents. Of the military services, the Navy/Marine Corps had the most dependents in Hawai`i public schools (7743), with the Army a close second (6156) and the Air Force (2440) and Coast Guard (357) a distant third and fourth, respectively. The complete database arranged alphabetically by district can be found in Appendix A. Subsets by school type ordered by percentage of military enrollment are included as tables later in this section and in Appendix B.

TABLE 2. Number of schools with federal dependents by type and location for school year 1997-98

Number of schools with federal dependents (Number of schools without federal dependents) by district

Type of School Cen- Lee- Wind- Hono- Kaua`i Maui Big Total tral ward ward lulu Island 29 29 23 38 10 10 14 153 E:elementary (2) (8) (5) (15)

E/I: Elementary and 1 3 4 intermediate (3) (3) 5 4 2 3 2 16 I: intermediate (2) (1) (3) 9 1 10 M: middle (1) (1)

H/I: intermediate 1 1 1 2 3 8 and high (1) (1)

H/E: elementary 1 2 3 and high (1) (1) (2)

5 4 3 6 1 3 3 25 H:high school (1) (1) (2)

Schools in Hawaiì are organized in a variety of different ways, and DOD dependents are part of nearly all types of schools. Table 2 describes the types of schools and number by district and indicates how many of each have federally connected students enrolled. All 0àhu schools have some percentage of federally connected students enrolled. Seven schools in the Maui district have no federally connected students; this includes the schools on Molokai and Lanaì. Nine schools on the Big Island of Hawaiì have no federal or DOD dependents enrolled; Niìhau in the Kauai district has none.

1 G

13 Schools with Higher Proportions of Federally Connected Pupils

Tables in Appendix B list schools in order of thepercentage of enrollment that is military dependents; schools withno federal or DOD dependents are not listed. The first lists regular high schools (H). The second lists intermediate andmiddle schools (I, M). The third lists elementary schools (E). Multi-level schools (H/I, H/E, E/I)are not included in these ranked lists but can be foundon the master list in Appendix A. Excerpts from the ranked lists are in Table 3.

In Table 3 are listed in order the schools with the highestpercentages of military dependents in school year 1997-98. These include the 8 high schools and 8 intermediate/middle schools with the highest percentages of military dependents(4% to 63% and 2% to 57%, respectively) and 15%or more total federal dependents enrolled, as well as 32 elementary schools with the highest percentages of militarydependents (6% to 100%) and over 25% total federal dependents enrolled. The 8 highschools enrolled 96% (2533 students) of the 2637 military dependents in Hawaii's public highschools (grades 9-12) and 79% (4510 students) of the 5684 federal dependents in the publichigh schools. The 8 intermediate schools listed in Table 3 enrolled 96% (1843) of the 1914military dependents in Hawaii's public intermediate (grades 7-8) and middle (grades 6-8)schools and 83% (2718) of the 3290 federal dependents in those types of schools.The 32 elementary schools enrolled 94% (11,384) of the 12,106 military dependents in Hawai`i public elementary schools (grades K-5 and grades K-6) and 77% (13,302) ofall 17,213 federal dependents in the public elementary schools during 1997-98.

The schools in Table 3 were selected for further analysis and descriptionto help characterize the schools where a large percentage of DOD dependents attend.Additional information is provided for each of these schools individually. Located in AppendixC for each of the schools listed in Table 3 is the School Status and Improvement Report(SSIR) for the school for school year 1997-98. The SSIRs and other data relatedto school climate and risk of violence and disorder in DOE schools for thepast 3 years were summarized to produce the results in Tables 4, 5, and 6.

14 TABLE 3. Hawai `i public schools with thegreatest proportion of Department of Defense connected students enrolled during schoolyear 1997-98 listed in order of percentage of military dependents

High schools (H) with over Intermediate/Middle (I/M) schoolsElementary schools (E) with over 15% total federal dependents with over 15% total federal 25% federal dependents and and military dependents dependents and military military dependents from 63% to 4%a dependents from 100% to 6%C (district) from 57% to 2%b (district) (district)

Radford (Central) Aliamanu Inter (Central) Soloman (Central) Leilehua (Central) Wahiawa Inter (Central) Hale Kula (Central) Kalaheo (Windward) Moanalua Inter (Central) Mokulele (Central) Moanalua (Central) Ìlima Inter (Leeward) Nimitz (Central) Campbell (Leeward) Wheeler Inter (Central) Pearl Harbor Kai (Central) Mililani (Central) Kailua Inter (Windward) Hickam (Central) Pearl City (Leeward) Highlands Inter (Leeward) Shafter (Central) Àiea (Central) Àiea Inter (Central) Iroquois Point (Leeward) Barber's Point (Leeward) Mokapu (Windward) Wheeler (Central) Lehua (Leeward) Aliamanu (Central) Red Hill (Central) Makalapa (Central) Pearl Harbor (Central) Helemano (Central) Web ling (Central) Pearl City (Leeward) Moanalua (Central) Wahiawa (Central) Mililani-Uka (Central) Mauka Lani (Leeward) Mililani-Waena (Central) Scott (Central) Kekaha (Kauaì) Àikahi (Windward) Ho lomua (Leeward) Kipapa (Central) Kaleiòpuù (Leeward) Pearl Ridge (Central) Mililani-Mauka (Central) aThese 8 high schools enrolled 96% of all military dependents in Hawaii publichigh schools in 97-98. bThese 8 intermediate/middle schools enrolled 96% of all militarydependents in Hawaiì public intermediate and middle schools in 97-98. cThese 32 elementary schoolsenrolled 94% of military dependents in Hawaiì public elementary schools in 97-98

15 Measures of Risk for Disorder and Violence

From the SSIRs (Appendix C) and other background and offense data for DOE schools for the past 3 school years, the following variableswere selected as possible indicators of risk for disorder and violence in the schools: (a) school size (enrollment);(b) the percentage of students getting free or reduced price lunch,as a measure of socio- economic status; (c) the percentage of students with limited English proficiency(SLEP); (d) average daily attendance; (e) graduation/completion rate (for high schools);(f) the percentage of favorable responses from students to items on the Effective Schools Survey (ESS) dealing with home-school relations and learning climate; and (g) offenserates for violent offenses, property offenses, weapons offenses, drug offenses, deportment offenses, and other offenses. Mean percentages and rateswere calculated for each of the last 3 school years for the high schools, intermediate/middle schools, andelementary schools with the greatest proportions of DOD-connected students (those listed inTable 3). These means were compared to the state means for thesame variables each year. The results are presented by school level in Tables 4,5, and 6.

High School Results

In Table 4 the results for high schools show that theaverage enrollment of the eight high schools with the highest proportions of DOD-connected students exceeded the state mean high school enrollment by over 100 students for each of the last 3years. DOD- connected students in general attend large, urban high schools in Hawaii. On the risk factors reflecting socio-economic status (SES), students with limited English proficiency (SLEP), attendance, and graduation/completion rate, the high schools with the highest proportions of DOD-connected students compare favorably in eachcase with state averages: smaller percentages of students receiving free or reduced price lunch, smaller percentages of students with limited English proficiency, better average daily attendance, and higher graduation/completion rates.

On the Effective Schools Survey items dealing with home-school relations and those dealing with learning climate at the school, the high-DOD schools showed mixed results. Those schools surveyed in school year 1996-97 showedmean results within 2% of the state averages on those items with a narrowerrange of responses than the state range, indicating that the high-DOD school students had much the same perception and fewer extreme views of their home-school relations and school learning climateas other high school students in Hawai`i. Those high-DOD schools surveyed in 1997-98, however, responded much less positively about their home-school relations and school learning climate than the state average and included results ator near the minimum values in the range of state responses, indicating that at those particular high-DOD schools,a much lower proportion of students had positive views about their home-schools relations and the school learning climate than did high school students statewide.

16 I9 TABLE 4. Mean percentages and rates on measures of risk for disorder and violence for eight public high schools with the highest proportions of DOD-connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades 9-12) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

BACKGROUND 1996-97 8 26 Number of comparable schools 1997-98 8 28 1998-99 8 28

1996-97 1180-2285 1794 701-2379 1689 September enrollment 1997-98 1220-2210 1806 402-2431 1644 1998-99 1222-2314 1791 779-2500 1645

Percentage of enrollment receiving 1996-97 7.1-22.7% 14.2% 5.5-45.0% 21.7% free/reduced lunch 1997-98 8.2-27.5% 15.9% 6.8-42.0% 24.0% 1998-99 8.2-27.1% 16.3% 6.9-50.8% 26.0%

Percentage of enrollment with limited 1996-97 1.6-8.1% 4.8% 1.0-20.4% 6.3% English proficiency (SLEP) 1997-98 1.9-7.2% 4.4% 1.5-21.5% 6.1% 1998-99 1.6-9.1% 5.8% 1.6-25.4% 7.9%

Percentage federal dependents 1997-98 18.9-71.1% 32.2% 0-71.1% 13.3%a Military dependents 1997-98 3.6-62.7% 19.2% 0-62.7% 5.7%a Non-military dependents 1997-98 6.0-23.3% 11.7% 0-23.3% 7.6%a

1996-9786.5-95.0% 92.2% 80.1-97.3% 90.6% Average daily attendance 1997-9886.4-96.0% 92.4%71.7-98.0% 90.5% 1998-9987A-95.7% 92.0% 86.5-98.1% 90.9%

1996-9792.3-98.8% 96.5%87.5-99.4% 94.9% Graduation/completion rate 1997-9891.8-98.6% 96.5% 84.6-100% 95.8% 1998-99 95.0-100% 97.1% 85.2-100% 95.2%

Effective Schools Survey: % of 1996-9731.0-35.0% 32.0%22.0-35.0% 30.0% positive student responses to home- (5) school relations itemsb 1997-9822.4-26.6% 24.5%20.4-40.0% 28.3% (2) Effective Schools Survey: % of 1996-9728.0-35.0% 31.0%25.0-45.0% 31.9% positive student responses to learning (5) climate itemsb 1997-98 17.8-24.7% 21.3% 17.8-42.4% 29.0% (2) aState means include low rent housing pupils and are thus over estimates of theactual state mean percentages of federal dependents in schools. bThe Effective Schools Survey isconducted on a rotating schedule, approximately every three or four years at any given school. Numbersin parentheses indicate the number of schools in the calculation.

BEST COPY AVAILABLE 17 TABLE 4 (continued). Mean percentages and rates on measures of risk for disorder and violence for eight public high schools with the highest proportions of DOD-connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades 9-12) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

OFFENSES RESULTING IN SUSPENSIONS 1996-97 0.5-2.4 1.1 0.1-3.0 1.3 Rate of violent offensesc 1997-98 0.3-3.3 1.2 0.2-4.1 1.3 1998-99 0.1-1.3 0.8 0.1-2.4 0.8

1996-97 0.1-0.6 0.3 0.0-1.6 0.5 Rate of property offensesc 1997-98 0.2-0.4 0.3 0.1-1.5 0.6 1998-99 0.0-0.7 0.3 0.0-1.2 0.4

1996-97 0.1-0.4 0.2 0.0-0.5 0.2 Rate of weapons offensesc 1997-98 0-0.8 0.3 0.0-1.2 0.3 1998-99 0.1-0.4 0.2 0.0-0.5 0.2

1996-97 2.3-9.9 5.4 1.0-17.7 5.7 Rate of drug offensesc 1997-98 1.4-9.7 4.3 1.1-17.4 5.2 1998-99 1.7-7.2 4.4 0.3-13.2 4.1

1996-97 5.9-14.9 10.9 2.7-43.9 14.4 Rate of deportment offensesc 1997-98 4.9-14.1 9.5 2.4-42.0 12.9 1998-99 2.7-17.0 9.5 0.7-30.4 9.8

1996-97 0.2-8.9 2.9 0.1-12.4 3.8 Rate of other offensesc 1997-98 0.4-6.6 2.1 0.1-10.1 2.5 1998-99 0.2-3.2 1.6 0.1-6.6 1.9 clZate is the number of offenses per 100 students enrolled. A rate of 2.1 means the school has slightly more than 2 offenses per 100 students.

With one notable exception, offense rates at high-DOD schools were generally below and a few times at the state means; they were not usually at the minima, but were never at the maxima of the state ranges. The notable exception was drug offenses, where the high-DOD school offense rate for 1998-99 was 4.4 compared to the state rate of 4.1 drug offenses per 100 students in a school. Five of the eight high-DOD schools exceeded the state average drug offense rate last year; four of those five exceeded the state average in 96-97 and one of those in 97-98 as well. The most frequent drug offense involved in suspensions at these schools was smoking. Last school year an average of 78% of these five schools' drug offenses resulting in suspensions were smoking offenses; 16% were marijuana offenses. Other illegal drug offenses accounted for 5% or less of any of these schools' drug offenses, and alcohol accounted for 6% or less.

18 21 Intermediate and Middle School Results

Results of the analysis of risk for disorder and violence for intermediate and middle schools with high proportions of DOD dependents are in Table 5. On risk factors/indicators of size, SES, SLEP, and attendance, the intermediate/middle school results mirror those for the high schools with high proportions of DOD dependents. They all compare favorably with the state averages, generally showing lower risk for and indications of disorder and violence than the average Hawai`i intermediate school (grades 7-8). (There were no middle schools, grades 6-8, in the group of schools with the highest proportions of DOD-connected students.). High-DOD intermediate schools had a larger average enrollment (by about 50 students) than the state average for intermediateschools. Although the average percentage of enrollment receiving free or reduced lunch was less than the state average at high-DOD intermediate schools, over a quarter of the student population, on average, at these schools qualified for this benefit by virtue of their low SES; the range of percentages of this low SES indicator was from about 15 to 50%.

Unlike the mixed results for the high schools, the intermediate schools had results consistently below state averages on the Effective Schools Survey items. At high-DOD intermediate schools, students' perceptions of their schools' home-school relations and learning climates lagged behind state averages from about 2 to 5 percentage points and almost always included the minimum value in the state range. This indicates that students at one or more high-DOD schools gave the state's least number of positive responses to questions about their schools' home-school relations and learning climate. None of the high-DOD schools reached the maximum values in the range for state responses. Overall, students at high-DOD intermediate schools had a lower opinion of their schools on these school climate variables than did students statewide.

In terms of the rate of offenses leading to suspensions in high-DOD intermediate schools, these schools generally showed rates below and a few times at the state average. The range at high-DOD intermediate schools nearly always contained the state minimum value. In 5 of the 18 comparisons, the range at the high-DOD schools was the same as the state range, containing both the minimum and the maximum values. For 3 of those comparisons, the high-DOD school mean exceeded the state mean by two or three tenths: 97-98 rate of violent offenses (1.7 compared to 1.5 statewide), 96-97 rate of weapons offenses (0.7 compared to 0.5 statewide), and 98-99 rate of other offenses (3.9 compared to 3.6 statewide). These differences are small and show no consistent pattern.

19 TABLE 5. Mean percentages and rates on measures of risk for disorder and violence for eight intermediate and middle schools with the highest proportions of DOD-connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades 7-8) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

BACKGROUND 1996-97 8 13 Number of comparable schools 1997-98 8 13 1998-99 8 13

1996-97 759-1322 1008 225-1322 957 September enrollment 1997-98 719-1412 1012 227-1412 958 1998-99 653-1416 986 229-1416 931

Percentage of enrollment receiving 1996-97 14.5-44.8% 24.8% 14.5-68.2% 34.2% free/reduced lunch 1997-98 15.7-50.3% 27.4% 15.7-65.3% 35.8% 1998-99 18.8-47.6% 28.5% 18.8-74.1% 37.6%

Percentage of enrollment with limited 1996-97 1.5-6.6 4.1 1.0-14.7% 4.8% English proficiency (SLEP) 1997-98 1.7-7.8 4.7 1.3-15.0% 5.2% 1998-99 2.5-11.3 6.3 1.6-20.7% 6.6%

Percentage federal dependents 1997-98 15.4-61.0% 33.4% 0-71.1% 26.0%a Military dependents 1997-98 3.1-57.1% 22.6% 0-62.7% 15.4%a Non-military dependents 1997-98 3.8-20.5% 10.7% 0-23.3% 10.6%a

1996-97 92.3-95.9 94.2 87.5-95.9% 93.5% Average daily attendance 1997-98 92.2-96.2 94.5 89.9-96.2% 93.8% 1998-99 92.4-96.1 94.2 91.7-96.1% 93.8%

Effective Schools Survey: % of 1996-97 24.0-37.0% 29.8%24.0-39.0% 31.7% positive student responses to home- (5) school relations itemsb 1997-98 26.5-34.9% 30.7% 26.5-40.3% 35.3% (2) Effective Schools Survey: % of 1996-97 21.0-30.0% 22.2% 15.0-48.0% 27.3% positive student responses to learning (5) climate itemsb 1997-98 23.5-24.3% 23.9% 23.5-34.4% 28.1% (2) aUnlike the other percentages in this category, the state means include low rent housing pupils and are thus over estimates of the actual state mean percentages of federal dependents in schools. bThe Effective Schools Survey is conducted on a rotating schedule, approximately every three or four years at any given school. Numbers in parentheses indicate the number of schools in the calculation.

20 TABLE 5 (continued). Mean percentages and rates on measures of risk for disorder and violence for eight intermediate and middle schools with the highest proportions of DOD- connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades 7-8) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

OFFENSES RESULTING IN SUSPENSIONS 1996-97 0.3-3.6 1.8 0.3-3.8 1.8 Rate of violent offensesc 1997-98 0.4-4.6 1.7 0.4-4.6 1.5 1998-99 0.1-2.7 1.6 0.0-4.1 1.7

1996-97 0.5-3.4 2.3 0.5-3.6 2.3 Rate of property offensesc 1997-98 0.6-1.5 1.2 0.6-4.4 1.4 1998-99 0.0-3.5 1.4 0.0-3.5 1.5

1996-97 0.0-1.2 0.7 0.0-1.2 0.5 Rate of weapons offensesc 1997-98 0.0-1.3 0.5 0.0-2.0 0.6 1998-99 0.1-0.9 0.5 0.0-1.0 0.5

1996-97 0.4-3.6 2.2 0.0-4.2 2.4 Rate of drug offensesc 1997-98 1.5-3.4 2.0 1.5-6.7 3.0 1998-99 0.4-2.9 1.7 0.4-4.3 2.3

1996-97 2.8-22.6 12.1 2.8-53.5 17.4 Rate of deportment offensesc 1997-98 5.9-19.2 10.5 5.9-31.4 15.1 1998-99 4.6-21.4 10.9 4.6-27.0 14.6

1996-97 0.5-9.5 4.3 0.0-29.4 6.3 Rate of other offensesc 1997-98 0.3-17.4 4.8 0.3-17.4 5.6 1998-99 0.7-11.7 3.9 0.7-11.7 3.6 clZate is the number of offenses per 100 students enrolled. A rate of 2.1 means the school has slightly more than 2 offenses per 100 students.

Comparison of High School and Intermediate School Results

Generally, the high-DOD intermediate schools showed a wider range of risk for disorder and violence than did the high-DOD high schools, as indicated by the broader range of values of offense rates in most of the categories relative to the state ranges and relative to the high-DOD high school ranges. The exception to that generalization is for drug offenses where there is greater variability in rates at the high school level among both the high-DOD high schools and the high schools statewide. There also appears to be either a problem with more smoking among students at high-DOD high schools than statewide or a more vigorous enforcement effort against smoking violations in high-DOD high schools than in high schools statewide.

21 It also appears that the rate of weapons offenses was a bit higher at the high-DOD high schools and intermediate schools for one year each; however, the actual number of weapons offenses is so low that any one incident can have an inordinate effect on the overall rate. These rates must be interpreted with care and comparisons used as only very rough indicators of real differences in school environments. Given those limitations, there is little evidence that high-DOD high schools or intermediate schools are at more risk for disorder and violence than other schools in Hawaii based on the patterns of offenses leading to suspensions over the last 3 years.

Furthermore, the high schools and intermediate schools with the highest proportions of DOD-connected students appear to have had better attendance and less of the risk associated with high percentages of low SES and SLEP students, although the average of 25% or more students receiving free or reduced lunch at the high-DOD intermediate schools is an indicator of some risk associated with low SES. The one obvious risk factor for both high-DOD high schools and intermediate schools is the larger average school size, and the other indicators that showed troubling results were the low percentages of positive responses from students about their schools' home-school relations and learning climate.

Elementary School Results

Table 6 lists results of the analysis of risk factors and indicators of disorder and violence for the 32 elementary schools with the highest proportion of DOD dependents. Like the high-DOD high schools and intermediate schools, the high-DOD elementary schools had a substantially larger average enrollment (by over 130 students each year) than the state average for elementary schools. They had lower percentages of students receiving free or reduced price lunch and of limited English proficiency (SLEP), and they had higher average daily attendance than the statewide averages. Although lower than the state average of about 45%, the 35% average of percentage of enrollment receiving free or reduced price lunch at the high-DOD elementary schools indicates some risk associated with low SES on these campuses. On the Effective Schools Survey, the high- DOD elementary school students' responses to items about home-school relations mirrored the statewide responses, with nearly the same average and range. The average responses to the items on learning climate, however, lagged 3 to 4% behind the state averages.

The average rates of offenses leading to suspensions in all categories were low for the high-DOD elementary schoolsat or below the statewide averages, with maxima considerably less than the state maximum values for all offenses for all 3 years. During the school year 1997-98, of the 32 elementary schools with the highest proportions of DOD dependents, 6 had no offenses leading to suspensions. One of them, however, had 53 suspensions. In general, though, the offense data do not indicate a greater risk for disorder and violence among the DOD-connected students in these schools relative to the rest of Hawai`i's public elementary schools.

22 25 TABLE 6. Mean percentages and rates on measures of risk for disorder and violence for 32 elementary schools with the highest proportions of DOD-connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades K-6) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

BACKGROUND 1996-97 32 127 Number of comparable schools 1997-98 32 126 1998-99 32 126

1996-97 346-1268 749 90-1621 607 September enrollment 1997-98 340-1257 757 90-1628 603 1998-99 311-1074 724 83-1489 591

Percentage of enrollment receiving 1996-97 4.7-64.2 35.0% 3.0-87.3% 44.2% free/reduced lunch 1997-98 3.7-77.0 34.9% 3.7-94.3% 45.3% 1998-99 3.9-70.2 35.8% 3.9-89.5% 46.3%

Percentage of enrollment with limited 1996-97 0.7-17.3% 4.6% 0-27.5% 5.9% English proficiency (SLEP) 1997-98 0.5-20.6% 4.9% 0-23.9% 5.7% 1998-99 0.8-22.3% 7.3% 0-33.7% 8.2%

Percentage federal dependents 1997-9817.2-104.8%1) 54.4%0.3-104.mb 20.8%a Military dependents 1997-98 5.7-103.9%b 46.7%0.0-103.9%b 13.2%a Non-military dependents 1997-98 0.2-20.1% 7.8% 0.2-40.6% 7.6%a

1996-97 94.3-96.9% 95.5% 89.4-97.1% 94.4% Average daily attendance 1997-98 92.0-96.6% 95.5% 87.5-97.0% 94.5% 1998-99 92.6-96.6% 95.6% 90.9-97.0% 94.8%

Effective Schools Survey: % of 1996-97 48.0-81.0% 64.0% 48.0-85.0% 64.5% positive student responses to home- (22) school relations itemsc 1997-98 56.0-72.0% 64.0% 53.1-81.5% 65.9% (8) Effective Schools Survey: % of 1996-97 35.0-81.0% 53.0% 35.0-81.0% 56.6% positive student responses to learning (22) climate itemsc 1997-98 44.4-72.4% 59.8% 44.4-90.8% 64.1% (8) aUnlike the other percentages in this category, the state means include low rent housing pupils and are thus over estimates of the actual state mean percentages of federal dependents in schools.bThe percentages exceeding 100% are an artifact of counting enrollment and federally connected students at different times of the year. vile Effective Schools Survey is conducted on a rotating schedule, approximately every three or four years at any given school. Numbers in parentheses indicate the number of schools in the calculation.

BEST COPY AVAILABLE rt

23 TABLE 6 (continued). Mean percentages and rates on measures of risk for disorder and violence for 32 elementary schools with the highest proportions of DOD-connected students compared to state means for SY 96-97, 97-98, and 98-99

DOD-connected schools Comparable public schools (grades K-6) MEASURES OF RISK FOR Low to Low to DISORDER Year high Mean high Mean

OFFENSES RESULTING IN SUSPENSIONS 1996-97 0.0-1.6 0.3e 0.0-6.4 0.4 Rate of violent offensesd 1997-98 0.0-1.0 0.2f 0.0-10.2 0.3 1998-99 0.0-1.1 0.2g 0.0-11.4 0.3

1996-97 0.0-0.7 0.2e 0.0-3.4 0.2 Rate of property offensesd 1997-98 0.0-0.7 0.1f 0.0-4.2 0.2 1998-99 0.0-1.8 0.2g 0.0-3.2 0.2

1996-97 0.0-0.4 0.1e 0.0-0.5 0.1 Rate of weapons offensesd 1997-98 0.0-0.5 0.0f 0.0-2.1 0.1 1998-99 0.0-0.3 0.0g 0.0-0.4 0.0

1996-97 0.0-0.3 0.0e 0.0-7.9 0.2 Rate of drug offensesd 1997-98 0.0-0.6 0.0f 0.0-0.8 0.0 1998-99 0.0-0.3 0.0g 0.0-1.0 0.0

1996-97 0.0-7.0 I.6e 0.0-51.4 2.7 Rate of deportment offensesd 1997-98 0.0-6.6 0.0f 0.0-46.9 2.1 1998-99 0.0-7.2 1.3g 0.0-42.7 2.1

1996-97 0.0-1.5 0.2e 0.0-5.8 0.4 Rate of other offensesd 1997-98 0.0-1.3 0.2f 0.0-3.4 0.2 1998-99 0.0-0.7 0.1g 0.0-1.9 0.2 dRate is the number of offenses per 100 students enrolled. A rate of 2.1 means the school has slightlymore than 2 offenses per 100 students. eMissing offense data for some of the 32 elementary schools: n = 27. fn 31. gn = 25.

Correlation Analyses

Pearson Product-Moment correlation coefficients were calculated among the following variables using data for school year 1997-98: the percentage of enrollment that was federal dependents (military, nonmilitary, and total) by school, the offense rate per 100 students for each of the six categories of offenses reported by school, and school size (official September enrollment by school). Analyses were done for each of the three levels of schools, elementary, intermediate/middle, and high schools; multi-level schools were not included in the first analysis nor were the few schools that did not appear in the database because they had no federally connected students of any type enrolled (missing 1

24 27 of 28 high schools, 2 of 30 intermediate and middle schools, and 9 of 168 elementary schools in the state). Results appear in Tables 7 and 8.

None of the correlations between percentage of federal dependents enrolled in a school and each of the six offense rates by school reached statistical significance at conventional levels (p < .05). There appear then to be weak, if any, linear relationships between the proportion of federal dependents in a school and the rates of commission of offenses leading to suspension.

HawaiTs schools tend to be large (more on this in the section on the "Quality Counts 2000" Report). At the high school level (grades 9-12) in 1997-98, the 27 schools included in this analysis ranged in size from 402 to 2431 students, with a mean size of 1659 and a median size of 1793. By most measures nearly all of HawaiTs high schools are big schools: only 3 of 27 high schools had fewer than 1000 students. The range for the 28 intermediate and middle schools in this study was 482 to 1412 students, with a mean size of 897 and a median of 946. Again, these are big schools. Of the 159 elementary schools analyzed, 10 had enrollments over 1000 in 1997-98 (the highest 1628); of these 10,5 of them were among the 32 elementary schools with the highest percentages of military dependents. The correlation coefficients between school size and proportion of federal dependents can be found in Table 8.

At the elementary school level there is a small, statistically significant positive correlation between school size and percentage of military dependents enrolled (r = .236, p < .01) and between school size and percentage of total federal dependents enrolled in a school (r = .265, p < .001). At the intermediate/middle school level, the correlations for all groups and school size are modest and positive, but none reach statistical significance at the conventional levels. The same is true of the modest positive correlation (r = .320, ns) between school size and percentage of non-military federal dependents at the high school level. When all schools, including multi-level schools, are included, there is a very small, statistically significant, positive relationship (r = .172, p < .01) between school size and percentage of non-military federal dependents enrolled (see Table 8).

25' TABLE 7. Pearson Product-Moment correlation coefficientsbetween percentages of federal dependents enrolled and school offenseratesa for each of six categories of offenses

Deport- Federal dependents Violent Property Weapons Drug ment Other offenses offenses offenses offenses offenses offenses rate rate rate rate rate rate r r r r r r Elementary (E) N= 113b

% Military only - .018 - .160 - .035 - .054 - .092 .146

% Nonmilitary only - .010 - .022 - .075 - .061 - .096 - .063

% All federal dependents- .020 - .164 -.048 - .065 - .109 - .158

Intermediate/Middle (I/M) N= 27c

% Military only .108 + .046 + .075 - .082 + .114 + .027

% Nonmilitary only + .236 + .203 - .133 + .014 + .143 + .077

% All federal dependents- .016 + .104 + .022 - .065 + .142 + .047

High Schools (H) N= 26d

% Military only .142 -.095 + .253 - .274 + .167 - .063

% Nonmilitary only + .246 - .154 .064 + .003 + .322 + .241

% All federal dependents- .026 - .137 + .186 - .227 + .260 + .038

Note. None of the correlations reached statistical significance at the conventional 05 level. aOffense rates are number of offenses per 100 students enrolled ata school. bElementary schools missing offense data = 46 (missing data could indicate no suspensions at the schoolor late submission of data). clntermediate/middle schools missing offense data = 1. dHigh schools missing offense data= 1.

c.9 26 TABLE 8. Pearson Product-Moment correlation coefficients between percentagesof federal dependents enrolled in a school and school size

School Level % Military % Non-military % All federal only only dependents r r r

Elementary (E) + .236** .159* + .265*** N = 159

Intermediate (I) & + .245 + .326 + .312 Middle (M) N = 28

High (H) .007 + .320 + .115 N = 27

All Schools (E, I, H, + .044 + .172** + .080 H/I, H/E, E/I) N = 229

*p <.05. **p <.01. ***p <.001.

Results From the Youth Risk Behavior Surveys (YRBS)

Because of careful sampling coupled with statistical weighting to reduce bias and compensate for patterns of nonresponse, data from the Hawaiì Middle School and High School Youth Risk Behavior Surveys administered during spring 1997can be used to make inferences about the priority risk behaviors of all Hawaiì public school students in grades 6-8 and 9-12 (Saka & Lai, 1998a, 1998b). Of particular interest to this studywere student responses to items about injury and violence and tobacco, alcohol, and other drug use. Results in Table 9 include the frequencies of responses on those 45 items for students in Hawaiì middle schools, Hawaiì high schools, and U.S. high schools,as well as the relative rank of Hawaii high school responses compared to the other states and territories with weighted YRBS data (24 states and 3 territories). The data revealmany positive findings about youth risk behaviors in Hawaii but also raiseconcerns in several areas, among them unsafe school campuses, early use of marijuana, and suicide ideation.

Of particular note in these results are that high school students in Hawaiì ranked first among other states with weighted results in being least likely tocarry weapons (14.1% compared to 18.3%) and third in being least likely to carryweapons on school property (6.1% compared to 8.5%). Hawaiì middle school students, however, were more likely to carry guns (7.5%) and weapons other than guns (20.5%) than Hawaiì and U.S. high school students and as likely as U.S. high school students tocarry weapons on school property. Both middle and high school students in Hawaii reported feeling too

27 unsafe to go to school (6% and 5.6%) more often than U.S. high school students (4%). Fifty percent of Hawaii middle school students reported having property stolen or deliberately damaged on school property, more than both Hawai`i (33.5%) and U.S. (32.9%) high school students. Over 40% of middle school students reported being in a physical fight in the last year (42.5%), again more than both Hawai`i (31.7%) and U.S. (36.6%) high school students. Higher percentages of Hawaii middle and high school students reported engaging in risk behaviors related to suicide than did U.S. high school students.

Overall risk associated with tobacco was less than or the same for Hawai`i middle and high schools students compared to U.S. high school students, although middle school students in Hawaii reported more often that they began smoking before age 13 (35.4%). And Hawai`i high school students were slightly more likely to have smoked cigarettes on school property in the past 30 days (16%) than their U.S. counterparts (14.6%).

Hawai`i high school students ranked in the top five of the states with weighted results in being least likely to have ever used alcohol, illegal steroids, inhalants, or illegal injected drugs, or to have drunk alcohol in the past 30 days. They ranked in the bottom, however, in reporting drinking alcohol or using marijuana on school property (8.5% and 12.6%, respectively), trying marijuana before age 13 (14.4%), or being offered, sold, or given an illegal drug on school property (41.4%). And, although the percentage of Hawai`i high school students who reported having five or more drinks in a row in the past 30 days was below the U.S. high school figure of 33.4%, a disturbing 25.1% of Hawaii high school youth reported binge drinking.

Hawai`i middle school students, too, first tried marijuana before age 13 at the same higher rate as Hawai`i high school students (14.8%); they also reported having had their first drink of alcohol before age 13 (44.2%) more frequently than Hawaii (31.7%) and U.S. (31.1%) high school students. And 20% of middle school students reported being offered, sold, or given illegal drugs on school property.

31 28 TABLE 9. 1997 Youth Risk Behavior Survey: Hawai Middle Schoolsa, Hawai `i High Schoolsb, U.S. High Schools, and Hawai `i High School state rankd

Hawaiì Hawaiì U.S. Hawaiì middle high high high Injury and violence schools schools schools school % % % state rank 1.Never or rarely wore a seatbelt riding with 13.0 14.6 19.3 5/27 others 2.Motorcycle riders who never or rarely wore NM 68.1 36.2 23/24 helmet 3.Bicycle riders who never or rarely wore helmet 65.5 93.9 88.4 19/27

4.Rollerbladers who never or rarely wore helmet 54.7 NA NA NA

5.Skateboarders who never or rarely wore helmet 25.2 NA NA NA

6.Rode with a drinking driver in past 30 days 26.7 36.1 36.6 13/27

7.Drove when drinking in past 30 days NA 10.3 16.9 6/27

8.Carried a weapon, such as a gun, knife, or club 20.5 14.1 18.3 1/26 in past 30 days Besides a gun 9.Carried a gun during past 30 days 7.5 4.1 5.9 1/26

10.Carried a weapon on school property in past 30 7.8 6.1 8.5 3/27 days 11.Felt too unsafe to go to school in past 30 days 6.0 5.6 4.0 17/27

12.Threatened or injured with a weapon on school NA 6.3 7.4 3/27 property in past 12 months 13.Property stolen or deliberately damaged on 51.2 33.5 32.9 18/26 school property in past 12 months 14.Were in physical fight in past 12 months 42.5 31.7 36.6 4/27

15.Were injured in a physical fight and treated by 2.8 3.1 3.5 6/27 doctor/nurse during past 12 months 16.Were in physical fight on school property in 23.0 12.9 14.8 6/27 past 12 months 17.Seriously considered attempting suicide in past 28.8 26.9 20.5 25/27 12 months In lifetime 18. Made a suicide plan in past 12 months 16.7 20.1 15.7 22/26 In lifetime 19.Attempted suicide in past 12 months 12.3 11.5 7.7 24/26 In lifetime 20.Suicide attempt required medical attention in 4.4 4.0 2.6 24/27 past 12 months In lifetime Note. Source of data: Pateman, Saka, & Lai, 2000, pp. 47-49. aHawai`i middle schools, grades 6-8, n --= 1450. bHawai`i high schools, grades 9-12, n = 1409. CUnited States high schools, grades 9-12, n = 16,262. dHawail rank among states having weighted YRBS data. eNA = not available.

AVAILABLE BEST COPY 29 TABLE 9 (continued). 1997 Youth Risk Behavior Survey: Hawai`i Middle Schools4 Hawai High Schoolsb, U.S. High Schoolsc, and Hawai HighSchool state rankd

Hawaii Hawai`i U.S. Hawai`i Tobacco use middle high high high schools schools schools school % % % state rank 21.Ever tried cigarette smoking in lifetime 49.9 67.4 70.2 4/25 22.First smoked a cigarette before age 13 35.4 25.6 24.8 13/27 23. Smoked cigarettes in past 30 days 20.1 29.2 36.4 3/27 24.Current cigarette smokers who purchased 1.5 24.9 29.8 16/25 cigarettes at a store or gas station in past 30 In a store days 25.Current cigarette smokers who were not asked 3.7 65.0 66.7 14/22 to show proof of age when purchasing cigarettes in a store in past 30 days 26. Smoked cigarettes on school property in past 30 7.1 16.0 14.6 11/27 days 27. Used chewing tobacco or snuff in past 30 days 4.0 3.4 9.3 2/27 28. Used chewing tobacco or snuff on school NA 1.9 5.1 2/26 property in past 30 days

Alcohol and other drug use

29. Had first drink of alcohol before age4. 13 44.2 31.7 31.1 13/27 30. Ever drank alcohol in lifetime 50.1 72.5 79.1 4/24 31. Drank alcohol in past 30 days 23.7 40.3 50.8 4/27 32. Had five or more drinks in a row in past 30 8.7 25.1 33.4 7/27 days 33. Drank alcohol on school property in past 30 2.9 8.5 5.6 26/27 days 34.First tried marijuana before age 13 14.8 14.4 9.7 26/27 35.Ever used marijuana in lifetime 19.8 46.4 47.1 19/26 36. Used marijuana in past 30 days 12.1 24.3 26.2 11/27 37. Used marijuana on school property in past 30 3.3 12.6 7.0 27/27 days 38.First tried any form of cocaine before age 13 2.2 1.2 1.1 9/26 39.Ever used any form of cocaine in lifetime 3.6 7.4 8.2 16/27 40. Used any form of cocaine in past 30 days 1.9 2.8 3.3 8/27 41. Ever sniffed or inhaled intoxicating substances 10.7 15.7 16.0 2/27 in lifetime 42. Ever used steroids without prescription in 1.8 2.1 3.1 2/27 lifetime 43. Ever used other illegal drugs in lifetime NA 14.5 17.0 9/24 44. Ever injected illegal drugs in lifetime 1.3 0.8 2.1 2/27 45. Were offered, sold, or given illegal drugs on 20.0 41.4 31.7 25/26 school property in past 12 months Note. Source of data: Pateman, Saka, & Lai, 2000, pp. 47-49. aHawaiì middle schools, grades 6-8, n = 1450. bHawaiì high schools, grades 9-12,n = 1409. cUnited States high schools, grades 9-12, n = 16,262. dHawaiì rank among states having weighted YRBS data. eNA = not available.

30 33 Results From the 1998 Hawaii Student Alcohol and Drug Use Study

In this State of Hawai`i Department of Health, Alcohol and Drug Abuse Division (ADAD) report, Kling le and Miller (1999) reported survey results from 1998 as well as those from previous years to illustrate trends in students' lifetime, 30-day, and daily use of the 12 classes of substances distinguished for the ADAD report. Figures 2 and 3 that follow in this text are reprints from the report that illustrate trends in the prevalence of illicit drug, alcohol, and cigarette use for the surveyed grades, 6, 8, 10, and 12.

As Figure 2 illustrates, from the data on lifetime use (use of a substance at least once in a person's lifetime), the most prevalent substance was alcohol, which has remained fairly steady over the past few years. Lifetime prevalence reports for cigarette use, however, increased steadily to 1996; from 1996 to 1998 there were small declines or leveling off at each grade level. Lifetime prevalence reports of any illicit drug use follow a similar pattern of increase from 1991 to 1996 for all grade levels, then a continued rise for high school and a slight decline and leveling off for grades 8 and 6, respectively, in 1998. These trends in illicit drug use were primarily a function of marijuana use, which increased slightly in 1998 for 10th and 12th graders, decreased for 8th graders, and remained the same for 6th graders. The lifetime prevalence reports of Hawaii students for tobacco, alcohol, and illicit drugs are generally lower than or nearly equal to the nationwide reports as presented in Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth. However, for methamphetamine use, Hawai`i 12th graders' lifetime prevalence reports are higher than the nationwide reports. (Klingle & Miller, 1999)

Figure 3 illustrates the rather dramatic increases from 1993 to 1996 in the monthly use of any illicit drug, alcohol, and cigarettes. Although in 1998 the monthly prevalence reports dropped or leveled off for each grade, the 1998 rates were still higher than those reported for 1993. For illicit drug use, the percentages were still nearly 5 percentage points above the 1993 rates. For alcohol use, the reports were nearly 10 percentage points higher than in 1993. The drops in the rates for 1998 mirror the nationwide trends. Nationwide comparisons of monthly marijuana use show use reported by Hawai`i students was slightly higher for 8th and 10th graders and the same for 12th graders. Monthly alcohol use was higher for 8th graders in Hawaii and lower for 10th and 12th graders compared to nationwide reports. Monthly cigarette use in Hawai`i was lower than nationwide reports for 10th and 12th graders and equal to nationwide reports for 8th graders. ( Klingle & Miller, 1999)

Reports on daily use of substances show cigarettes were used most frequently, followed by marijuana and alcohol. According to survey results, 1% of 6th graders, 5% of 8th graders, 10% of tenth graders, and 14% of 12th graders used cigarettes daily. The daily use of illicit drugs was largely marijuana use, with less than 1% of 6th graders, 2% of 8th graders, and 5% of 10th and 12th graders reporting daily marijuana use. Alcohol was used daily by 1% of 6th graders, 3% of 8th graders, 4% of 10 graders, and 3% of 12th graders reporting in 1998. (Klingle & Miller, 1999)

-31 Table 10 summarizes statewide substance abuse treatment needs as determined by using the DSM-III-R criteria with the 1998 survey results. According to the report, 3% of 6th graders, 10% of 8th graders, 22% of 10th graders, and 29% of 12th graders needed treatment for some type of substance abuse in 1998. Percentages of 10th and 12th graders needing treatment was substantially higher than in 1996. By district, needs for treatment of substance abuse were highest for Hawaiì district (21% of students), followed by Maui and Windward 0àhu (18% each), Kauaì (17%), Leeward 0àhu (16%), Central 0àhu (15%), and Honolulu (14%) districts. (Kling le & Miller, 1999, p. 16)

In their study, Kling le and Miller (1999) also discussed factors related to theuse of substances by youth. Some of the key predictors of substance use they described and had collected data on include beliefs about substances, peer and family influences, and ethnic background. Their findings are discussed below regarding students' perceptions of the availability of alcohol, tobacco, and illicit drugs; students' normative beliefs, that is, their perceptions of peer and family use of alcohol, tobacco, and illicit drugs; and students' exposure to the use of alcohol, tobacco, and illicit drugs. Results show students in Hawai`i perceived alcohol, tobacco, and illicit drugs as less obtainable than students nationwide and less than in past years. This may be in part a result of recent "sting" operations involving the sale of cigarettes to minors. There was in increase from the last survey in 1996 in the percentage of students who believed their classmates used alcohol, tobacco, and illicit drugs. Of students in all grades, over half reported believing that family members used alcohol, nearly half that family members used tobacco, and abouta quarter reported believing that family members or other relatives used illicit drugs. Although frequent exposure to others' use of alcohol and illicit drugs had gone down since 1996, survey results showed large percentages of students reporting exposure once a week or more to someone using alcohol and tobacco: approximately 30% of 6th graders, 40% of 8th graders, and over 50% of 10th and 12th graders. Approximately 20% of 10th and 12th graders reported frequent exposure to someone using illicit drugs. (Klingle & Miller, 1999)

Students from different ethnic backgrounds reported different patterns of alcohol and other drug use. The highest substance use was reported by Hawaiian and Caucasian students, the lowest by Chinese students. (Klingle & Miller, 1999)

32 SIETE GRADE 'CO Any Dray Any Akabol Cigarettes

FIGURE 2. Trends in lifetime prevalence of any illicit drug, any alcohol, and cigarette use of 6th, 8th, 10th, and 12th graders, 1987-1998. ("Lifetime prevalence" refers to use of a substance at least once in the person's lifetime.) (Klingle & Miller, 1999, p. 10)

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33 EIGHTH GRADE

1987 1991 1993 1996 19911

FIGURE 3. Trends in monthly (30-day) prevalence of any illicit drug, any alcohol, and cigarette use for 6th, 8th, 10th, and 12th graders, 1987-1998. ("Monthly prevalence" refers to use of a substance at least once in the previous 30 days.) (Klingle & Miller, 1999, p. 12)

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34 TABLE 10. Summary of statewide treatment needs for students in grades 6 through 12, by county, district, and school type: Estimated number and percentage of students needing treatment for alcohol and drug abuse, 1998 (Klingle & Miller, 1999, p. 16)

TREATMENT NEEDS Both ANY Any COUNTY/DISTRICT Alcohol Drug alcohol SUBSTANCE alcohol Any drug TOTAL N abuse onlyabuse onlyand drug ABUSE abuse abuse % % abuse % % % % n n n n n n City/County of Honolulu 3.7% 4.4% 7.3% 15.3% 10.6% 11.7% 56,708 2099 2471 4149 8701 6022 6662 Honolulu district 3.9% 4.1% 6.3% 14.2% 9.9% 10.4% 16,077 621 652 1015 2282 1588 1679 -Central district 3.0% 4.1% 7.4% 14.6% 10.0% 11.6% 15,882 482 659 1172 2312 1595 1842 -Leeward district 4.0% 4.2% 7.7% 15.9% 11.2% 12.0% 15,645 624 663 1210 2484 1756 1883 -Windward district 4.1% 5.5% 8.3% 17.8% 11.9% 13.8% 9104 372 497 752 1623 1083 1258 Hawai`i county/district 5.3% 4.7% 10.6% 20.7% 15.3% 15.6% 13,842 738 657 1472 2867 2117 2158 Maui county/district 3.5% 5.3% 9.0% 17.8% 12.0% 14.3% 10,200 362 542 917 1819 1228 1462 Kaua`i country/district 2.9% 4.1% 9.9% 17.0% 12.0% 14.1% 5118 147 212 509 869 615 722 All public schools 3.9% 4.5% 8.2% 16.6% 11.6% 12.8% 85,868 3346 3882 7047 14,256 9982 11,004 Private schools 4.0% 2.6% 6.4% 13.0% 9.9% 9.1% 18,804 745 498 1200 2445 1865 1716 TOTAL STATEWIDE 3.9% 4.2% 7.9% 16.0% 11.3% 12.2% 104,672 4091 4380 8247 16,701 11,847 12,720 Note. Calculation of Treatment Needs: A substance abuse/dependency diagnosis is calculated based on the student's responses to items that correspond with the DSM-III-R criteria which assess a variety of negative consequences related to substance use. Students responded to abuse and dependency questions for each of the following substances: alcohol, marijuana, stimulants (cocaine, methamphetamine, speed), depressants or downers (sedatives, heroin) and hallucinogens. Substance abuse is indicated by at least one of the following: (1) continued use of the substance despite knowledge of having a persistent or recurrent problem(s) at school, home, work, or with friends because of the substance (e.g., lower grades, fight with parents/friends, get in trouble at work, have problems concentrating, or physical problems), (2) substance use in situations in which use is physically hazardous (e.g., drinking or using drugs when involved in activities that could have increased the student's chance of getting hurt-for instance, using a knife, climbing, swimming, or driving a vehicle). For the student to be classified as abusing a substance, at least one of the two abuse symptoms must have occurred more than once in a single month or several times within the last year. In addition, the student must not meet the criteria for dependency on the substance. Substance dependency is the most severe diagnosis. Substance dependency is indicated by the student's responses to nine different diagnostic criteria for dependency (e.g., marked tolerance, withdrawal symptoms, use of substances to relieve/avoid withdrawal symptoms, persistent desire or effort to stop use, using more than intended, neglect of activities, great deal of time spent using/obtaining the substance, inability to fulfill roles, drinking or using substances despite having problems). A student is considered dependent on a substance if he/she marked "yes" to at least three DSM-III-R symptoms and for at least two of the symptoms, he/she indicated that it occurred several times. The abuse estimates above include students who either abuse or are dependent on a particular substance. Table revised 7/29/1999.

4 .t

BEST COPYAVAILABLE 35 30 "Quality Counts 2000" Report by Education Week Magazine

In the category of school climate, Hawaii received a grade of "F" in the Education Week state by state evaluation of schools called "Quality Counts 2000." Results for all five categories are available on-line at . Factors that went into judging the school environment included class size, student engagement, parent involvement, choice and autonomy. Data were also presented on school size and school safety, the latter as student responses to questions on physical conflicts, gangs, vandalism, weapons, and feelings of being too unsafe to go to school. Table 11 summarizes the school climate results from the "Quality Counts 2000" evaluation. In terms of disorder and violence, only 50% of 8th graders reported that classroom misbehavior is nota problem or is a minor problem; 35% reported that physical conflicts are a seriousor moderate problem, and 24% reported that vandalism is a serious or a moderate problem in 8th grade. About 6% of high school students felt too unsafe to go to school and 6% carried a weapon to school in the past 30 days. And 6% were threatened or injured witha weapon on school property in the past year. Almost 13% were involved in physical fights on school property in the past year, and over 33% had property stolen or deliberately damaged on school property in the past year.

Indicators of parent involvement were low, with only 20% of 8th graders reporting that lack of parental involvement is not a problem or is a minor problem, and that same relatively small percentage reported that more than half of parents participate in parent-teacher conferences.

Confirming earlier data that showed DOD dependents generally attended large schools, the Education Week report showed that nearly all of HawaiTs students attend large schools. In 1998, only 5% of high school students attended high schools with fewer than 900 students. Only 9% of middle school students attended middle schools of 600 or fewer, and just 6% of elementary students went to elementary schools of 350 or fewer students.

36 TABLE 11. School climate indicators from the "Quality Counts 2000" evaluation of Hawai `i schools

CLASS SIZE % 4th graders in classes of 25 or fewer students (1998) 43 % 8th graders in reading classes of 25 or fewer students (1998) 54 STUDENT ENGAGEMENT absenteeism is not a problem or is a minor problem 80 (1998) % 8th graders in schools tardiness is not a problem or is a minor problem 61 reporting that ... (1998) classroom misbehavior is not a problem or is a minor 50 problem (1998) PARENT INVOLVEMENT lack of parent involvement is not a problem or is a 20 minor problem (1998) % 8th graders in schools -more than half of parents participate in open house or 42 reporting that ... back-to-school nights (1998) more than half of parents participate in parent-teacher 21 conferences (1998) CHOICE AND AUTONOMY Statewide public school open- Statewide enrollment program (1999) Limited (voluntary interdistrict or mandatory intradistrict) No choice x State law allows charter schools (1999) yes How strong is the charter school legislation: weak Number of charters (1999) 2 SCHOOL SIZE % students in high schools with 900 or fewer students (1998) 5 % students in middle schools with 600 or fewer students (1998) 9 % students in elementary schools of 350 or fewer students (1998) 6 ADDITIONAL INFORMATION ON SCHOOL SAFETY physical conflicts are a serious or moderate problem in 16 % students in schools reporting 4th grade that... physical conflicts are a serious or moderate problem in 35 8th grade % 8th graders in schools gang activities are a serious or a moderate problem 15 reporting that... (1998) vandalism is a serious or a moderate problem 24 felt too unsafe to go to school during the past 30 days 5.6 (1997) carried a weapon on school property during the past 6.1 30 days (1997) % high school students -were threatened or injured with a weapon on school 6.3 who ... property in the past year (1997) were in a physical fight on school property in the past 12.9 year (1997) had property stolen or deliberately damaged on 33.5 school property in the last year (1997) Note. Source of data: Education Week "Quality Counts 2000: Who Should Teach?" at , pp. 7-8.

BEST COPY AVAILABLE 37 Summary and Discussion

To help determine the relative risk ofviolence among Department of Defense connected students in Hawaii's public schools,those students were characterized and located within the pubic schoolsystem, then the schools most populated by themwere examined using selectedmeasures of risk and indicators of disorder and violence.Data from statewide surveys and studieswere also used to assess the overall risk of violence in Hawaii schools, risks that presumably affectDOD-connected students in Hawaii schools as well.

Location and Characterization of SchoolsWith High Proportions of DOD Dependents

Of the 246 public schools in Hawaii inschool year 1997-98, 219 schools (89%) had federally connected students enrolled;26,668 students of the 189,200 total public school enrollment were federal dependents(14%). Their parents were either inone of the branches of the military or worked for thefederal government as a civilian employee.In 1997-98, 16,716 studentswere military dependents, and it is estimated that about half of the 9952 non-military federal dependentswere children of DOD civilian employees. That makes about 12% of the total Hawaii public schoolenrollment in 1997-98 DOD connected.

The largest impact of DOD-connected studentswas on Central district where 43% of the students were federal dependents; thiswas followed by Leeward and Windward districts, where 18% and 12% of students,respectively, were federal dependents. About 95% of the military dependents and 78% of allfederal dependents in Hawaii public schools in 1997-98 were enrolled in 8 highschools, 8 intermediate and middle schools, and 32 elementary schools, most of them inthe Central district on 0`ahu.

These 48 schools with the highest proportionsof federal dependentswere selected for closer analysis and descriptionto help characterize the schools wherea large percentage of DOD dependents attend. School-level data forthe last 3 school years for the 48 schools were summarized and comparedto statewide averages. Variables selected for analysis and comparisonwere those associated with risk and indicators of disorder and violence in the schools: (a) school size; b) lowSES, as measured by percentage of students on free or reduced price lunch; (c)percentage of students with limited English proficiency (SLEP); (d) average daily attendance;(e) graduation/completion rate for high schools; (f) percentage of students whogave positive responses to the Effective Schools Survey (ESS) items on home-school relations andlearning climate; and (g) offense rates for violent offenses, property offenses,weapons offenses, drug offenses, deportment offenses, and other offenses.

School Size

The most salient risk factor for disorder andviolence for DOD-connected students in Hawaii schools is associated with school size.Defining "large" schools as those

38 41 enrolling 750 or more students, Hawaii hasnearly the highest proportion of largeschools in the country. A DOE study done in1992 (Educational Assessment andAccountability System [EAAS]) showed that only Florida hada higher percentage of large schools than HawaiTs 39%. Comparison to threestates with similar total enrollments at that time Rhode Island, Nevada, and NewHampshireshowed Hawai`i with substantiallymore large schools than their 15%, 22%, and 8%,respectively. Well-designed researchon school size spanning 20 years has shown thatat the elementary level smaller schools have a positive effect on student achievement, attendance, satisfaction,and extracurricular participation (Fowler, 1992). Researchat the secondary school level ismore recent and has investigated effects on various studentoutcomes, including achievement, educational attainment, attendance, dropout rates, studentsatisfaction, sense of belonging, adolescent loneliness, substance use and abuse, andextracurricular participation. Typicaloutcomes have shown that after the factors of district SESand percentage of students from low- income families, school sizewas the next most consistent factor related to outcomes and the relationship was negative (EAAS,1992). Although results of studieson the effects of school size on achievement havebeen mixed in the secondary school level research, the studies appear to be in fullagreement that smaller schools have positive effects on student attitudes, satisfaction, attendance,and extracurricular participation (Fowler, 1992). The DOE studyon Hawai`i public schools found the following.

Larger schools do not produce better studentoutcomes. To the contrary, we found that smaller public secondary schools in Hawaii hadrelatively smaller proportions of students failing HSTEC,smaller proportions of students retained in grade, higher attendancerates (grade 10 but not grade 8 schools), and more positive perceptions ofthe school's climate for learning among both students andparents....We also found that larger schools, both elementary and secondary, hadrelatively more incidents and higher costs of school property crimes (burglaries,thefts, and vandalism) than did smaller schools. (EAAS, 1992,p. 26)

In Education Week magazine's annual rating ofstate school systems, "Quality Counts 2000," the school sizes usedas "cut-offs" for their data presentationwere 900 students for high schools, 600 students for middleschools, and 350 students for elementary schools. Hawaiì had fewer than 10% ofstudents in schools with enrollments below these thresholds. Theaverage size of Hawaiì high schools is over 1600 students (nearly twice the "Quality Counts 2000" size); forintermediate schools (grades 7-8) it is over 900 and for elementary schools, over 700. Theaverage size of the schools with the highest percentages of DOD-connected dependentsexceeded these state averages atevery level: by 100 students at the high school level, byabout 50 students at the intermediate level, and by over 130 students at the elementarylevel. There is a positive correlation between the percentage of military dependents inelementary schools in Hawaiì and school size. DOD-connected students in Hawaiìgenerally attend very large, urban schools and are thus subject to the risks thataccompany large school size.

39 Other Measures of Risk

In general, the Hawai`i schools with the highest proportions of DOD-connected students had lower percentages of students receiving free or reduced price lunches, lower percentages of students with limited English proficiency, higher graduation/completion rates, and better attendance than the state averages for comparable schools on these variables. Of note, however, is that although the percentage of students receiving freeor reduced price lunch was lower than the state average at all levels, at the elementary level the high-DOD schools ranged from 4-70% and averaged 35%, and at the intermediate level they ranged from 15-50% and averaged over 25% of enrollmenton free or reduced lunch. This indicates some risk associated with low socio-economic status on these campuses.

Effective Schools Survey

The results of student responses to the Effective Schools Survey items on home- school relations and learning climate were consistent with what might be predicted based on the research about school size. Among the high schools with the highest percentages of DOD-connected students were the ones with the state's lowest percentages of students who responded positively to survey items about home-school relations and learning climate. The average percentages of positive responses varied over two years, with the average a bit higher than the state's one year and quite a bit lower the other. At the intermediate level the high-DOD schools were consistently below the state averages on both scales and usually contained the minimum values in the range. Overall, students at intermediate schools with the highest proportions of DOD-connected students had a lower opinion of their schools' home-school relations and learning climates than did students statewide. Elementary students at high-DOD schools responded the same as the state average on home-school relations but were less positive about their schools' learning climates than students statewide.

Offenses Leading to Suspensions

School-level data on six categories of offenses leading to suspensions were examined for patterns that might indicate more or less risk for students in schools with high proportions of military and federal dependents. Correlation coefficients at every school level showed very weak, if any, positive or negative linear relationships between proportions of military, non-military, or all federal dependents in a school and rates of commission of offenses leading to suspensions. By those results, it appears that high- DOD schools as a group in school year 1997-98 were neither remarkably safer nor more dangerous than the average Hawai` i public school.

The number of offenses in each category at a school was divided by the enrollment and multiplied to achieve an offense rate per 100 students. Average offense rates for the high-DOD schools were compared to average offense rates for comparable schools in the state to assess the relative disorder and violence among schools with high

40 proportions of DOD-connected students. Withone exception, at all levels and for all categories of offenses the average offense rates at the schools with thehighest percentages of DOD-connected students were below or at the stateaverages for comparable schools. The exception was for drug offenses, where therate of offenses at several high-DOD high schools was consistently above the statewiderate. A further examination of these five particular high schools' data showed thatthe most frequent drug offense leading to suspension at these schoolswas for smoking cigarettes. Last school year an average of 78% of the drug offenses leadingto suspensions at these schools were smoking offenses, and 16%were marijuana offenses. Other illegal drug offenses accounted for 5% or less ofany of these schools' drug offenses, and alcohol accounted for 6% or less. The higher suspension rate for smokingat these particular high schools may indicate a bigger problem with smoking at these schools thanat the average high school in the state, or it maymean there was more vigorous enforcement of the no- smoking rules at these particular schools. In general, the offense data donot indicate a greater risk for disorder and violence among the DOD-connected students in Hawai`i relative to the rest of HawaiTs public school students.

Although the average offense rates for these schools compared favorablywith the state averages, the ranges of offense rates were generally larger at the intermediate level. This may indicate that there was more variation in the levels of disorderand violence in the high-DOD intermediate schools than in the high schoolsor elementary schools with high percentages of DOD-connected students. To better understandpossible risks for violence at these schools in particular, a look at statewide risks is helpful.In this study the results of the Hawaii Middle School and High School Youth Risk BehaviorSurveys (YRBS) administered in spring 1997 and the State of Hawai`i Department ofHealth, Alcohol and Drug Abuse Division (ADAD) study done in 1998were used to find areas of concern about student health and safety that could present risks to the DOD dependents in Hawai`i as well as to other students.

Statewide Indicators of Risk for Disorder and Violence

Data from the YRBS reveal many positive findings aboutpatterns of high risk behaviors among Hawai`i students in grades 6-8 and 9-12 relativeto those of the representative U.S. high school sample. They also raisesome concerns about unsafe school campuses in Hawaii and Hawai`i students' earlyuse of marijuana and suicide ideation.

Unsafe Campuses

The good news is that Hawaiì high school studentsare the least likely to carry weapons when compared to the other 27 states and territories with weighted YRBS data. However, Hawaiì middle school students aremore likely to carry guns and weapons other than guns than both Hawaiì and U.S. high school students andas likely as U.S. high school students to carry weapons on school property. Over 7% of Hawaiìmiddle school students reported carrying a gun in the past 30 days,over 20% reported carrying a

41 weapon other than a gun, and nearly 8% carried a weapon on school property in the past 30 days.

Compared to 4% of U.S. high school students, 5.6% of Hawaii high schools students and 6% of Hawaiì middle schools students reported feeling too unsafe to go to school in the past 30 days. Over 33% of high school students and 50% of middle school students in Hawaii reported property stolen or deliberately damaged on school property in the last year. And over 42% of middle school students in Hawaiì reported being in a physical fight in the last year, more than Hawaiì and U.S. high school students. According to data in the "Quality Counts 2000" report, 16% of 4th graders and 35% of 8th graders reported that physical conflicts are a serious or moderate problem. Only half of 8th graders reported that classroom misbehavior was not a problem or was a minor problem.

Substance Use and Abuse

Since research shows that early use predicts adult abuse (Robins & Pryzbec as cited in Klingle & Miller, 1999), Hawai`i students' early use of marijuana is of great concern; almost 15% of middle school students reported first trying it before age 13. In addition, over 35% of them first smoked a cigarette and 44% first drank alcohol before age 13. At the high school level, 25% of Hawaii students reported binge drinking (having 5 or more drinks in a row) in the past 30 days. Hawaii high school students were more likely than U.S. high school students to have smoked cigarettes on campus (16%) and more likely than students in any of the other 27 states and territories with weighted YRBS data to have reported drinking alcohol (8.5%) or using marijuana (12.6%) on school property. Over 41% of Hawai`i high school students and 20% of middle schools students reported being offered, sold, or given an illegal drug on school property. This is consistent with the ADAD study finding that about 20% of 10th and 12th graders in Hawaii reported frequent exposure (once a week or more) to someone using illicit drugs. Since key predictors among the factors related to the use of substances by youth are their belief about substances and peer and family influences (Klingle & Miller, 1999), this exposure to illicit drugs and their use and availability on school property is of great concern.

Also disturbing are the increases from 1993 to 1996 in monthly use of any illicit drug, alcohol, or cigarettes by the students surveyed in the ADAD study. Even though the trend dropped or leveled off in 1998, those monthly rates are higher in all cases than the 1993 rates: up 5% for monthly use of illicit drugs and up 10% for alcohol. These trends are consistent with nationwide trends, except for Hawai`i students' monthly use of marijuana, which was higher than nationwide rates in 1998 for 8th and 10th graders responding to the ADAD survey. Daily use of cigarettes by Hawai`i 10th and 12th was reported by 10% and 12% of those students surveyed, respectively.

Although not all the substances used by Hawai`i students are illegal, their use by minors and on school property are obvious risks or indicators of disorder and can affect

42 45 all students' normative beliefs, that is, their perceptions of peer use. This increased use predicts further increases in use and abuse. Indeed, statewide substance abuse treatment needs increased substantially in 1998, according to the ADAD study.

Lack of Parent Involvement

There appears to be a glaring lack of involvement on the part of parents of public school students in Hawai`i at a time when it is most needed. The "Quality Counts 2000" report shows only 20% of 8th graders reporting in 1998 that lack of parentinvolvement is not a problem or is a minor problem at their school and only 25% reportingthat more than half of parents participate in parent-teacher conferences.

Conclusion

Department of Defense connected students in Hawai`i attend some of the largest public schools in the state, with the average enrollment at elementary, intermediate, and high schools well exceeding the already high state averages for those levels. They are thus at risk for the kinds of disruptions and negative effects that generally accompanylarge school size. In spite of that, however, the risk of violence among Department of Defense connected students in Hawai`i schools appears to be no greater than, and in some ways is less than, that for other students in the public schools in Hawaii. Among the schools with the highest percentages of DOD-connected students, the intermediate schools seem to be most at risk for disorder and violence. And the schools with high proportionsof DOD- connected students likely share with the other schools in the state a vulnerability to the disorder and violence indicated by students' relatively high rates of reporting risk behaviors related to unsafe school campusesphysical fights, property damage and theft, early marijuana use, alcohol and marijuana use on school property, and the availability on school property of illegal drugs.

43 References

Anwar, Y. (1999, August 29). Schools struggle to teach tolerance: Racial incidents highlight need. The Honolulu Advertiser, pp. Al, A3.

Blakeman, K. (1999, September 12). Central school district wins anti-violence grant. The Honolulu Advertiser, p. A25.

Dayton, K. & Nakaso, D. (1999, November 3). State's 'hideous wake-up call.' The Honolulu Advertiser, p. Al, A10.

Educational Assessment and Accountability System. (1992). Working paper #8: School size in Hawaii. Honolulu, HI: Department of Education, Office of the Superintendent, Planning & Evaluation Branch.

Fowler, W. J., Jr. (1992, April). What do we know about school size? What should we know? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Gonser, J. (2000, February 13). Campbell violence alarming to many. The Honolulu Advertiser, p. A19, A23.

Gordon, M. (1999, Dec. 2). Mother of beaten boy at odds with school. The Honolulu Advertiser, p. B 1.

Gordon, M. (2000, March 6). Schools listen to base families: Forum addresses military concerns about education. The Honolulu Advertiser, pp. Al, A5.

Keesing, A. (1999, Dec. 12). Bullying problem worries schools: Experts suspect severity of incidents rising. The Honolulu Advertiser, pp. A27, A31.

Klingle, R. S., & Miller, M. D. (1999). The 1998 Hawaii student alcohol and drug use study (1991-1998): Hawaii adolescent treatment needs assessment. Kapolei: Alcohol and Drug Abuse Division, State of Hawai`i Department of Health.

Koehlmoos, T. (2000, February). On deciding to home school. Paper presented at the annual conference of the Hawai`i Educational Research Association, Honolulu.

Masuoka, B. (2000, March 2). Retired officers assigned to schools. The Honolulu Advertiser, p. Al.

Pateman, B., Saka, S. M., & Lai, M. K. (2000). How well are schools addressing the health-related education needs of Hawai`i youth? Results from the Youth Risk

44 47 Behavior Survey and the School Health Education Profile Survey. Pacific Educational Research Journal, 10, 43-56.

Saka, S. M., & Lai, M. K. (1998a). 1997 Hawai`i Youth Risk Behavior Survey report. Honolulu: Hawai`i Department of Education.

Saka, S. M., & Lai, M. K. (1998b). Comparisons of youth-risk behaviors of 1997 middleschool and 1997 high-school students in Hawai`i. Honolulu: Hawai`i Department of Education.

Tragedy in paradise: The Xerox shootings. (1999, Nov. 3). The Honolulu Advertiser, pp. AlA10.

45 Appendixes

99 Appendix A

Federally Connected Pupils by School and Employing Agency 1997- 1998

50 Excludes Low Rent Housing Low Rent Housing Pupils ,-.. .2. 6 - u E g c.t. 74 o .., -5 oc Lt. 5- 74 ca i School Z ..<4 I: Zi.4:1 g z 0 2 0 z .< / Z1 o Z O 0 'AinaHonolulu Haina District E 35,354 442 100 1417 23 1253 18 164 5 110 68 1 00 72 0 104 03 2768 0 2764 0 04 0 0 1 0 02 0 0 1 Ali'iolaniAla Wai E 380594 102101 1617 1513 4 1 0 1 1 0 02 0 0 4 4 0 0 0 00 0 0 0 CentralAnuenue Middle E/H M 482264 104103 10 78 32 0 20 0 2 1 0 0 102 6 101 6 0 1 0 0 1 0 0 0 0 Dole Middle M 813 105 8122 19 3 0 1 0 2 0 0 317 317 0 0 0 0 0 1 0 0 1 FernFarrington High HE 2431 578 107106 20 7717 43 00 02 0 32 0 1 0 359141 357141 02 0 00 0 0 0 0 HIHaha'ione Center for Deaf & E 574 108 36 24 12 2 6 1 0 3 1 0 2 2 0 0 0 0 0 0 0 JarrettHokulaniBlind Middle ME 410418 110109 1966 1863 03 1 0 0 1 00 0 0I 0 45 03 45 03 0 00 0 0 0 0 00 Jefferson E 538 I 1 1 25 16 9 2 0 0 7 0 0 6 1 6 1 0 0 0 0 0 0 0 Ka'ewaiKa'ahumanuJefferson Orthopedic Unit E 432730 10 113112 80 085 03 0 02 0 00 1 0 00 26928 26928 00 0 0 0 0 0 0 KaimukiKahala High J51 HE 1559607 115114 5330 4529 81 0 5I 0 30 0 0 63 2 63 2 0 0 0 0 0 0 52 0 0 0 0 0 0 0 0 0 El 0 0 0 0 0 0 0 0 0 0 1 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0El OZ 45, 0 0 0 0 0 0 En EA : 0 0 0 0 0 0 0 0 O tt : 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 ES 95 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 0 0 0 0 0 0 MI 41 0 0 0 0 0 0 0 0 01 E l I 0 0 0 0 0 0 0 El 0 0 0 0 0 0 0 MI 0 0 0 0 0 0 0NE 8 0 0 0 0 0 0 0El 5 4 1 0 0 0 0 0 0 0 0 0 II 0 0 0 0 0 0 0 0 Off 0 0 0 0 0 0 0 9 0 0 0 0 0 O0 0 6Z 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6Z 0 El 0 0 0 0 0 6 0 0 0 0 0 0 0 0 5t, 0 0 0 0 0 0O0 0 El .I 5 0 0 0 0 0 0 0 £9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9£ El 1 MI 0 0 0 I 0 0 0 0 0 1 0

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a MaunaloaMaui Waena E 1 94890 419428 04 04 0 0 0 0 0 0 0 14 1 14 1 00 0 0 0 00 0 0 PukalaniNahienaena EE 698558 426429 0 1 0 0I 0 0 0 0 1 0 0 07 07 0 0 00 0 0 00 0 WailukuWaihe'e E 837858 425424 2 1 1 0 1 0 0 00 0 1 00 0 44 7 44 7 0 0 0 0 0 0 0 Kaua'i District SUMMARY 11039 42650 360 33 66 17 26 58 00 49 2 40 6 1 10989 10989 0 0 0 0 0 00 0 Kalahe'oHanalei'Ele'ele E 626289534 452451453 4740 2 4539 1 2I1 0 0 00 0 1 02 0 1 309 309 0 0 00 0 0 0 0 Kapa'a H/1 E 12331110 454455 94 63 3 1 0 20 0 0 1 0 1 00 58 58 0 0 0 0 0 0 0 Kaua'iKapa'a WIM 1886960 456455 45 6 43 4 2 0 0 1 0 02 0 1 0 142 142 0 0 0 0 0 0 0 KilaueaKekahaKaumuali' i E 319354834 459458457 65 42 35 40 30 02 0 1 0 1 0 27 0 1 0 02 11 08 1108 0 0 0 0 00 0 0 WaimeaKoloa Canyon E 680390 460464 101 2 86 2 150 0 1 0 0 130 0 0 1 79 79 0 0 0 0 0 0 0 WilcoxWaimea High SUMMARY HE 983828 462463 42685 14 3607913 66 6 1 20 50 1 0 49 04 040 602 8910 3 89103 0 0 0 0 00 0 0 G7 Appendix B

Hawai`i Public High Schools, Intermediate and Middle Schools, and Elementary Schools Ordered by Percent Enrollment Military in School Year 1997-98

(j 9 1997-1998

Percent Percent Total Grand Percent EnrollmentEnrollment Total Non- Total Enrollment Non- Fed School TypeDistrictEnrollmentMilitarymilitaryFederal Military Military Connected Radford High H Centr 1,404 880 118 998 62.7% 8.4% 71.1% Leilehua High H Centr 1,890 507 204 711 26.8% 10.8% 37.6% Kalaheo H Wind 1,220 224 73 297 18.4% 6.0% 24.3% Moanalua High H Centr 1,939 350 144 494 18.1% 7.4% 25.5% Campbell High H Leew 2,210 262 356 618 11.9% 16.1% 28.0% Mililani High H Centr 2,105 142 491 633 6.7% 23.3% 30.1% Pearl City High H Leew 2,177 114 361 475 5.2% 16.6% 21.8% 'Aiea High H Centr 1,500 54 230 284 3.6% 15.3% 18.9% Kaiser High H Hono 1,168 15 63 78 1.3% 5.4% 6.7% Waipahu High H Leew 2,357 25 247 272 1.1% 10.5% 11.5% Kailua H Wind 1,090 9 50 59 0.8% 4.6% 5.4% Waimea High H Kauai 828 6 79 85 0.7% 9.5% 10.3% Wai'anae High H Leew 2,164 14 150 164 0.6% 6.9% 7.6% Castle H Wind 2,032 12 147 159 0.6% 7.2% 7.8% Kaimuld High H Hono 1,559 8 45 53 0.5% 2.9% 3.4% Maui High H Maui 1,734 3 2 5 0.2% 0.1% 0.3% Farrington High H Hono 2,431 4 77 81 0.2% 3.2% 3.3% Waialcea High H Haw 2,392 3 31 34 0.1% 1.3% 1.4% McKinley High H Hono 1,981 2 44 46 0.1% 2.2% 2.3% 3.7% Kalani High H Hono 1,245 1 45 46 0.1% 3.6%

Hilo High H Haw 1,793 1 6 7 0.1% 0.3% 0.4%

Baldwin High H Maui 1,850 1 1 2 0.1% 0.1% 0.1% Lahainaluna H Maui 876 0 0 0 0.0% 0.0% 0.0% King Kekaulike H Maui 1,030 0 2 2 0.0% 0.2% 0.2% Konawaena High H Haw 1,895 0 5 5 0.0% 0.3% 0.3% Kealakehe High H Haw 402 0 0 0 0.0% 0.0% 0.0% Roosevelt High H Hono 1,533 0 76 76 0.0% 5.0% 5.0%

BEST COPYAVAILABLE

7 0 1997-1998

Percent TotalGrand Percent Percent Enrollment Total Non- TotalEnrollmentEnrollment Fed School TypeDistrictEnrollmentMilitarymilitaryFederalMilitaryNon-MilitaryConnected Aliamanu Intermediate I Centr 1,017 581 39 620 57.1% 3.8% 61.0% Wahiawa Intermediate I Centr 1,001 364 105 469 36.4% 10.5% 46.9% Moanalua Intermediate I Centr 868 272 62 334 31.3% 7.1% 38.5% 'Ilima Intermediate I Leew 1,412 237 144 381 16.8% 10.2% 27.0% Wheeler Intermediate I Centr 1,008 146 207 353 14.5% 20.5% 35.0% Kailua I Wind 965 126 54 180 13.1% 5.6% 18.7% Highlands Intermediate I Leew 1,108 95 175 270 8.6% 15.8% 24.4% 'Aiea Intermediate I Centr 719 22 89 111 3.1% 12.4% 15.4% Waipahu Intermediate I Leew 1,229 21 120 141 1.7% 9.8% 11.5% Niu Valley Middle M Hono 568 9 22 31 1.6% 3.9% 5.5% King I Wind 1,037 11 55 66 1.1% 5.3% 6.4% Hilo Intermediate I Haw 694 5 7 12 0.7% 1.0% 1.7% Central Middle M Hono 482 3 7 10 0.6% 1.5% 2.1% Waiakea Intermediate I Haw 1,030 5 13 18 0.5% 1.3% 1.7% Kalakaua Middle M Hono 929 4 43 47 0.4% 4.6% 5.1% Wai'anae Intermediate I Leew 1,166 5 71 76 0.4% 6.1% 6.5% Dole Middle M Hono 813 3 19 22 0.4% 2.3% 2.7% Washington Middle M Hono 943 2 19 21 0.2% 2.0% 2.2% Kapa'a M Kauai 960 2 4 6 0.2% 0.4% 0.6%

Stevenson Middle M Hono 538 1 21 22 0.2% 3.9% 4.1% Kalama Intermediate I Maui 1,298 0 6 6 0.0% 0.5% 0.5% Kealakehe Intermediate I Haw 992 0 0 0 0.0% 0.0% 0.0% Lahaina I Maui 604 0 0 0 0.0% 0.0% 0.0% Maui Waena I Maui 948 0 4 4 0.0% 0.4% 0.4%

'Iao I Maui 823 0 1 1 0.0% 0.1% 0.1% Jarrett Middle M Hono 410 0 6 6 0.0% 1.5% 1.5% Kaimuki Middle M Hono 742 0 36 36 0.0% 4.9% 4.9% Kawananakoa Middle M Hono 807 0 47 47 0.0% 5.8% 5.8%

71 1997-1998 Percent Total Grand Percent Percent Enrollment Total Non- TotalEnrollmentEnrollment Fed School TypeDistrictEnrollmentMilitarymilitaryFederalMilitaryNon-MilitaryConnected Solomon E Centr 890 925 8 933 103.9% 0.9% 104.8% Hale Kula E Centr 885 890 10 900 100.6% 1.1% 101.7% Mokulele E Centr 639 613 9 622 95.9% 1.4% 97.3% Nimitz E Centr 813 768 11 779 94.5% 1.4% 95.8% Pearl Harbor Kai E Centr 676 638 22 660 94.4% 3.3% 97.6% Hickam E Centr 800 751 11 762 93.9% 1.4% 95.3% Shatter E Centr 340 315 23 338 92.6% 6.8% 99.4% Iroqouis Point E Leew 1,257 1,148 5 1,153 91.3% 0.4% 91.7% Barber's Point E Leew 565 501 23 524 88.7% 4.1% 92.7% Mokapu E Wind 816 695 2 697 85.2% 0.2% 85.4% Wheeler Elementary E Centr 1,028 819 19 838 79.7% 1.8% 81.5% Lehua E Leew 502 348 18 366 69.3% 3.6% 72.9% Aliamanu Elementary E Centr 903 577 45 622 63.9% 5.0% 68.9% Red Hill E Centr 623 395 15 410 63.4% 2.4% 65.8% Makalapa E Centr 716 337 64 401 47.1% 8.9% 56.0% Pearl Harbor E Centr 639 250 47 297 39.1% 7.4% 46.5% Helemano E Centr 825 250 65 315 30.3% 7.9% 38.2% Webling E Centr 549 120 68 188 21.9% 12.4% 34.2% Pearl City Elementary E Leew 654 131 51 182 20.0% 7.8% 27.8% Moanalua Elementary E Centr 725 111 88 199 15.3% 12.1% 27.4% Wahiawa Elementary E Centr 544 64 38 102 11.8% 7.0% 18.8% Mililani-Uka E Centr 1,255 144 224 368 11.5% 17.8% 29.3% Mauka Lani E Leew 709 72 91 163 10.2% 12.8% 23.0% Mililani-Waena E Centr 1,016 95 191 286 9.4% 18.8% 28.1% Scott E Centr 717 66 69 135 9.2% 9.6% 18.8% Kekaha E Kauai 354 30 35 65 8.5% 9.9% 18.4% 'Aikahi E Wind 628 53 55 108 8.4% 8.8% 17.2% Holomua E Leew 674 55 80 135 8.2% 11.9% 20.0% Kipapa E Centr 909 63 135 198 6.9% 14.9% 21.8% Kalei opu' u E Leew 1,017 69 120 189 6.8% 11.8% 18.6% Pearl Ridge E Centr 634 39 91 130 6.2% 14.4% 20.5% Mililani-Mauka E Centr 920 52 185 237 5.7% 20.1% 25.8% Ka'elepulu E Wind 166 9 12 21 5.4% 7.2% 12.7% 'Ewa Elementary E Leew 612 33 49 82 5.4% 8.0% 13.4% Lanikai E Wind 320 17 25 42 5.3% 7.8% 13.1% 'Aiea Elementary E Centr 340 16 18 34 4.7% 5.3% 10.0% Makakilo E Leew 669 31 81 112 4.6% 12.1% 16.7% Kanoelani E Leew 905 41 156 197 4.5% 17.2% 21.8% Waimalu E Centr 774 32 109 141 4.1% 14.1% 18.2% Waiau E Leew 615 25 66 91 4.1% 10.7% 14.8% Pohakea E Leew 552 21 36 57 3.8% 6.5% 10.3% 1997-1998

Percent Total Grand Percent Percent Enrollment Total Non- TotalEnrollmentEnrollment Fed School TypeDistrictEnrollmentMilitarymilitaryFederal MilitaryNon-MilitaryConnected 'Ewa Beach Elementary E Leew 519 17 45 62 3.3% 8.7% 11.9% Palisades E Leew 432 12 53 65 2.8% 12.3% 15.0% Pearl City Highlands E Leew 434 12 57 69 2.8% 13.1% 15.9% Maunawili E Wind 402 11 26 37 2.7% 6.5% 9.2% Kapolei E Leew 937 25 102 127 2.7% 10.9% 13.6% 'Iliahi E Centr 577 15 89 104 2.6% 15.4% 18.0% Ka' imiloa E Leew 783 20 61 81 2.6% 7.8% 10.3% Leihoku E Leew 779 18 49 67 2.3% 6.3% 8.6% Waimea Canyon E Kauai 680 15 86 101 2.2% 12.6% 14.9% Haha' ione E Hono 574 12 24 36 2.1% 4.2% 6.3% 'Ahuimanu E Wind 580 12 38 50 2.1% 6.6% 8.6% Salt Lake E Centr 850 16 74 90 1.9% 8.7% 10.6% Kaneohe E Wind 615 11 47 58 1.8% 7.6% 9.4% Kainalu E Wind 560 10 42 52 1.8% 7.5% 9.3% Ma' ili E Leew 967 17 49 66 1.8% 5.1% 6.8% Enchanted Lake E Wind 467 8 27 35 1.7% 5.8% 7.5% Jefferson E Hono 538 9 16 25 1.7% 3.0% 4.6% Nanaikapono E Leew 1,041 15 44 59 1.4% 4.2% 5.7% Koko Head E Hono 351 5 15 20 1.4% 4.3% 5.7% Mamma E Leew 492 7 49 56 1.4% 10.0% 11.4% Kahalu' u E Wind 307 4 21 25 1.3% 6.8% 8.1% Keolu E Wind 316 4 15 19 1.3% 4.7% 6.0% De Silva E Haw 408 5 8 13 1.2% 2.0% 3.2% Lili' uokalani E Hono 169 2 5 7 1.2% 3.0% 4.1% Waiakeawaena E Haw 881 10 7 17 1.1% 0.8% 1.9% Kalihi-uka E Hono 353 4 15 19 1.1% 4.2% 5.4% 'Aina Haina E Hono 442 5 18 23 1.1% 4.1% 5.2% La' ie E Wind 821 9 5 14 1.1% 0.6% 1.7% Noelani E Hono 469 5 20 25 1.1% 4.3% 5.3% Ahrens E Leew 1,628 17 115 132 1.0% 7.1% 8.1% Kapalama E Hono 776 8 38 46 1.0% 4.9% 5.9% Hale' iwa E Centr 412 4 32 36 1.0% 7.8% 8.7% He' eia E Wind 762 7 46 53 0.9% 6.0% 7.0% Ka' ala E Centr 573 5 68 73 0.9% 11.9% 12.7% Makaha E Leew 697 6 22 28 0.9% 3.2% 4.0% Honowai E Leew 831 7 73 80 0.8% 8.8% 9.6% Wai'anae Elementary E Leew 736 6 29 35 0.8% 3.9% 4.8%

Kamali' i E Maui 754 6 1 7 0.8% 0.1% 0.9% Kuhio E Hono 377 3 8 11 0.8% 2.1% 2.9% Anuenue E Hono 264 2 8 10 0.8% 3.0% 3.8%

73 1997-1998

Percent Total Grand Percent Percent Enrollment Total Non- TotalEnrollmentEnrollment Fed School TypeDistrictEnrollmentMilitarymilitaryFederalMilitaryNon-MilitaryConnected Liholiho E Hono 405 3 22 25 0.7% 5.4% 6.2% Momilani E Leew 407 3 74 77 0.7% 18.2% 18.9% Waialua Elementary E Centr 564 4 36 40 0.7% 6.4% 7.1% Pope E Wind 288 2 7 9 0.7% 2.4% 3.1% Lanakila E Hono 436 3 21 24 0.7% 4.8% 5.5% Kailua E Wind 582 4 27 31 0.7% 4.6% 5.3% Kamiloiki E Hono 583 4 29 33 0.7% 5.0% 5.7% Ala Wai E Hono 594 4 13 17 0.7% 2.2% 2.9% Parker E Wind 605 4 34 28 0.7% 5.6% 4.6% Kalihi E Hono 304 2 9 11 0.7% 3.0% 3.6% Kapunahala E Wind 612 4 41 45 0.7% 6.7% 7.4% Hau'ula E Wind 355 2 6 8 0.6% 1.7% 2.3% Wilson E Hono 543 3 42 45 0.6% 7.7% 8.3% Fern E Hono 578 3 17 20 0.5% 2.9% 3.5% Ma'ema'e E Hono 772 4 56 60 0.5% 7.3% 7.8% Kalihi-kai E Hono 802 4 29 33 0.5% 3.6% 4.1%

Honaunau E Haw 407 2 1 3 0.5% 0.2% 0.7% Nu'uanu E Hono 407 2 22 24 0.5% 5.4% 5.9% Mama E Hono 611 3 31 34 0.5% 5.1% 5.6% Ka' iulani E Hono 486 2 5 7 0.4% 1.0% 1.4% Ka'ahumanu E Hono 730 3 5 8 0.4% 0.7% 1.1% Kauluwela E Hono 544 2 11 13 0.4% 2.0% 2.4%

Hanalei E Kauai 289 1 1 2 0.3% 0.3% 0.7%

Sunset Beach E Wind 296 1 22 23 0.3% 7.4% 7.8% Kalahe'o E Kauai 626 2 45 47 0.3% 7.2% 7.5% Kalihi-waena E Hono 629 2 8 10 0.3% 1.3% 1.6% Nanakuli Elementary E Leew 650 2 33 35 0.3% 5.1% 5.4% Lunalilo E Hono 658 2 22 24 0.3% 3.3% 3.6%

Waikiki E Hono 334 1 13 14 0.3% 3.9% 4.2% Waipahu Elementary E Leew 1,028 3 45 48 0.3% 4.4% 4.7% Lihikai E Maui 1,035 3 3 6 0.3% 0.3% 0.6%

Ali' iolani E Hono 380 1 15 16 0.3% 3.9% 4.2% Kamaile E Leew 796 2 24 26 0.3% 3.0% 3.3%

Pu'uhale E Hono 401 1 12 13 0.2% 3.0% 3.2% Kaumuali' i E Kauai 834 2 0 2 0.2% 0.0% 0.2%

Hokulani E Hono 418 1 18 19 0.2% 4.3% 4.5% Waiakea Elementary E Haw 863 2 18 20 0.2% 2.1% 2.3%

Likelike E Hono 437 1 10 11 0.2% 2.3% 2.5% Kahului E Maui 911 2 0 2 0.2% 0.0% 0.2%

Pu' ohala E Wind 470 1 35 36 0.2% 7.4% 7.7%

Pauoa E Hono 474 1 17 18 0.2% 3.6% 3.8%

Wai'alae E Hono 488 1 23 24 0.2% 4.7% 4.9%

".t 1997-1998 Percent TotalGrand Percent Percent Enrollment Total Non- TotalEnrollmentEnrollment Fed School TypeDistrictEnrollmentMilitarymilitaryFederal MilitaryNon-MilitaryConnected

Waikoloa E Haw 517 1 1 2 0.2% 0.2% 0.4%

'Ele'ele E Kauai 534 1 39 40 0.2% 7.3% 7.5% Kahuku E Wind 544 20 21 0.2% 3.7% 3.9%

Pukalani E Maui 558 1 0 1 0.2% 0.0% 0.2%

Kahala E Hono 607 1 29 30 0.2% 4.8% 4.9%

Hilo Union E Haw 677 1 7 8 0.1% 1.0% 1.2%

Kahakai E Haw 729 1 0 1 0.1% 0.0% 0.1%

Keonepoko E Haw 750 1 7 8 0.1% 0.9% 1.1%

Waihe'e E Maui 858 1 1 2 0.1% 0.1% 0.2%

Kealakehe Elementary E Haw 963 1 2 3 0.1% 0.2% 0.3%

Wilcox E Kauai 983 1 13 14 0.1% 1.3% 1.4%

Kapa'a E Kauai 1,110 1 3 4 0.1% 0.3% 0.4%

Kaunakakai E Maui 336 0 I 1 0.0% 0.3% 0.3% Ho'okena E Haw 330 0 3 3 0.0% 0.9% 0.9% Kualapu' u E Maui 407 0 0 0 0.0% 0.0% 0.0% Maunaloa E Maui 90 0 0 0 0.0% 0.0% 0.0% Kilauea E Kauai 319 0 4 4 0.0% 1.3% 1.3% Kamehameha III E Maui 665 0 0 0 0.0% 0.0% 0.0% Konawaena Elementary E Haw 738 0 5 5 0.0% 0.7% 0.7% Makawao E Maui 636 0 2 2 0.0% 0.3% 0.3% Keaukaha E Haw 532 0 6 6 0.0% 1.1% 1.1% Koloa E Kauai 390 0 2 2 0.0% 0.5% 0.5%

Wailuku E Maui 837 0 1 1 0.0% 0.1% 0.1% Nahienaena E Maui 698 0 0 0 0.0% 0.0% 0.0% Royal E Hono 455 0 2 2 0.0% 0.4% 0.4% Palo lo E Hono 312 0 0 0 0.0% 0.0% 0.0% Waiahole E Wind 143 0 2 2 0.0% 1.4% 1.4%

Ha'aheo E Haw 199 0 1 1 0.0% 0.5% 0.5% Ha' iku E Maui 465 0 2 2 0.0% 0.4% 0.4% Kapi' olani E Haw 591 0 8 8 0.0% 1.4% 1.4% Ka' a' awa E Wind 182 0 4 4 0.0% 2.2% 2.2% Ka'ewai E Hono 432 0 8 8 0.0% 1.9% 1.9%

Kula E Maui 522 0 1 1 0.0% 0.2% 0.2% Linapuni E Hono 262 0 0 0 0.0% 0.0% 0.0% Lincoln E Hono 588 0 13 13 0.0% 2.2% 2.2% Wailupe Valley E Hono 222 0 11 11 0.0% 5.0% 5.0%

75 Appendix C

School Status and Improvement Report (SSIR) for School Year 1997-98 for the Hawai`i High Schools, Intermediate and Middle Schools, and Elementary Schools with the Highest Percentages of Department of Defense Dependents Enrolled

The Hawai`i State Department of Education makes every public school's School Status and Improvement Report available as a downloadable file via the Internet at the Assessment Resource Center Hawai`i (ARCH) Web site as a link under the heading School Evaluation: . Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Admiral Arthur W. Radford High School Grades 9-12 SchoolStatus and Improvement Report Focus On School lt(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status and Focus on P. 1 Improvement Report has been prepared as part of the Department's Sithnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settino 98 school year.Context information includes a profiling of the student Student Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Snhanl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report desdribe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Skins Admiral Arthur W. Radford High School, a comprehensive grade 9-12 4* Effective School school, is located in a highly transient community approximately one Student Crmthint mile from Pearl Harbor and serves the areas from Hickam Air Force Base, Pearl Harbor, Crosspointe, and parts of Aliamanu.About 77% of the Statewide students are federally connected, with 75% being military dependents. School Consequently, the school experiences a yearly transiency rate of about a third of its student population.Radford's curricular offering, which includes an International Learning Center and the NJROTC Program is School Address: designed to meet the needs and interests of all students as they prepare for Radford High School their future.Over the years Radford'sstudents have been recipients of 4361 Salt Lake Blvd. various scholarships and awards including thePresidentialScholar, National Merit, Sterling Scholar, Century II Leader, and all military service Honolulu, HI 96818 academies. Radford was accredited in 1993 by the Western Association of Schools and Colleges for a term of six years.

BEST COPY AVAILABLE Admiral Arthur W. Radford High School Fall 1998 0

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 8 0.6%

Black 169 12.0% Fall enrollment 1403 1441 1404 Chinese 11 A 0.8%

Number and percent of students 1295 1293 1361 Filipino 339 24.0.4 enrolled for the entire school year 92.3% 89.7% 96.9% Hawaiian'mien 13 t 0.9%

Pert-Hawaiian

Number and percent of students 265 219 234 receiving free or reduced-cost Japanese 25 lunch 18.9% 15.2% 16.7% Korean 10 10.7%

Portuguese 5 0.4% Number and percent of students 73 55 67 in Special Education programs Hispanic 59 5.2% 3.8% 4.8% 'Samoan 59 42%:

white 475 33.6% Number and percent of students TdrAlnirgnejr.AKilAVAIJ 68 78 1 77 with limited English proficiency Indo-Chinese7 0.5% 4.8% 5.4% 5.5% All Others 181 .e .4. I 12_8%

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased on Ole 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Lev01 164% Average family size college - 3.0 3.6 Graduate 21.1%

Percent of households with 44.3% 31.8% school age children (4-19)

39.9% Median household income $33,071 $38,829 Some College

Per capita income $11,705 1 $15,770

Percent of households with 3.7% 6.8% High School Public Assistance income

Percent of children (3-19 years) 4.1% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.3% 2.1% 18.816 who are at -risk Graduate

*Children 4 to 19 years of age, who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. Pi State of Hawaii 9 School Community

Comprehensive Assessment and Accountability System Page 2 Scholl Status and Improvement Report

BEST COPY AVAILABLE

p-7, 3 Admiral Arthur W.RadfordHigh School Fall 1998

Information about a school's School Year#1Educational Technology performance is most useful if Ending 1996#2 School Curriculum schoolwide priorities are first #3 Staff Development identified. This rank ordering of school improvement goals provides a concise School Year#1Accreditation and clear sketch of this school's School Ending 1997#2School to Work Improvement Plans over the past three #3Educational Technology years. A description of school improvement priorities and activities School Year#1Accreditation during the school year just completed isEnding 1998#2School to Work given below. #3Special Education Inclusion

Priority 1: Accreditation

Radford's self study using the Focus on Learning process for accreditation in 1999 if ongoingas a school improvement emphasis. The school community has generated and collaboratively refined the ExpectedSchoolwide Learning Results (ESLRs). Each program area conducted its own mini-study to determine whichESLRs are now being addressed/taught and assessed. Also considered where plans/activities thatmay be undertaken to include the ESLRs not covered in a particular course. Other FOL activities involved the gathering of student perspectivevia a comprehensive survey of programs, services, and facilities, and visiting classrooms to gatherobservational "snapshots" of the ESLRs in action. Examination of student work provided faculty in various departmentsfurther opportunities for data gathering, dialogue, sharing and analysis of evidence to discern departmental strengths,needs, and growth areas in terms of the ELSRs. The five Focus Groups met regularly to gather/discuss datarelative to the Accrediting Association's criteria for Organization, Curriculum, Support, and Resources. Schoolwide actionplans will be formulated in the Fall. Priority 2: School to Work

As Arts and Communication was the top choice among the pathways selected by students via asurvey, an integrated project-based Language Arts and Graphic Communications course was offered this year. Other School-to-Career initiatives included a flourishing Hydroponics project undertaken by the Special Motivation class and VICA students.In addition to gaining knowledge of agriscience, math and marketing, growing produce ina non- traditional. way provided "hands-on" learning.Special Motivation classes have also initiated "Da Store" which sells tee shirts and caps bearing the school logo. Additionally, to prepare for their expanded role in STC projects, counselors and the principal visited 7 school sites in Washington and Oregon that have exemplary practices in place. A direct result of the visitations will be the one-day Freshman Orientation prior to the first day of school. A Career Shadowing component will also be included in the Guidance/Counseling program. Thenew STC Coordinator will continue the services of the Discovery Center in addition to coordinating the Career Fair, and working with other schools in the Complex on STC initiatives. Priority 3: Special Education Inclusion

After selecting and inservicing the teachers participating in this project during the third quarter, Special Education Inclusion was implemented at the start of the forth quarter. Seven regular education teachers-1 in social studies, 1 in English, 2 in math, and 3 in business ed each co-taught with a special education teacher in a shared classroom setting to meet the needs of all of the students. Although the subject area teacher was the lead instructor, the special ed teacher provided supplementary instruction, often working with small groups or individuals and addressing different learning styles. For the special ed students inclusion provided opportunities to grow and to learn in the least restrictive environment.Overall, improved student grades and attitude as well as a positive working

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Admiral Arthur W. Radford High School Fall 1998 Process:-School-Resources

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 73.0

Regular Instruction. FTE 55.0 Total FTE Special Education, FTE 7.5

Supplemental Instruction, FTE 10.5 Regular FTE Total number of persons 82 assigned to teaching,

Teachers with 5 or more years 49 experience in this school Special Education FTE

Teachers' average years of experience 12.8 Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.4

Special Education I 8.9 1 Administrative and Student Services Staff Total Headcount

Administration, FTE 6.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this School Counselors, FTE 6.0I

Number of principals at this 2 school in the last five years 0 204060 80 100 Administration includes Principals. Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 79 State Standards Number of classrooms short (-) or over (+) 2 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 2 Cafeteria! Auditorium Total 12

For each category: 1 = Unacceptable; 2 = Satisfactory, 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go od 0.0% 10MMIS 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

AVAILABLE F. BEST COPY 30 Admiral Arthur W. Radford High School Fall 1998 0 Effective. School Practices Effective Schools Survey

131,1!1111wHiliiiH 52% Instructional Leadership 50% /67 ZeM7117:AW...4.Nd.40% HI! 67% Emphasis on Academics 39% 42%

III III 111;1111111111111M III! Ii 62% High Expectations ff07A-41% 54% 68%, Ili: i; iii;!;III I: Frequent Monitoring 37% Z07.0:fffflMM'Z' .Z.07,ff%A55% ;I lid :Ili 65% School Learning Climate 33% 28%

li 66% Home-School Relations 41% Affi07_,dV431%

0% 25% 50% 75% 100% ; Surveyconducted In school 0 Students 13 Parents 0 Staffitent of favorable year ending 1997 responses

Student Conduct School Suspensiops, School Year Ending 1998 Non-suspended 1207 86.0%

Attendance and Absences Suspended: 197 School Year The4 197 students were responsible for 1995-96 1996-97 1997-98 thesn297 suspensions. Average Daily Attendance: % (higher is better) Class A: 20 94.9% 95.0% 91.5% 95.0% Average Daily Absences: in days Class B: 75 (lower is better) 9 8.8 15 9 Class C: 63.1%; 181

Class D: 3.8% 11

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class A Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct. trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPYAVAILABLE 3 Admiral Arthur W. Radford High School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 10

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% Radford High is using an Radford High is using an experimental test. The experimental test. The Stanford Achievement Stanford Achievement 70% Test was not Test was not administered. administered. 60% 1

50% 59.6% Average 54.0% MIME 40% UNE 30% - EIEM11

20%

Below 10% Average

0% 0.0%-0.0% 0.0% -0.0% 1996 1997 1998

School Completion

Prior to 1996, graduation from Hawaii public schoolsrequired successful completion of course and credit requirements and demonstration of mastery of 15 competenciesthrough certification on the Hawaii State Test of Essential Competencies (HSTEC). Beginning withthe Class of 1997, all graduating seniors must riPmnaqtratp magfery of 16 rnmnptpnrgeq thmnrih HP7Fr

Graduates and Completer: 1995-961996-971997-98 Hawaii State Test of Essential Competencies Number of Seniors 251 257 277 Seniors Passing HSTEC School Year Number Percent Diploma graduates 92.8% 92.6% 92.1% Certificate of Course 5.2% 4.7% 4.0% 1995-96 236 94.0% Completion

Individually Prescribed 0.4% 1.6% 1.4% 1996-97 239 93.0% Program Total school completers 98.4% 98.8% 97.5% 1997-98 255 92.1%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Leilehua High School Grades 9-12 School Status and Improvement Report Focus On. School !Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on P. 1 Improvement Report has been prepared as part of the Department's Sethnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Seftino 98 school year.Context information includes a profiling of the student Student Pmfilo population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our ÷ Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP. 5-6 School Description Vital Signs Founded in 1924, Leilehua High School is one of six high schools in the *:* Effective School Central O'ahu District. Forty-five percent of the student body is :* Stuffant Cnneine military connected. Leilehua serves a diverse ethnic clientele from Schofield Statewide Barracks, Wahiawa Naval Communications Station, Wahiawa, Poamoho and Whitmore Village. School The layout of the Leilehua facility is one of openness within well-landscaped groundsin harmony withtheplantationrootsof'the community. School Address: Classrooms, while lacking the size and sophistication of newer facilities, are airy and bright. A caring, professional staff provides a comprehensive Leilehua High School academic and co-curricular program for a student body noted for their 1515 California Avenue humility, enthusiasm, and commitment to academic excellence. Wahiawa, HI 96786 Leilehua High School was accredited in 1996 by the Western Association of Schools & Colleges for a period of six years.Leilehua High School is operating under School/Community-Based Management.

AVAILABLE BESTCOPY 3 Leilehua High School Fall 1998 0 all

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native Amnion 8 0.4%

Black 239 12.8% Fall enrollment 1771 1792 1890 Chinese 9 U 0.5%

Number and percent of students 1448 1508 1645 Filipino 416 ,r 22.3% enrolled for the entire school year 81.8% 84.2% 87.0% Hawaiian 40 In 2.1%

Fart-Hawaiian 276 14.8% Number and percent of students 427 1 406 519 1 receiving tree or reduced-cost Japanese 130 rarappg7.01,4 lunch 24.1% 1 22.7% 27.5% Korean 23 0 1.2%

Portuguese 32 la 1.7% 3 Number and percent of students 184 164 194 in Special Education programs Hispanic 93 Wag 5.0% 10.4% 9.2% 10.3% Samoan 60 3.2%

White 313 Number and percent of students 82 91 1 104 with limited English proficiency Indo-Chinese 18 4.6% 5.1% 5.5% AB Others 212

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College mos Average family size 2.7 3.6 Graduate r 21.1% .41 Percent of households with 44.9% 31.8% school age children (4-19)

31.8% Median household income 530.301 $38,829 Some College 29.9%

Per capita income $10.849 $15,770

Percent of households with 9.1% 6.8% High School Public Assistance income

Percent of children (3-19 years) 13.6% 11.6% below poverty level Less than High School Percent of children (4-19 years) 9.1% 2.1% who are at-risl Graduate

'Children 4 to 19 years of age, who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 30.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. 0 State of HawaiiEl School Community

Comprehensive Assesiment and Accountability System Page 2 School Status and Improvement Report

BEST COPYAVAILABLE 84 Leilehua High School Fall 1998 Process: School Priorities,

Information about a school's School Year#1Accreditation performance is most useful if Ending 1996 #2Staff Development schoolwide priorities are first #3School/Community -Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1Staff Development and clear sketch of this school's SchoolEnding 1997 #2School Curriculum Improvement Plans over the past three #3Assessment (General) years. A description of school improvement priorities and activities School Year#1School Curriculum during the school year just completed isEnding 1998 #2Staff Development given below. #3Other

Priority 1: School Curriculum

The Expected School-Wide Learning Results (ESLRs) have been defined and accepted throughout the school community. These now provide the focus for curriculum development, student learning, and assessment measures. A group of teachers from various departments worked together to create a rubric for the measurement of the ESLRs. The development of Career Pathway Academies continues as a major effort towards curriculum integration to make learning more meaningful and relevant. Priority 2: Staff Development

Staff development has been an ongoing focus. Fundamental to the entire professional learning process is the belief that educators cannot improve high schools without proper preparation to take on new roles and responsibilities. Quality Circles continue to provide all personnel with the opportunity to study, discuss and synthesize new learning. As the entire staff becomes knowledgeable in various areas, important changes in the school's curriculum will mean greater opportunities for academic success for all students. Priority 3: Ninth Grade Transition Project

This project was the result of a Title VI Grant involving the entire Freshman class as well as twelve teachers and nine support staff members. A Freshman Orientation was held on the first day of school to better acquaint the ninth-grade students with highschool opportunities and expectations.The Ninth-Grade Transition Project team serve as advisors to the entire Freshman class. They are liaisons for the child and family with school services.The teachers on the team also utilized a Curriculum, Integration and Assessment period to work on curriculum restructuring and integration, as well as to develop innovative instructional activities and authentic assessments. It is hoped that this initiative will result in a more student- centered school, personalized in programs, support services and intellectual rigor.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Leilehua High School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-lime Equivalent (FTE) 93.0

Regular Instruction, FTE 64.5 Total FTE Special Education, FTE 15.5

Supplemental Instruction. FTE 13.0

Total number of persons 99 Regular FTE assigned to teaching,

Teachers with 5 or more years 59 experience in this school Special Education FTE Teachers' average years of experience 13.4 Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.9

Special Education 12.5 Administrative and Student Services Staff Total Headcount

Administration, FTE 7.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this Counselors. FTE 7.0 School

Number of principals at this 1 school in the last five years 0 50 100 150

Administration includes Principals, Vice-Principals, Student Activity Coordinators,Registrars. and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 83 State Standards Number of classrooms short (-) or over (+) -9 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds r 3 Administration Building exterior 2

Building interior 2 Library Equipment/Fumishings 1 2 Health/Safety 1 3 Sanitation 3 Cafeteria/ Auditorium Total 15

For each category: 1 = Unacceptable: 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

BEST COPYAVAILABLE Leilehua High School Fall 1998

IN Effective School Practices Effective Schools Survey

60% Instructional Leadership 48%

11;01111111110111111111111111011,011011 101 80% i Emphasis on Academics 48% 42%

11110 HI HI ill Mill ill, I 1 II I il 0 1' 72% High Expectations 52% 58%

0011;11000010000111 0111I1000 10,01:01 77% Frequent Monitoring 38°0 56% 111010H1010: 63% School Learning Climate

101 H111010 i 11,H111010 illH10 71"% Home-School Relations 47% 0#:ff7 35%

0% 25% 50% 75% . 100% Survey conducted in school O Students El Parents 0 Staffrcent of favorable year ending 1997 responses Student. Conduct School Suspensions, School Year Ending 1998 Non-suspended: sTATT:777:-Tz:47-47:,:;5:717, 1734 91.7% Attendance and Absences Suspended: 8.3% State 156 School Year Standard Thesii 156 students were responsdtte 1995-96 1996-97 1997-98 these:177 suspensions. Average Daily Attendance: % (higher is better) Class A-. 59 .R4k.srggLu3M1 33.3% 90.1% 90.9%1 91.2% 95.0%

Class B: ..,.,r-,,,---.. . -...... -.7-,--=-....,..7..,- Average Daily Absences: in days -re.,=-1----::, t...;:,....1-- ,-.::::4 49.2% (lower is better) 87 17.4 16 15.2 9 Class C: 14.6% 24 ligiq ,

Class D: 7 14.0% :

0.0% 20.0%40.0% 60.0% 80.0%100.0%

Class A: Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cubing, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE CI P7 Leilehua High School Fall 1998 Statewide Testing Stanford Achievement Test Results:Grade 10

Math Reading National Math Reading Math Reading 100% Norm 10.1% 15.3% 10.9% 90% 16.1% Above NIUE Average 80% WWI MEMIEN 70% EMU EMUE 60% - WWI 51.9% 52.8% 50% MUM EMU Average 54.0% MIME 40% EMU MUM EMU 30% UMW

20%

10% Below Average 0% 1996 1997 1998

School Completion Prior to 1996, graduation fromHawaii public schools required successful completion ofcourse and credit requirements and demonstration ofmastery of 15 competencies through of Essential Competencies certification on the Hawaii State Test (HSTEC). Beginning with the Class of 1997, all graduating seniorsmust riPmnristratp magtory of 16 rnmnptpnriPgthrntinh HSTFC,

Graduates and Completer:1995-96 1996-971997-98 H waii State Test of EssentialCompetenciDS Number of Seniors 322 306 330 1 Seniors Passing HSTEC School Year Number Percent Diploma graduates 96.3% 86.6% 90.0% Certificate of Course 1.2% 7.5% 3.6% 1995-96 Completion 312 96.9% Individually Prescribed 1.9% 2.0% 1.2% 1996-97 Program L266 86.9% Total school completers 99.4% 96.1% 94.8% 1997-98 297 90.0%

Comprehensive Assessment and AccountabilitySystem Page 6 School Status and Improvement Report

88 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Kalaheo High School Grades 9-12 School Status and. Improvement Report Focus On School !Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status and Focus on P. 1 Improvement Report has been prepared as part of the Department's Sehnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively.

Outcomes: PP. 5-6 School Description Vital Sians Originally established in 1966 as an intermediate school, Kalaheo Effective School became a high school in 1977. It enjoys a reputation for high Student Cnnrhset academic student achievement. The school curriculum offers a wide range of Statewide courses, including higher level language arts, math, social studies, and School sciences through its gifted and talented and advanced placement courses. Ethnically, the attendance area is comprised of predominantly Caucasian, School Address: with- smaller groups of Japanese, Hawaiian or part-Hawaiian, and others. Kalaheo High School Kalaheo High School was accredited in 1998 by the Western Association of 730 Iliaina Street Schools & Colleges for a period of six years with a mid-term review and is Kailua, HI 96734 operating under School/Community-Based Management.

BEST COPYAVAILABLE Z19 Kalaheo High School Fall 1998

IP Student Profile Student Ethnicity Distribution, School School year ending 0Yea% r Ending 1998 1996 1997 1998 Naave American13

Fall enrollment Black 71 5.9% 1159 1180 1220 , Chinese 21 1.7% : r , Number and percent of students 1035 , enrolled for the entire school 1058 1074 ,.... 57 n 4.* year 89.3% Hawaiian 36 la 3.0% 89.7% 88.0% 1

PanHawaiian 223 8.4% Number and percent of students 176 169 receiving free or reduced-cost 170 Japanese 63 lunch 15.2% 14.3% 13.9% Kansan 8 0.7% ,

Portuguese 32 2.6%1 Number and percent of students 78 in Special Education programs 96 93 Hispanic 51 4.2 6.7% 8.1% 7.6% Samoan 25 2.1 %i

Number and percent of students White 512 Jr" ,,ir ,ei,` ,r _1".." ..... 22 .4, fr r1 42.2% with limited English proficiency 19 18 Indo-Chinese4 0.3%' ' 1.9% 1.6% 1.5% All Others 97 CTS #.0%

0.0% 10.0% 20.0%30.0% 40.0%50.0%

Community ProfileBas.denthe,990u.s.c.....

School State of Community Educational Attainment Community Hawaii Level '

Average family size 25.5%; 3.0 3.6 College Graduate 21.1% Percent of households with 34.1% school age children (4-19) 31.8%

Median household income $42,854 $38,829 Some College

Per capita income $16,836 $15,770

Percent of households with 3.6% Public Assistance income 6.8% High School

Percent of children (3.19 years) 5.7% below poverty level 11.6% Less than High School Percent of children (4-19 years) 2.7% who are at -risk 2.1% Graduate

o.o% 'Children 4 to 19 years of age. who are not high schoolgraduates. 10.0% 20.0% 3004 40.0% living with mother who is not a high school ,Praduate, issingle, divorced or separated, and is below the poverty level. 0 State of HawaiiEiSchool Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 90 Kalaheo High School Fall 1998 Process:chool Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year#1 Accreditation and clear sketch of this school's School Ending 1997#2 Hawaii Content and Performance Standards (Alignment) Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year #1Accreditation during the school year just completed isEnding 1998#2Student Achievement given below. #3Hawaii Content and Performance Standards (Alignment)

Priority 1: Accreditation The Kalaheo faculty and staff revised the drafts of the Accreditation Self-Studyreports prepared the previous school year.Activities included meetings among members of the steering committee,process committee, program committee, resource committee, student committee, parent/communitycommittee, and departmental committees.

Priority 2: Student Achievement The Kalaheo faculty launched an action research model focusingon a school-wide writing project. Activities included the faculty development of a student writing rubric andassessment of students at the end of the school year based on the rubric.Results of the student performance based on the writing rubric will be disseminated in the 1998-99 school year.

Priority 3: Hawaii Content and Performance Standards (Alignment) Every teacher reviewed and aligned the Hawaii Content and Performance Standardsthat related to his/her course(s). Activities included actual review of the entire document by department and standards.Teachers identified which standards they currently addressed in their courses. Departments identifiedareas of need for curriculum realignment.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 91 Kalaheo High School Fall 1998 iv

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 68.0

Regular Instruction, FTE 47.0 Total FTE Special Education, FTE 10.0

Supplemental Instruction. FTE 11.0

Total number of persons 80 Regular FTE assigned to teaching,

Teachers with 5 or more years 55 experience in this school Special Education FTE Teachers' average years of experience 13.8 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.4

Special Education 9.3 Administrative and Student Services Staff Total Headcount

Administration', FTE 7.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this Counselors, FTE 4.0 School

Number of principals at this 4 school in the last five years 0 20 4060 80100

Administration includes Principals, Vice-Principals. Student Activity Coordinators,Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 58 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (7099%) (100% and above)

1 2 3

Grounds 21 Administration Building exterior 2 1

Building interior 1 Library Equipment/Fumishings 2 1

Health/Safety 1 r 1 Cafeteria/ Sanitation 1 1 Auditorium Total 9

For each category: 1 = Unacceptable; 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 1011.113% 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

BEST COPYAVAILABLE 92 Kalaheo High School Fall 1998 Outcomes: VitalSigns.. Effective School Practices Effective Schools Survey

; ii;111!;11111m 111 -!11111:WHIli! 63% Instructional Leadership

1111III Willi:1411111! 11H11 Iii. 69°1 Emphasis on Academics 42% 35%

li i.!11;Hlll 11H ; 65% High Expectations 46% 149%

11 Ilillillifilb,111i111111111i1M1111;1! 11111'11I 66% Frequent Monitoring 41 °o 44%

1111 56% School Learning Climate 41%

,j_j 78% Home-School Relations 45%

0% 25% 50% 75% 100% Survey conducted in school 0 Students B Parents O Staffrcent of favorable year ending 1996 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended' 1092 89.5% Attendance and Absences Suspended: State 128 School Year Standard Thesd128students were responsiblefsr 1995-961996-97 1997-98 7these:202 SUSper12:MIIS. Average Daily Attendance: % (higher is better) Class A 88.4% 89.6% 91.3% 95.0% 40 Class B' Average Daily Absences: in days 39.1% (lower is better) 79 20.4 I 18.2 15.1 9 Class C: 80 39.6%

Class D: 3 11.5%

0.0% 20.0%40.0%60.0% 80.0%100.0%

Class A: Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPYAVAILABLE Kalaheo High School Fall 1998 Statewide Testing Stanford Achievement Test Results:Grade 10

Math National Reading Math Reading Math Reading 100% Norm

90% 11 Above 27.5% 31.4%Average 80% EMU MIME 70% -MEM EauMOM WEN RI MEE MEE EMUMIME EMU EMU 60%.MEEMUM WINE MEE OMENEOM EMU MEE MEEEEEEM EOM MEE 50% -NEMIME U MEE MEE Average RUN57.3% 60.2% 57.8% 54.6% EM 40% MEM EOM MEE 54.0% MEE MMOMEM MEE RUE MUMNEE NENE MEE 30% MIMEOMEN MEM OEMEMU UNE NEUERNE MUMNIEE MEE EMS MEMORUE SEEM Nom 20%EM EM MEE NEMEMOMIEN MOE 10% Below Average 12.4% 14.6% 0% 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schools required successfulcompletion of course and credit requirements and demonstration of masteryof 15 competencies through certification of Essential Competencies (HSTEC). on the Hawaii State Test Beginning with the Class of 1997, allgraduating seniors must riPmnn.qtratp mactpry of 16 ty,mnPtPnriPgthmilah HTFC

Graduates and Completer:1995-961996-971997-98 H wail State Test of Essential CompetenciOS Number of Seniors 224 221 194 Seniors Passing HSTEC School Year Number Percent Diploma graduates 91.1% 91.0% 88.1% Certificate of Course I 1.3% L 1.4% 3.6% 1995-96 220 Completion 98.2% Individually Prescribed 0.4% 0.0% 0.0% 1996-97 203 Program 91.9% Total school completers 92.9% 92.3% 91.8% 1997-98 171 88.1%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

BEST COPYAVAILABLE 94 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Moanalua High School Grades 9-12 School Status and improvementReport Focus .0h: SChobl lalContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children,we must have regular, understandable accounts of our schools'progress. This School Status ana Focus on P. 1 Improvement Report has been preparedas part of the Department's Sc hnnl Comprehensive Assessment and Accountability System,and in accordance School with §302A-1004, Hawai'i Revised Statutes, whichrequires systematic p. 1 reports to the people about the performance of schools,individually and Description collectively. Context p. 2 This report includes a description of the school and providesinformation on School Settina the context, process, and outcomes of educationat the school for the 1997- 98 school year.Context information includes a profiling of the student Student Prnfiln population and school community.Process information describes the school's priorities, plans, and action for improvement andindicates the 4- Community school's staffing levels and the quality and adequacy of facilities.Outcome informationincludesdata on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion(for high School P. 3 schools). Process: This report complements The Superintendent's AnnualReport on School p. 4 Performance and-Improvement in Hawaii, which analyzesour schools Schnnl collectively and in comparison to those of other states. Together,individual school reports and the summary Superintendent's Certified Report describe our schools to help us judge them against our evolving Stateand national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sims Moanalua High School was established in 1972 and graduatedits first Effective School class in 1975. It is located on the fringe of metropolitan : Student Cnnciutd Honolulu on the rim of Salt Lake crater. It serves approximately2,000 students on a Statewide campus of 30 acres, with 80 classrooms. Its students includea large o School percentage of Asians, with smaller proportions of Caucasians, Hawaiians, Samoans, Filipinos, Hispanics, and African-Americans. Theschool has a School Address: comprehensive curriculum, with college-preparatory, vocational,remedial, Moanalua High School and advanced course offerings. Since January 1993,the school has been 2825 Ala Ilima Street engaged in restructuring to update its curriculum and instruction.Moanalua Honolulu, HI 96818 High School was accredited in 1994 by the WesternAssociation of Schools & Colleges for a period of six years. Moanalua High Schoolis operating under School/Community-Based Management. MoanaluaHigh School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 6' 0.3% Black 90 r:3 4.6% Fall enrollment 2018 1974 1939 Chinese 145 y 7.5%

Number and percent of students 1838 1818 1854 FEpino 377 ... .#1'19.4% enrolled for the entire school Newsier, 10 g 0.5% Year 91.1% 92.1% 95.6% Pan-Hawaiian 153 Number and percent of students 166 175 241 Japanese 306 receiving free or reducedcost Ullnirdiffar12,21/21 lunch 8.2% 8.9% 12.4% Korean 169 8.7%

Portuguese 15 0.8% Number and percent of students 107 76 79 in Special Education programs Hispanic 49

5.3% 3.9% 4.1% Samoan 35

Mite 355 Number and percent of students 134 145 114 with limited English proficiency tnclo-Chinese 6.6% 7.3% 5.9% An Others 174

0.0% 10.0% 20.0% 30.0%

Community ProfileBased o n the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College 21.5% Average family size 2.9 3.6 Graduate 21.1%

Percent of households with 35.5% 31.8% school age children (4-19)

34.3% Median household income $38,427 $38.829 Some College

Per capita income $15.870 $15:770

Percent of households with 2.9% 6.8% High School Public Assistance income

Percent of children (3-19 years) 6.3% 11.6% below poverty level Less than High School Percent of children (4-19 years) 5.0% 2.1% 18.616 who are at-rise Graduate

0.0% to.o% Children 4 to 19 years of age, who are not high school graduates. 20.0% 30.0% 40.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. B State of Hawaii B School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 9U Moanatua High School Fall 1998 Process: =School Priorities

Information about a school's School Year #1 School Curriculum performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year #1 School Restructuring and clear sketch of this school's SchoolEnding 1997 #2 School to Work Improvement Plans over the past three #3 School Curriculum years. A description of school improvement priorities and activities School Year #1 School Restructuring during the school year just completed isEnding 1998 #2 School to Work given below. #3 School Curriculum

Priority 1: School Restructuring

Since January 1993, the school began a total systemic restructuring which centered around threemajor components: curriculum, staff development and systems (bell schedule, calendar year, differentiated start/end times).

Included in these components are curriculum assessment; alignment of courses with performancestandards, developing new, more relevant courses, multiple assessment, exit outcomes,master teacher development; teacher training strategies, leadership training of department heads, technology inservice ofstaff and students, development of SIS system schoolwide and a variable bell schedule andcalendar year to accommodate a restructured curriculum. The process continued for fouryears.In 1996-97, a School Improvement Plan is being developed using the Focus on Learning Accreditation Model.Inclusive in the structure are all the components developed in the four-year process by all groups. Priority 2: School to Work (Career)

The School to Career concept was adopted by the school in 1995-96, andserves as the overall umbrella to the total school plan. We have also been aligning this concept K-12.

One teacher serves as the School to Career Coordinator. A counselor servesas the programs coordinator for the Comprehensive Guidance and Counseling Program. MoHS developed the schools model in 1996-97 based on our school's needs and goals. The SIP reflects the total school restructured plan with Schoolto Career inserviced in all courses and programs. In school year 1997-98, the Comprehensive ActionPlan (CAPS) will be piloted with grade 9. Priority 3: School Curriculum

Although outlined in Priority 1 above, curriculum involves all schoolprograms and courses. Ten regular education classes, one Special Education, one CSAP, and four Career Awareness, Technology, Computer Literacy, Basic Computer technical training, have emerged as new/integratedon priority training courses. Teachers selected the courses based on student choice and need, they choose theirown partners, wrote the course description and determined planning time need. Budget was kept at a minimum. These courses will all be piloted in school year 1997-98. A variable schedule will be determined in September/October 1997 for the 1998-99 school year.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

7 Moanalua High School Fall 1998 se

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 97.5

Regular Instruction, FTE 73.5 Total FIE Special Education, FTE I10.5

Supplemental Instruction. FTE 13.5 _I

Total number of persons 106 Regular FTE assigned to teaching.

Teachers with 5 or more years 84 experience in this school Special Education FTE Teachers' average years of experience 12.1 j Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.4

Special Education 7.5 Administrative and Student Services Staff Total Headcount

Administration', FTE 7.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this Counselors, FTE 7.0 School

Number of principals at this 2 school in the last five years 0 50 100 150

Administration includes Principals, Vice-Principals. Student Activity Coordinators.Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 82 State Standards Number of classrooms short (-) or over (+) -10 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds L 3 Administration 99% Building exterior 2 J Building interior 3 Library Equipment/Furnishings 3

Health/Safety 3 Sanitation 3 Cafeteria/ Auditorium Total 17

For each category: 1 = Unacceptable; 2 = Satisfactory;ry 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

BEST COPY AVAILABLE 9 8 Moanalua High School Fall 1998

Effective School Practices Effective Schools Survey

62% instructional Leadership 58%

76% Emphasis on Academics 55% Aff,./.07/27.#-M, 42%; itH'IIIHIUHIWI! 73% High Expectations 60% 1707-M729..M.M7.-MM61% Iii!,,..,illilitlillIti:HIWId111111:111111w:111:1:H 174% Frequent Monitoring 52% Z.0.7,2',4P7/007:07ff..7.ZrZM51%

11:111111111111;11111i111111l1M111M11111111111111 lili 71% School Learning Climate 53%

li!m11174% Home-School Relations 56%

0% 25% 50% 75% 100% : Survey conducted in school tent of favorable year ending 1997 El Students El Parents 0 Staff responses Student. Conduct School Suspensions, School Year Ending 1998 Non-suspended' 1743 9% . Attendance and Absences Suspended: 196 School Year Theli iss students 1995-96 1996-97 1997-98 were responsible x these,283 suspensions. Average Daily Attendance: -{Yo (higher is better) Class Ar 5.7% 89.9% 93.7% 94.5% 95.0% 16 Average Daily Absences: in days Class B: (lower is better) 48 17 10.7 9.7 j 9 Class C: 158

Class D: 61

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class A Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BESTCOPYAVAILABLE Moanalua High School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 10

National Math Reading Math Reading Math Reading Norm 100%

90% Above 29.7% 27.3%Average 80%

70%NUMBE UM SUEM M. MUM .1". 60%MMM UM"111.EM RUEW M. 50% 121 49.0%Average54.0% 53.3% 51.1% 59.6% 53.4% 40%

30%

20% V . .** .."..z.. Below 10% W-.s:, 23.7%. 23.0% 14.2% 16.8%.:.-...y wAverage '? ....:7 ?-;;,..-'; .r. /. :' 0% .-..xx... 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schools requiredsuccessful completion of course and credit requirements and demonstration of mastery of 15 competencies throughcertification on the Hawaii State Test of Essential Competencies (HSTEC). Beginning with the Class of1997, all graduating seniors must riPtnnnctrattz magtery of 16 nnmnptpnniPgthrntinh KSTFC:

Graduates and Completer:1995-961996-97 1997-98 Hwaii State Test of Essential CompetenciBS Number of Seniors 435 432 513 Seniors Passing HSTEC School Year Number Percent Diploma graduates 94.0% 94.0% 93.6% Certificate of Course 3.0% [2.8% 3.5% 1 1995-96 416 95.6% Completion

Individually Prescribed 1.4% 0.9% 1.0% 1996-97 406 94.0% Program

Total school completers 98.4% 97.7% 98.1% 1997-98 481 1 93.8%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

100 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

James Campbell High School Grades 9-12 School Status and Improvement Report Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawar i's children, we must have regular, understandable accounts of our schools' progress. This School Standsanti Focus on P. 1 Improvement Report has been prepared as part of the Department's Sethnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requiressystematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Outcomes: PP. 6-6 School Description Vital Signs Tames Campbell High School in 'Ewa Beach serves seven rural and two Effective School J military communities in that area. The school includes 11major Student Cnneitint buildings and an athletic complex on 38 acres. It offers comprehensive Statewide programs in vocational, technical, academic and special education. The School student population is ethnically diverse and includes Filipinos, Caucasians, part-Hawaiians, Japanese, Hispanics, Indo-Chinese, Samoans, and African- School Address: Americans. James Campbell High School was accredited in 1995 by the Campbell High School Western Association of Schools & Colleges for a period of six years witha 91-980 North Road mid-term review. 'Ewa Beach, HI 96706

10 James Campbell High School Fall 1998

Student Profile Student Ethnicity Distribution, School Yearof Ending 1998 School year ending 1996 1997 1998 Native American8 I

Mad( 63 2.8%1 Fall enrollment 1961 2022 2210 Chinese 15 0.7%

Number and percent of students 1783 1895 2086 Filipino 946',a-41..g' I 42.6% enrolled for the entire school year 90.9% 93.7% 94.4% Hawaiian 51 2.3%;

P a r t - H a w a i i a n 354 P e ."1 19 .0%

I Number and percent of students 388 341 455 receiving free or reduced-cast Japanese 69 3.1%: lunch 19.8% 16.9% 20.6% Korean 19 0.9%

Portuguese 48 2.2% Number and percent of students 204 217 261 in Special Education programs Hispanic 68 gi 3.1%1, 10.4% 10.7% 11.8% Samoan

2727Apiar443:1412.316 Number and percent of students 142 163 160 with limited English proficiency Indo-Chinese8 0.4% 7.2% 8.1% 7.2% All Others 207 9.3%

0.0% 10.0% 20.0%30.0% 40.0% 50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level ;

Average family size College 2.9 3.6 Graduate 21.1%

Percent of households with 43.3% 31.8% school age children (4-19)

32,7% Median household income $40,647 $38.829 Some College 29.9%

Per capita income $12.225 $15.770

114/...he WACM".4= is 35.0% Percent of households with 6.2% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 8.6% 11.6% below poverty level Less than High rdwitiortifita.mbrUstaL.Nai.A.LI. School Percent of children (4-19 years) 4.6% 2.1% who are at-risk- Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is single. divorced or seParated, and is below the poverty level. 0 State of HawaiiEl School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

102 James Campbell High School Fall 1998

Information about a school's School Year #1Student Achievement performance is most useful if Ending 1996 #2Student Behavior schoolwide priorities are first #3Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year #1Student Achievement and clear sketch of this school's SchoolEnding 1997 #2School Curriculum Improvement Plans over the past three #3Educational Technology years. A description of school improvement priorities and activities School Year#1Student Achievement during the school year just completed isEnding 1998 #2School Curriculum given below. #3Educational Technology

Priority 1: Student Achievement

The development of five (5) CORE INTEGRATION TEAMSthrough the use of School-to-Worksupport, allowed for major implementation into the ninth grade curriculum.For SY 1998-99, a Freshman Orientation Day will start the year based on solid support from these teams. Standingcommittees will be re-organized into FOCUS ON LEARNING groups to address specificarea concerns.

Priority 2: School Curriculum

Several departments have concluded the alignment of thecurriculum with local and national standards. Others are still involved in the process. Continuedsupport from the Professional Improvement Resource Center (PIRC) has allowed for two major faculty inservices inReading Improvement in Content Areas. Once FOL groups are formed, a greater level of accountabilitycan be developed leading toward a successful re-accreditation in 2001.

Priority 3: Educational Technology

The school. goal of providing one Macintosh computerper classroom has nearly been reached. Funding was provided through Special Needs monies which have been available forboth past school years. Repairs to the existing underground wiring for several building LANS have beencompleted. A pilot in-class, computer assisted attendance counting program was started late in theyear to derive some feasibility/practicability information.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report James Campbell High School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 126.0

Regular Instruction, FTE 79.0 Total FTE Special Education, FTE 26.0

Supplemental Instruction, FTE 21.0

Total number of persons 130 Regular FTE assigned to teaching,

Teachers with 5 or more years 57 experience in this school Special Education FTE Teachers' average years of experience 9.7 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.5

Special Education 10.0 Administrative and Student Services Staff Total Headcount

Administration*, FTE 8.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this Counselors, FTE 8.0 School Number of principals at this school in the last five years 0 50 100 150

Administration includes Principals, Vice-Principals, Student Activity Coordinators,Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 99 State Standards Number of classrooms short (-) or over (+) -11 School facilities inspection results Inadequate Marginal Standard Score Meter 70%) (7099%) (100% one above)

1 2 3

Grounds 3 Administration Building exterior 2

Building interior 2 Library EquipmenVFumishings 2 Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 14 j

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gcod 0.0% 100.0% 200 0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

104 James Campbell High School Fall 1998

Effective School Practices Effective Schools Survey

Instructional Leadership

67% Emphasis on Academics 39%

63% High Expectations 52% ffM 51% WHIIi1110!!!!1110Hlini ill 66% Frequent Monitoring 48% Z7, 44%

11 !I WI fill I illIlli11111MIMI I 44% School Learning Climate 36% 18%;

HI11,1,1i1;11!!.:!1! 58% Home-School Relations 40% 22%

0% 25% 50% 75% 100% Survey conducted in school El Students B Parents 0 Staffvent of favorable year ending 1998 responses Student. Conduct School Suspensions, School Year Ending 1998 Non-suspended: 1949 88.2% Attendance and Absences Suspended: State School Year 261 Standard 7' These 261 students were nth:tensible bl 1995-96 1996-97 1997-98 thes361:1 suspensions. Average Daily Attendance: % (higher is better) Class A 84.1% 86.5% 86.4% 95.0% 104 Average Daily Absences: in days Class B: (lower is better) 141 28 23.5 24.1 9 Class C: 112

Class D: 11

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class A Burglary, robbery, sate of dangerous drugs Examples of class of Class B: Disorderly conduct. trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

AVAILABLE BESTCOPY James Campbell High School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade10

National Math Reading Math Reading Math Reading Norm 100%

I 11.3% 90% MBE Above Average 80% -EMU MI SE ME MIME 70% MEN E IIM 56.6% E 56.6% MUM 57.2% 54.9% 60% 66.0% MIME MUME 50% E E MEIN Average 54.0% E 40% -1 MINIM MUM MIME MUM 30% ME

20%

Below 10% Average

0% 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schoolsrequired successful completion of course and credit requirements and demonstration of mastery of 15 competenciesthrough certification on the Hawaii State Test of Essential Competencies (HSTEC). Beginning with the Classof 1997, all graduating seniors must riemnnsfratp mactery nt 1 Fi nnmnptonnigkcthmisch HPTFC

Graduates and Completer: 1995-96 1996-971997-98 Hwaii State Test of Essential CompetenciDS Number of Seniors 356 334 379 Seniors Passing HSTEC School Year Number Percent Diploma graduates 89.0% 89.8% 89.4% Certificate of Course r2.2% 3.0% 2.4% 1995-96 334 93.8% Completion

Individually Prescribed 3.4% 2.7% 5.3% 1996-97 91.0% Program L 304 Total school completers 94.7% 95.5% 97.1% 1997-98 341 90.0%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

106 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Mililani High School Grades 9-12 School Status and improvement Report VZIContent Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai Ts children, we must haveregular, understandable accounts of our schools' progress. This School Statusana Focus on p.1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and inaccordance with §302A-1004, Hawai'i Revised Statutes, which requiressystematic School reports to the people about the performance of schools, individually and Description P. 1 collectively.

Outcomes: pp. 5-6 School: Description Vital Sians Mililani High School serves Mililani Town and several smaller :* EffectiveSchool surrounding communities. The student population representsa wide Shariant Conrilint range of socio-economic levels and ethnic backgrounds. Because of its large Statewide military population, the school's transiency rate is quite high.Program School offerings are varied, as are student activities. Mililani High Schoolwas accredited in 1996 by the Western Association of Schools & Colleges fora School Address: period of six years with a mid-term review. Mililani High Schoolis Mililani High School operating under School/Community-Based Management. 95-1200 Meheula Parkway Mililani, HI 96789

1 0 7 Mililani High School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American9 0.4% Black 78 Fall enrollment rF 3.6% 2383 2285 2105 Chinese 79

Number and percent of students 2256 2165 Filipino 346 15.94 enrolled for the entire school 2057 year Hawaiian 27 94.7% 1 94.7% 1 97.7%

Pan-Hawaiian 195 Number and percent of students 162 172 receiving free or reduced-cost 169 1 Japanese 536 4r. 24.7% lunch 7.1% L 7.1% 8.2% Korean 59 2.7%

Portuguese 38 Number and percent of students 115 in Special Education programs 112 104 Hispanic 52 4.8% 4.9% 4.9% Samoan 21

White 369 Number and percent of students 60 47 with limited English proficiency 39 bide-Chinese 44 2.5% 2.1% 1.9% All Others 321

0.0% 10.0% 20.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level Average family size College 25.6 3.0 3.6 Graduate

Percent of households with 44.5% 31.8% school age children (4-19)

Median household income 37.2% $49,089 $38,829 Some College

Per capita income $16,337 $15,770

Percent of households with 2.9% 6.8% High School Public Assistance income 1

Percent of children (3-19 years) 2.2% 11.6% below poverty level

Less than High BO% School Percent of children (4-19 years) 3.1% who are at-ris 2.1% Graduate 18,6%

CNIdren 4 to 19 years of age. who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 21State of Hawaii 0 School Community

Comprehensive Assesiment and Accountability System Page 2 School Status and Improvement Report

108 Mililani High School Process: School Priorities Fall 1998

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996#2 School Curriculum schoolwide priorities are first #3 School/Community-Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1 Accreditation and clear sketch of this school's School Ending 1997#2 School to Work Improvement Plans over the past three #3 Student Behavior years. A description of school improvement priorities and activities School Year#1Accreditation during the school year just completed is Ending 1998#2School Calendar or Schedule given below. #3Staff Development

Priority 1: Accreditation/SchoolImprovement Plan

Since Mililani High's accreditation in1996, we have adopted the Western Colleges' Focus on Learning (FOL) Association of Schools and process for our school improvementprocess. Having agreed upon the Expected Student Learning Results (ESLRs)that are the objectives of the begun the cyclical process of examining school's curriculum, we have where we are and how we willget to the ESLRs. We know that initiatives such as School To Work (STW) and Hawaii Content and PerformanceStandards (HCPS) will all fit into the stream of our improvementplan. Priority 2: School Calendar &Schedule

During this year we started anew double lunch schedule to eliminate 2100+ students going to lunch some of the problems caused by all at the same time. There arenow two distinct periods, alternation half the students at lunch and the other half inclasses.

The staff also agreed to a modified calendar for the 1998-99 schoolyear. School will open in August with two teacher workdays on the 3"I and 4th. Theschool year will end on June 2, 1999. week break in October, the usual In general there is a one two weeks for the Holidays, the usualone week in March.

Priority 3: Staff Development

Through the combined efforts of the complex. schools and STW, Dr. MargaretKeller-Cogan was again brought to the complex. Lastyear she inserviced the STW teachers and assessment. This year the concentration department heads on rubrics and was on planning performance based units ofstudy. Teachers who did not get to attend last year's inservideattended this year's. We also spent professional development days (waiver days) learningmore about technology and doing curricular work in departments and FOLgroups.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Mililani High School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 108.0

Regular Instruction, FTE 85.0 Total FTE Special Education, FTE 8.0

Supplemental Instruction, FTE 15.0

Total number of persons 114 Regular FTE assigned to teaching.

Teachers with 5 or more years fso experience in this school Special Education FTE Teachers' average years of experience 15.5 j Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.0

Special Education 13.0 Administrative and Student Services Staff Total Headcount

Administration, FTE 7.0 Teachers with 5 or More Librarians. FTE 2.0 Years Experience in this Counselors, FTE 6.0 School

Number of principals at this 2 school in the last five years 0 50 100 150 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 99 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate "a4nal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3 Grounds 3 Administration Building exterior 3

Building interior 3 Library Equipment/Fumishings 2 Health/Safety 31 Sanitation 2 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable: 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18= Very Good 0.0% 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report Mililani High School Fall 1998

Effective School Practices Effective Schools Survey

11-1111::1kiiMilli! 1 ' 52% Instructional Leadership 47% 7/7-.1ff 30%

1.k; 68% Emphasis on Academics 50%

r/M7Zi2 7./Ze(7. 40% ,

jill ;MI 67% High Expectations 58% 58%

67% Frequent Monitoring 440 t49%

63% School Learning Climate 49%

III Mil 61% Home-School Relations 42% ,

0% 25% 50% 75% 100% Survey conducted In school year ending 1997 0 Students Et Parents 0 Staff Ivent of favorable responses Student Conduct School Suspensions, School YearEnding 1998 Non - suspended 1922 91.3% Attendance and Absences Suspended: State School Year 183 E Standard These 183 eudenls 1995-96 1996-97 1997-98 were pm:tensible for 41:7these,245 suspensions. Average Daily Attendance: % (higher is better) Class A: 94.0% 94.4% 96.0% 95.0% 37 Average Daily Absences: in days Class 1:3' (lower is better) 58 10.6 9.4 6.8 9 Class C: 143 :58.4%

Class D:7 2.9%

0.0% 20.0%40.0%60.0%80.0%100.0%

Class k Burglary, robbery, sale of dangerous drugs Examples of class' of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE tii Mililani High School 0 Fall 1998 Statewide Testing Stanford Achievement Test Results:Grade 10

Math National Reading Math Reading Math Reading 100% Norm

90% Above Average 80% Mililani High is using an experimental test. The Stanford Achievement 70% MUM Test was not MEM MEMOE administered. 60% MEMO MEMM MIME MEM EEMU E 50% UMWE MIMEMIER ME Average 45.2% 40% 11 E M 30% MINIM EMKUMRI 11 EM MUM 20% E RUNE MBE EERNE 10% Below Average

0% ao% 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schools required successful completionof course and credit requirements and demonstration of mastery of 15 competencies through certificationon the Hawaii State Test of Essential Competencies (HSTEC). Beginning with the Class of 1997, allgraduating seniors must riPmnnctrafP mastpry of 16 nnmnptpnnipcthrntinh HSTEC

Graduates and Completer:1995-961996-971997-98 Hawaii State Test of Essential Competenci8$ Number of Seniors 528 525 513 Seniors Passing HSTEC School Year Number Percent Diploma graduates 96.2% 97.1% 97.5% Certificate of Course L 2.3% 0.2% 0.8% 1995-96 514 97.3% Completion Individually Prescribed 0.2% 0.8% 0.4% 1 1996-97 513 Program 97.7%

Total school completers 98.7% 98.1% 98.6% 1997-98 501 97.7%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

112 Fall 1998 Comprehensive Assessment and AccountabilitySystem School Year 1997-98

Pearl City High School Grades 9-12 School Status andImprovement Report IttilContent Focus On School To improve the quality of public schoolingand the educational opportunities it affords to Hawai' i's children,we must have regular, Focus on understandable accounts of our schools'progress. This School Status and Schnnl Improvement Report has been preparedas part of the Department's Comprehensive Assessment and AccountabilitySystem, and in accordance with §302A-1004, Hawaii RevisedStatutes, which requires systematic School reports to the people about the performance of Description collectively. schools, individually and Context: This report includes a description of theschool and provides informationon SchoolSetting the context, process, and outcomes ofeducation at the school for the 1997- 98 school year.Context information includesa profiling of the student i Student Profile population and school community.Process information describes the school's priorities, plans, and action forimprovement and indicates the 4.Community school's staffing levels and the quality andadequacy of facilities. Outcome information includes data on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, andschool completion (for high School P. 3 schools). Process: This report complements The Superintendent'sAnnual Report on School Schnell p. 4 Performance and- Improvement in Ifirwari,which analyzes our schools collectively and in comparison to those of otherstates. Together, individual Certified school reports and the summarySuperintendent's Report describeour schools to help us- judge them againstour evolving State and national Facilities standards for school and school system performance. Outcomes: 1313 5-6 School -Description Vital Sims Pearl City High School Effective School serves a middle income community located above Pearl City. Our strengths lie inour academic, student activity, Student Conduct anti-drug, and band programs. We offer 4. Statewide a wide range of courses, from laboratory classes to advanced placementcourses in computers, English, School chemistry, calculus, and United Stateshistory. Other strengths includean excellent special educationprogram and a music learning center. Pearl City School Address: High School was accredited in 1994 by theWestern Association of Schools Pearl City High School & Colleges for a period of sixyears. Pearl City High School is operating 2100 Hookiekie Street under School/Community-BasedManagement. Pearl City, HI 96782 Pearl City High School Fall 1998 If

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American8 0.4%

Black 40 1.8% Fall enrollment 1960 2092 2177 Chinese 78 IM1 3.6%

Number and percent of students 1915 2019 2125 Filipino 503 enrolled for the entire school year Hawaikan 37 97.7% 96.5% 97.6% Pan-Hawaiian 289 Number and percent of students L 201 257 297 Japanese 609 receiving free or reduced-cost 28.0% lunch 10.3% 1 12.3% 13.6% Korean 39 1.8%

Portuguese 37 1.7% Number and percent of students 151 175 in Special Education programs L 192 Hispanic 36 1.7%

.121 7.7% 8.4% 8.8% Samoan 41 4 1.9%

Wits 188 7% Number and percent of students 66 59 66 with limited English proficiency trido-Chinese 28 1.3% 3.4% 2.8% 3.0% AO Others 240 11.ots

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level '

Average family size College -4= 2.9 3.6 Graduate 21.1%

Percent of households with 36.9% r31.8% school age children (4-19)

Median household income $51,449 $38,829 Some College

Per capita income $16,587 $15,770

Percent of households with 3.8% 6.8% High School Public Assistance income

Percent of children (3-19 years) 4.0% 11.6% below poverty level Less than High School Percent of children (4-19 years) 2.0% 2.1% who are at-nsle Graduate

'Children 4 to 19 years of age, who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is Single, divorced or separated, and is below the poverty level. RI State of Hawaii13 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

114 Pearl City High School Fall 1998

Information about a school's School Year #1 School Curriculum performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Student Attitude identified. This rank ordering of school improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's SchoolEnding 1997#2 School to Work Improvement Plans over the past three #3 Educational Technology years. A description ofschool improvement priorities and activities School Year#1School Renewal during the school year just completed isEnding 1998#2Other given below. #3Educational Technology

Priority 1: School Renewal

We are heavily into the Focus On Learningprocess as our school improvement model. We started to select our coordinator and to vigorously train last year that person to start three years beforewe are visited by the accreditation team. We have had four inservicing for the faculty, staff, student,parents, and community members. We are currently on track and on a comfortable timeline in this process. We willbe meeting in focus and home groups thisyear to start addressing the 14 WASC criteria and ESLR's. to address the school

Priority 2: NCEE Standards

We have trained nearly half our staff in the NCEE standards. Many ofour teachers have instituted some of the concepts of the NCEE suchas the grading system and the development of rubrics.

Priority 3: Educational Technology

Conduits have been placed in all our buildings at this time and we will be wiring each buildingthis year. We are slowly acquiring computers so that we will be totallynetworked.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

115 Pearl City High School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 117.5

Regular Instruction. FTE 82.5 Total FTE Special Education. FTE 20.0

Supplemental Instruction. FTE 15.0 Regular FTE Total number of persons 123 assigned to teaching,

Teachers with 5 or more years 74 experience in this school Special Education FTE

Teachers' average years of experience 16.3

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.4

Special Education 9.6

Administrative and Student Services Staff Total Headcount

Administration*, FTE 7.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this School Counselors, FTE 6.0

Number of principals at this 1 0 50 100 school in the last five years 150 Administration includes Principals, Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 95 State Standards Number of classrooms short (-) or over (+)

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Cafeteria/ Sanitation 2 1 Auditorium Total 13

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

11 G Pearl City High School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

Instructional Leadership 56%

Illlini1111111111iMi; 111111: !1!.-i111111, h 64% Emphasis on Academics 48% 37%

liiiiilHiii0111 ;Ii II Ilfhwli ! 62% High Expectations 62% 56%

li h 63% Frequent Monitoring 51% 07. I / /O/ .0)50%

11;11111111111W 11111111111ifilifili1111 I I l 60% School Learning Climate 50%

1l! 61°/0 Home-School Relations 49%

0% 25% 50% 75% 100% Survey conducted in school rentof favorable year ending 1998 0 Students 5 Parents 0 Staff I responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 1858 85.3%

Attendanceand Absences Suspended: 14.7% State 319 School Year Standard These 319 students were responsible tx 1995-96 1996-971997-98 these 594 suspensions. Average Daily Attendance: % Class A (higher is better) 6.2%: 37 93.7%1 93.7% 94.0% 95.0% Class B. Average Daily Absences: in days :19.0% (lower is better) 113 10.8 10.8 10.4 9 Class C: 360 60.6%

ClassD: 84

0.0% 20.0% 40.0%60.0% 80.0%100.0%

Class A: Burglary, robbery, sate of dangerous drugs Examples of class of Class B: Disorderly conduct trespassing suspension: Class C: Class cutting, insubordination. smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive AgcPcsment and AccountabilitySystem Page 5 School Status and Improvement Report

BEST COPY AVAILABLE Pearl City High School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade10

National Math Reading Math Reading Math Reading Norm 100% 1

90% 21.5% 25.9% 25.7% Above Average 35.4% 80% IIII

70%

60%

11.016=4 50% 62.5% Average 54.0% 57.0% 54.9% 40% 55.1%

30%

20%

10% - Below ,15.9%: :19.5% Average

0% 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schools required successful completion ofcourse and credit requirements and demonstration of mastery of 15 competenciesthrough certification on the Hawaii State Test of Essential Competencies (HSTEC). Beginningwith the Class of 1997, all graduating seniors must ripmnnorah0 macteni of IR nnmnptenniPc thrnlinh HRTFC

Graduates and Completer:1995 -96 1996-97 1997-98 Hwail State Test of Essential Competenci Number of Seniors 372 379 428 Seniors Passing HSTEC School Year Number Percent Diploma graduates 90.9% 89.2% 91.1% Certificate of Course 1.1 %] 5.0% 3.3% 1995-96 359 96.5% j Completion Individually Prescribed 1.9% 1.6% 1.6% 1996-97 340 89.7% Program Total school completers 93.8% 95.8% 96.0% 1997-98 394 92.1%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

118 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

'Aiea High School Grades 9-12 School Status and. ImprovementReport IM(Content Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must haveregular, Focus on understandable accounts of our schools' progress. This SchoolStatus ana p. 1 Improvement Report has been prepared aspart of the Department's School Comprehensive Assessment and. Accountability System, and inaccordance with§302A-1004, School Hawai' i Revised Statutes, which requires systematic p. 1 reports to the people about the performance of schools, individuallyand Description collectively.

A Y 'Aiea High School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 5' 0.3% Black 32ja22% Fall enrollment 1592 1567 1500 Chinese 53 3.6%

Number and percent of students 1459 1428 1404 Filipino 286 enrolled for the entire school year Hawaiian 19 1.3% 91.6% 91.1% 93.6%

Part-Hawaiian 191

Number and percent of students 182 259 214 Japanese 392 receiving tree or reduced-cost lunch 11.4% 16.5% 14.3% Korean 46 3.1%

Portuguese 22 1.5% Number and percent of students 94 98 90 in Special Education programs Hispanic 32 4 2.2%

5.9% 6.3% 6.0% Samoan 69 4.7%

White 148 Number and percent of students 83 87 73 with limited English proficiency Indo-Chinese10 0.7% 5.2% 5.6% 4.9% An Others 177

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level :77.17-4,-T34a777777.1". College 26.4% Average family size 2.8 3.6 Graduate 21.1%

Percent of households with 29.7% 31.8% school age children (4-19)

Median household income $50,701 $38,829 Some College

Per capita income $19,149 $15,770

MHZ 26.4% Percent of households with 4.4% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 8.0% 11.6% below poverty level Less than High School Percent of children (4-19 years) 6.3% 2.1% 16.6% who are at-risle Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate. is single, divorcedor separated, and is below the poverty level. Ii3State of Hawaii['School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPYAVAILABLE 120 'Aiea High School Fall 1998 Proces.s: SChool,Priorities

Information about a school 's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 School Calendar or Schedule identified. This rank ordering of school improvement goals provides a concise School Year#1 Accreditation and clear sketch of this school's School Ending 1997#2 Student Achievement Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year#1Accreditation during the school year just completed isEnding 1998#2Student Achievement given below. #3Educational Technology

Priority 1: Accreditation

During the 199-98 school year, the school renewal efforts was focus on what studentsare learning, how students are learning and if the learning can be measured against our school's philosophy, goals and objectives and learner outcomes. We developed a curriculum guide for each subject thatwe are teaching. The curriculum guide identified course objectives, major concepts, themes, learning activities andmeasures of learning. Our hope was that the learner outcomes were driving our curriculum and thecurriculum was producing the desired results.This process is the beginning of our efforts to address the issues of accountability and accreditation. Through the development of our curriculum guides, Aiea High school's efforts concerning the accreditation process is in place as we get ready for our next accreditation visitationin the year 2000. Priority 2: Student Achievement

For the past three years Aiea high School has been guided by our learner outcomes whichwere developed in early 1996. These learner outcomes has resulted in the school changing our school calendar, adding the exam week concept to our school development days. The learner outcomes has also been the focus behind our curriculum guide. During the 1997-98 school year we continued with our very successful academic guidance program.This program is well received by students, faculty members and parents. We also continued With the ACT Plan which supports our guidance efforts with the sophomores. Systematic academic guidance is also continued with our juniors and seniors through our school to work efforts. Priority 3: Educational Technology

Since 1996, Aiea High School has developed and maintained a local area network system which connects 100% of our classrooms. Our local area network is also connected to the interne. Throughour partnership with Data House we have been able to communicate with our local school community via the personal computer. Our web page carries the following components: Daily School Bulletin, Master Calendar, College Bulletin, Monthly School Menu, Student Association Bulletin, Student Activities/Athletics Calendar and several Academic Web Pages.

The school LAN has made it possible for more efficient collection of student fees and lost books. Each classroom can access the library though OPAC. Perhaps the greatest development is the use of educational technology has come through the development of curriculum web pages in which instruction is not limited by

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report I I 'Aiea High School Fall 1998

Certified Staff___ School year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 78.5

Regular Instruction, FTE 57.0 Total FTE Special Education. FTE 9.0

Supplemental Instruction, FTE 12.5 Regular FTE Total number of persons 86 assigned to teaching,

Teachers with 5 or more years 66 experience in this school Special Education FTE

Teachers' average years of experience 15.0

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.3

Special Education 10.0 Administrative and Student Services Staff Total Headcount

Administration, FTE 4.0 Teachers with 5 or More Librarians, FTE 2.0 Years Experience in this School Counselors, FTE 6.0

Number of principals at this 1 0 204060 80100 school in the last five years Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of Schoors Space Compared with Classrooms available 73 State Standards Number of classrooms short (-) or over (+) 0

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 14

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total:

6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 1011LODIS 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

14,4,4,4, 'Alen High School Fall 1998

Effective School Practices Effective Schools Survey

II! =::!!!h 180% Instructional Leadership 52% 4197.47%ff"...eri,07ZM39%

1111111:1111111=1;11111iii111111 1111 1!Hi 11 : 1=111HH111111111111 86% Emphasis on Academics 42%, 38%

,11 (1!111 111'i {ii i!lll it Hil;i111.1!!=; 111,,=.1,11.1 80% High Expectations 53% 58%

1 I; 11 1-111 1=111111:11 ! 1Iii.: ::::::: ! ; :!:181% Frequent Monitoring 36 0 AVX ',/ M. 50%

!II iI1111 1111111111111W 1111;11111111111 111 111 I 84% School Learning Climate

Home-School Relations 48%

0% 25% 50% 75% 100% wvey conducted in school °staff *nt of favorable year ending 1997 OStudents 8Parents 1 responses Student Conduct School Suspensis, School Year Ending 1998 Non-suspended* 1343 89 5% 1 Attendance and Absences Suspended: State 10.5% School Year 157 Standard Thesd 157 students 1995-96 1996-97 1997-98 were responsible tar theso199 susperuktras. Average Daily Attendance: % (higher is better) Class A: 7,51t=i116.1% 95.5% 93.7% 94.0% 95.0% 32 Class B: Average Daily Absences: in days 33.7% (lower is better) 67 7.8 10.5 10.5 9 Class C: 95 47.7%

Class D:5 2.5%

0.0% 20.0% 40.0% 60.0%80.0% 100.0%

Class A Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

123 'Aiea High School Fall 1998 Outcomes: Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 10

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% 'Aiea High is using an 'Aiea High is using an experimental test. The experimental test. The Stanford Achievement Stanford Achievement 70% Test was not Test was not MIME administered. administered. MIME 60%

50% Average 54.0% 62.8% 59.1% 40%

30%

20%

Below 10% Average

0% 0.0% 0.0% 0.0% 0.0% 1996 1997 1998

School Completion Prior to 1996, graduation from Hawaii public schools required successful completion ofcourse and credit requirements and demonstration of mastery of 15 competencies through certification on the Hawaii State Test of Essential Competencies (HSTEC). Beginning with the Class of 1997, all graduating seniors must riPmnnctrnfe maRtian, of 16 cmmnptpncipc thmunh HSTFr.

Graduates and Completer:1995-961996-97 1997-98 Hwaii State Test of Essential Competencies

Number of Seniors 331 335 347 Seniors Passing HSTEC School Year Number Percent Diploma graduates 94.6% 92.5% 93.9% Certificate of Course 0.3% 3.3% 3.5% 1995-96 329 L 99.4% Completion Individually Prescribed 0.0% 1.8% 0.9% 1996-97 313 93.4% Program Total school completers 94.9% 97.6% 98.3% 1997-98 326 93.9%

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Aliamanu Intermediate School Grades 7-8 School Status and Improvement Report. Focus On School IZ(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Status and Focus on P. 1 Improvement Report has been prepared as part of the Department's St hnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai' i Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settino 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Stuc:it Profilp school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: Performance and Improvement in Hawaii, which analyzes our schools School p. 4 collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Sions The name Aliamanu is a Hawaiian word meaning 'the resting place of Effective School the birds.' Founded in 1959 and located in a former volcanic crater, Studant Conduct AliamanuIntermediateSchoolissurroundedbymilitaryhousing, Statewide condominiums, and high-rises. Most of our students are federally + School connected. A high rate of transiency, single parent families and young latchkey children are some of our concerns. Aliamanu Intermediate School School Address: was accredited in 1997 by the Western Association of Schools & Colleges for a period of three years. Aliamanu Intermediate School is planning for Aliamanu Intermediate School School/Community-Based Management. 3271 Salt Lake Blvd. Honolulu, HI 96818 Aliamanu Intermediate School Fall 1998 aontext,School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American9 9 0.9% Black 149 41 Jr J. 4 14.7% Fall enrollment 911 946 1017 Chinese 22 7122%

Filipino 201 ..:4KinntrAWAE 19.8% Number and percent of students 835 852 863 enrolled for the entire school Hawaiian4 0.4% : year 91.7% 90.1% 84.9%

PanHawaiian 33r,;49 3.3%

Number and percent of students 202 181 216 Japanese 21.22.1% receiving free or reduced-cost lunch 22.2% 19.1% 21.2% Korean 16%; 1.6%

Portuguese 3 0.3% Number and percent of students 52 50 69 in Special Education programs Hispanic 54 FM 5.3%

5.7% 5.3% 6.8% Samoan 35 5 3.5%

White 344.:.e.inenenrApurAprisrow434.0% Number and percent of students 37 40 61 with limited English ProfidencY Indo-Chinese3 0.3% I 4.1% 4.2% 6.0% 44 Others 119 11.7%

0.0% 70.0% 20.0% 30.0% 40.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii 1 Level College 16.9% Average family size 2.9 3.6 Graduate 27.7%

Percent of households with 44.9% 31.8% school age children (4-19)

39.6% Median household income $32,923 $38,829 Some College 29.9%

Per capita income $11,587 $15,770

"S. 34.414 Percent of households with 3.2% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years), 3.2% 11.6% below poverty level Less than High '1192% School Percent of children (4-19 years) 0.5% 2.1%, 10.6% who are at-risi Graduate ?" A

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% Children 4 to 19 years of age, who are not high school graduates, living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii G School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE Aliamanu Intermediate School Fall 1998 Process School: Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 Student Behavior schoolwide priorities are first #3 School Curriculum identified. This rank ordering of school improvement goals provides a concise School Year#1 Student Behavior and clear sketch of this school's School Ending 1997#2 Accreditation Improvement Plans over the past three #3 Student Achievement years. A description of school improvement priorities and activities School Year#1 Student Behavior during the school year just completed isEnding 1998#2 School Restructuring given below. #3 Student Attitude

Priority 1:Student Behavior A. The school's improvement focus was to educate the students on basic acceptable behaviors. B. We have developed a school-wide discipline plan, with clear rules and their progressive sanctions. This discipline plan was developed through input from the staff parent, and students through assemblies, open meetings, and coffee hours. Student behavior is addressed by: 1) teacher referrals, 2) assemblies, 3) parent/teacher/student/counselor conferences, 4) referral to the Department of Health for mental health assessment, 5) referral to resiliency counselor, 6) truancy petitions filed, 7) referral to the Honolulu Police Department's School Attendance Program, 8) parent-shadow-student, 9) counseloi/administration meetings, 10) counselor/team meetings, 11) parent/teacher contacts, 12) lockout, and 13) AIS Saturday School. Middle school concepts have been implemented and middle school teams are in place with common team rules and consequences. C. The results obtained included increased communication, increased parent involvement, anda moderate improvement in student behavior. Some saw a decline in behavior, which was affecting student achievement. Priority 2:School Restructuring A.The school's improvement focus was to continue moving toward middle school, increase staff latowledge, and involve the community and parents more. B.The students in both grade levels were places on core teams for the first time. Staff members have attended the Hawaii Association of Middle Schools' institutes and conferences, the University of Hawaii course on interdisciplinary units, Tribes training, and Process Algebra classes and workshops. We have had in-services on middle school philosophy and concepts by outside experts as well asour own staff members.Through the-Focus on Learning process, we are systematically addressing various areas of improvement, based on needs. Priority has been given to technology. There has been increased participation and involvement with our military partnerships. C. Middle school teaming caused frustration and stress in some teams for a while.Overall, teachers were more willing to consider changes. There has been increased communication and involvement with the community and parents. Priority 3:Student Attitude A. The school's improvement focus was to emphasize the relationship of behavior and achievement to students. B. Teachers have been doing in-class activities and lessons on social skills and communication. Whenever needed and possible, there has been one-to-one counseling by the staff. Tribes, cooperative learning and school-to-work activities have been incorporated into the curriculum. Teams have held bonding activities. Values and character education have been emphasized or incorporated in individual exercises.

Comprehensive Assessment and Accountability System . Page 3 School Status and Improvement Report Aliamanu Intermediate School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 49.5 Regular Instruction, FTE f 35.0 Total FTE Special Education, FTE 5.0

Supplemental Instruction, FTE 9.5 Regular FTE Total number of persons 53 assigned to teaching,

Teachers with 5 or more years 30 experience in this school Special Education FTE

Teachers' average years of experience 10.7

Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.3

Special Education 13.8

Administrative and Student Services Staff Total Headcount

Administration, FTE 4.5 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this School Counselors, FTE 2.0

Number of principals at this 2 school in the last five years 0 20 40 60 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 48 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate lAarginal Standard Score (below TO%) (70-99.10 (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Building interior 1 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 2 Cafeteria/ Auditorium Total 11

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 101IM 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

I '8 Aliamanu Intermediate School Fall 1998 OutcOtries.: Vital Signs Effective School Practices Effective Schools Survey

! !!!!!;,1111!1:1111Hml!IllwiIIHWIIII!!!! 60% Instructional Leadership 40% 77".7. OPY47 A.31% !fliiitH!!!!!Hillw;!!!11;1,1!11!!!ilil ""il!!: 70% Emphasis on Academics 50°/c: viffe.%1W)X077..14.34%

!I 1 iI ill!!!! III, lii millififililiH17?% High Expectations 52% W7M7.07..7" 48%

11:!!!!II ! Frequent Monitoring 42°0 42%

1111IllililliiiII5.40ì/o School Learning Climate

Home-School Relations

0% 25% 50% 75% 100% Survey conducted in school 0 Students El Parents 0 Staffvent of favorable year ending 1997 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended. 898 88.3%

Attendance and Absences Suspended: 11.7% State 119 School Year Standard These 119 snide:es 1995-96 were 'responsible ix 1996-97 1997-98 these, 168 suspensions. Average Daily Attendance: % (higher is better) Class A: 19 11.3% 94.8% 94.8% 94.8% 95.0% Class B: Average Daily Absences: in days Agaugammtwil66.1% (lower is better) 111 9.2 9.2 9.2 9 Class C: 26 WI 15.5%

Class D: 12 7.1%,

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class A: Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting. insubordination, smoking Class D: Contraband (e.g. possession of tobaom)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

129 Aliamanu Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Reading Math Reading 100% Norm

90% 111114V0 1111111 111123.3% Above Average 80% --J1111 70% - MEM

60% 53.6% 52.9% 53.8% 59.5% 56.0% 50% - MUM Average MUM 56.7% 54.0% EM EM E MIMEE E EMU 40% -MUM E EMU EMU E MUM E UIE 30% MUME MEM MUM EM MIRE MEMOWIM mama 20% -

Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and AccountabRity System Page 6 School Status and Improvement Report

130 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Wahiawa Intermediate School Grades 7-8 School Status and Improvement Report Focus On School tiPContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus. on p. 1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai' i Revised Statutes, which requires systematic School. p. 1 reports to the people about the performance of schools, individually and Descriotion collectively.

Outcomes: PP. 5-6 School Description Vital Sians wahiawa Intermediate School consists of 13 buildings connected by Effective School covered lanais, with lush gardens and palm-fringed lawns. Military :*Student Conduct dependents comprise nearly half of the student body. The Army 25th Infantry Statewide Division, HHC, and the PTSA are actively involved with our school. We :* School foster excellence through academic programs based on high expectations, regular assessment of progress, and evaluation of achievement. Wahiawa School Address: Intermediate School was accredited in 1997 by the Western Association of Wahiawa Intermediate School Schools & Colleges for a period of six years, with a mid-term review. 275 Rose Street Wahiawa Intermediate School is operating under School/Community -Based Wahiawa, HI 96786 Management.

BEST COPY AVAILABLE ; altik% \;.."1 r. Wahiawa Intermediate School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American7 0.7% Slack 144 .04. Fall enrollment 4 14.5% 1084 1034 1 1001 Chinese 2 02%

Number and percent of students 968 937 871 Filipino 230 23.1% enrolled for the entire school year 89.3% 90.6% 87.0% Hawaiian 29

Pan-Hawaiian 122 12.2% Number and percent of students 404 463 receiving free or reduced-cost 504 Japanese 56 IZZa 5.6%: lunch 37.3% 44.8% 50.3% Korean 10 3 1.0%

Number and percent of students Portuguese 10 g to% 116 102 85 in Special Education programs Hispanic 49 ®4.9% 10.7% 9.9% 8.5% Samoan 30En3.0%,

White 200 Number and percent of students 54 with limited English proficiency 67 66 trido-Ortiriese 1 5.0% 6.5% 6.6% All Others 106

0.0% 10.0% 20.0% 30.0%

Community Profileeased n Me 1990 U.S. Cnsus

School State of Community Educational Attainment Community Hawaii

Average family size College 2.9 3.6 Graduate

Percent of households with 44.9% school age children (4.19) 31.8%

Median household income $30,301 $38,829 Some College

Per capita income $10,849 j $15.770

Percent of households with 42A% 9.1% 6.8% High School Public Assistance income

Percent of children (3-19 years) 10.8% 11.6% below poverty level Less than High

Percent of children (4-19 years) School 13.9% 2.1% who are at-risr Graduate

'Children 4 to 19 years of age, who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawai'i 0 School Community

Comprehensive Assetsment and Accountability System Page 2 School Status and Improvement Report

BEST COPY MAILABLE 132 Wahiawa Intermediate School Fall 1998 0 0 so

Information about a school's School Year #1Staff Development performance is most useful if Ending 1996 #2 Student Attitude schoolwide priorities are first #3 Accreditation identified. This rank ordering of school improvement goals provides a concise School Year#1Accreditation and clear sketch of this school's School Ending 1997#2Student Attitude Improvement Plans over the past three #3Staff Development years. A description of school improvement priorities and activities School Year#1Title I Schoolwide Project during the school year just completed isEnding 1998#2Student Attitude given below. #3 Educational Technology

Priority 1:Title I Schoolwide Project Our school transitioned from a Targeted Assist Title I toa School Wide Title I program. This wasa comprehensive plan incorporating the school improvement plan, the AccreditationRecommendations, the MiddleSchool plan and Focus on Learning (FOL). The Program goals and objectivesare as follows: To improve reading and math skills of all students. To provide the staff at WIS with comprehensive and outcome based staffdevelopment programfor School Wide attainment of our Expected Schoolwide Learning Results (ESLRs). To improve the school's learning climate so that all students attainour ESLR's. To increase the number of students producing course work with theuse of technology. To substantively involve parents and the community in helpingour students to attain our ESLR's.

Priority 2:Student Attitude One of our school goals is to support a character educationprogram through participation in activities in which students learn to make wise life choices and to interact appropriately with adultsand peers. Students continued this program through Guidance Activity Period (GAP) twice a month withevery member of the staff being assigned a GAP group including both Vice Principals. The process of adoptinga school dress code and the issue of school uniforms was a main focus of school community groups and input from the studentswas solicited through the GAP sessions.In addition, the following activities were continued or expanded: Increased participation in Science Fair, Art Competitions, and Intramural SportsPrograms. Continued focus on student discipline through the In-School SuspensionProgram which includes intense counseling and academic support services. Increased focus on academics for at-risk and Title I qualifies students throughan after-school tutoring program coordinated by the counselors. Involvement in nation wide program for race relations by participating inthe President's Program on Race Relations through the use of materials supplied by -the President's Council. Continued participation in HPD's Positive Alternative to Gang Education (PAGE).

Priority 3:Educational Technology The third goal is to increase student literacy in the use of thecomputer, the Internet, and telecommunications that support learning. During the summer of 1997 a fiber optic backbone was installed throughoutthe campus including the portables creating a school wide LAN system. The computer teacher participatedin the T3 training classes to assist in the transition for the teachers. Teachers were in serviced in staff developmentsessions on the use of the Internet and the Accepted Use Policy. In addition to the computer lab networked for theInternet, a computer was placed in every classroom. The computer committee worked collaboratively with teachers, studentsand community members to create a three year Technology Plan. As the school moves toward becoming a Middle School, theimplementation and

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report la Wahiawa Intermediate School Fall 1998 ,vo

Certified StaffSchool year ending1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 55.5

Regular Instruction. FTE 37.0 Total FTE Special Education. FTE 9.0

Supplemental Instruction, FTE 9.5 Regular FTE Total number of persons 64 1 assigned to teaching,

Teachers with 5 or more years 48 experience in this school Special Education FTE

Teachers' average years of experience 14.3 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.7

Special Education 9.4 Administrative and Student Services Staff Total Headcount

Administration, FTE 4.5 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 4.0

Number of principals at this school in the last five years 0 20 40 60 80 Administration includes Principals. Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of Schoors Space Compared with

Classrooms available 51 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Stanckad Score (below 70%) (7049%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2

Building interior 2 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable; 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very G oa 0.0% 1gelfflo 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

134 Wahiawa Intermediate School Fall 1998

Effective School Practices Effective Schools Survey

.iii11111 lli 41% Instructional Leadership 51% Z,e7- .."ZOYA40%

I+ Id! WM 76% Emphasis on Academics 53% 49%

WM 1101111 11 'I I I:I 71% High Expectations 57% 60%

wit HIM it1110111111111' IIIII HIS III ii174% Frequent Monitoring :490 /ZAW.0" ./ffMVXMO"...7458%

II 66°A3 School Learning Climate 44%

J111111(1111 ItI,11 71% Home-School Relations 53% Zgl 33%

0% 25% 50% 75% 100% Survey conducted in school ID Students elParents CI Staff cent of favorable year ending 1997 responses Student Conduct School Suspensis, School Year Ending 1998 Non-suspended: 898 89.7% Attendance and Absences Suspended: 10.3% 103 School Year These 103 she:ferns ware responsibte tx 1995-96 1996-97 1997-98 these;149 suspensions. Average Daily Attendance: % (higher is better) Class A: 30 20.1% 93.1% 92.9% f 93.2% 95.0%

Average Daily Absences: in days Class B: 38 25.5% (lower is better) 11.9 12.3 L 11.8 9 Class C: 30 20.1%

Class 0: 51 34.2%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class k Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct trespassing suspension: Class C: Class cutting, insubordination, smoking Class 0: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

135 Wahiawa Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Reading Math Reading Norm 100%

12.8% 15.4% 90% 1 Above MEM EMUMEM Average 80% MEM.MEM MEM MEMMIME MIME MIMEMIME MEM MIME MEM 70% MIMEEMU MUM MEMEMU ME..MUM EINEM 60% 49.8% 47.3% 49.1% 59.9%

50% MIME KU.MEMAverage 54.0% MIME 40% MUM MIME

30% .<;

20%

Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

13G Fall 1998 Comprehensive Assessment and AccountabilitySystem School Year 1997-98

Moanalua Middle School Grades 7-8 I ro eport ISIContent Focus On School To improve the quality of publicschooling and the educational opportunities it affords to Hawaii'schildren, we must have regular, Focus on understandable accounts of our schools' p. 1 Improvement Report has been progress. This School Status and Set hem! prepared as part of the Department's Comprehensive Assessment andAccountability System, and in accordance School with §302A-1004, Hawai' iRevised Statutes, which requires p. reports to the people about the performance systematic Description collectively. of schools, individually and

Context: p. 2 This report includes a descriptionof the school and provides information School Settina the context, process, and on 98 school year. outcomes of education at the school forthe 1997- Context information includesa profiling of the student Stu/font Profiles population and school community.Process information describes the school's priorities, plans, and actionfor improvement and indicatesthe i Community school's staffing levels and the qualityand adequacy of facilities. Outcome informationincludes data on effective school practices,attendance, Process: suspensions, standardized test results,and school completion (for high School P. 3 schools). Process: This report complements TheSuperintendent's Annual Report on School Schnell p. 4 Performance and Improvement inHawaii, which analyzesour schools collectively and in comparisonto those of other states. Together, individual school reports and the Certified summary Superintendent's Report describeour schools to help us judge themagainst our evolving State and national Facilities standards for school and schoolsystem performance. Outcomes: PP- 5-6 School Description Vital Skins Effective School Moanalua Intermediate School is locatedon the island of O'ahu about eight miles west of Honolulu Stutiant Gamin& and within three miles of the airport. The student population reflectsthe economic and ethnic diversityof the Statewide community, with about one-third of School the students being military dependents from Army, Navy, and CoastGuard families. MoanaluaIntermediate is known for its clean and attractivecampus, caring and supportive staff, School Address: parent and community partnerships, exemplary fine arts programs, andhigh expectations for student achievement. Moanalua Middle School In April 1995, Moanalua becamea 1289 Mahiole Street School/Community-Based Managementschoolcommittedtoshared Honolulu, HI 96819 decision-making. Moanalua IntermediateSchool was accredited in 1993 the Western Association of by Schools & Colleges for a period ofsix years.

137 Moanalua Middle School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American5 0.6%

Fall enrollment Bradt 59 gram 6.8% 942 893 868 Chinese 39 WO 4.5%

Number and percent of students 854 Mai n° 146 riiminigrangaigg 164% enrolled for the entire school 805 795 year 90.7% 90.1% 91.6% Hawaiian 15

Part - Hawaiian 64 7.3% Number and percent of students 132 155 156 receiving free or reduced-cost Japanese 142 .41:77.1"7=1. .7116.2% lunch 14.0% 17.4% 18.0% Korean 56 51grd. 6.4%

Portuguese3 0.3% Number and percent of students 50 in Special Education programs 55 68 Hispanic 17 5 II 1.9% 5.3% 6.2% 7.8% Samoan 15 g 1.7%

Mae 209 Sitranillignr/IgilgraigrAEW 23.9% Number and percent of students 32 with limited English proficiency 40 42 Indc.Clinese202% 1 3.4% 4.5% 4.8% 1 A/105mm 102 ..- ...' .., .0' d'I 11.7%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii ; Level Average family size College 21.1% 2.8 3.6 Graduate 21.1% Percent of households with 34.2% school age children (4-19) 31.8%

Median household income 342% 539.571 $38.829 Some College 299% Per capita income 516.405 $15.770

31.0% Percent of households with 3.2% Public Assistance income 6.8% High School 30.4%

Percent of children (3-19 years) 4.8% below poverty level 11.6% Less than High 13.7% School Percent of children (4-19 years) 11.5% who are at-ris 2.1% Graduate 18.6%

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. 2IState of Hawaii G School Community

Comprehensive AssesSment and Accountability System Page 2 School Status and Improvement Report

138 Moanalua Middle School Fall 1998 Process: School Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Parent Involvement/Community Relations identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's School Ending 1997 #2Staff Development Improvement Plans over the past three #3Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year #1Student Achievement during the school year just completed is Ending 1998 #2Staff Development given below. #3Parent Involvement/Community Relations

Priority 1:Student Achievement To provide successful learning experiences and improved achievement for all students through effective teaching and diversified programs. All program areas have developed action plans for improved student literacy and learning aligned with the strategic plan for school improvement, identified desired student learning related to the essential content and standards of excellence; and are refining a variety of assessment strategies to measure student achievement on the-Hawaii State Performance Standards.

To address the intellectual, physical, social, emotional and developmental needs of the middle level students, MIS has implemented the following middle school components:interdisciplinary teaching teams for all students, shared planning time for teachers, a flexible block schedule and a daily advisory period, service-learning opportunities, heterogeneously grouped classes, tutoring intervention, and a broad range of electives (band orchestra, chorus, arts/crafts, drama, foreign languages, media and yearbook production) to provide exploratory experiences. 'Initiatives for the 1998-99 school year to support- improved student achievement include a looping program for students and teachers to stay together on the same interdisciplinary team for more than one year.

Priority 2:Staff Development To utilize the school improvement process (Focus on Learning), the strategic plan, and identified targets for improved student achievement to collect and evaluate student data and measure student outcomes.Teacher-as-researcher efforts to measure student outcomes and achievement included the development of rubrics, portfolios and other assessment tools. All staff members are involved in the Focus on Learning self study in preparation for the accreditation visitation in the Spring of 1999. Departments, teams and program areas are collecting evidence of student work to reflect achievement of the Hawaii Content and Performance Standards. The four non-instructional staff development days, as well as staff meetings, are used for shared learning time focused on assessment and the effective implementation of the middle school initiatives.

Priority 3:Parent Involvement / Community Relations To involve all role groups in the middle school improvement process focused on improved student literacy and learning success for every student.Parent and community participation is encouraged through the PCNC Facilitator, mailed monthly parent bulletins, PTSA, SAFE Council (SCBM Alliance for Excellence), informational/town meetings with parents, classroom visitations and team meetings, field trips, career presentations, and participation on school/community committees focused on the assessment of student data

A five year commitment to a growing and multi-dimensional military partnership with the Naval Pacific Meteorology and Oceanography Center has provided career speakers, curriculum support for science classes, reading buddies and a mentoring program, campus beautification, tutoring, and participation in the drug-free school and community Partnerships with Youth. The Partnership with Youth includes the following community agencies and program who meet regularly to plan and share activities at Moanalua Intermediate School:Honolulu Police Department School Education Detail (PAGE program), Kalihi Palama YMCA Outreach, Army Youth Services, Moanalua Lions Club, City and County Parks and Recreation, and the Moanalua High School PEP

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

BEST COPY AVAILABLE 133 Moanalua Middle School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 46.5

Regular Instruction, FTE 34.0 Total FTE Special Education, FIT 6.0

Supplemental Instruction, FTE 6.5

Total number of persons 55 Regular FTE assigned to teaching,

Teachers with 5 or more years 34 experience in this school Special Education FTE Teachers' average years of experience 15.5 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.8

Special Education 11.3 Administrative and Student Services Staff Total Headcount

Administration, FTE 3.5 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this Counselors, FIE 3.0 School Number of principals at this school in the last five years 0 20 40 60

Administration includes Principals, Vice-Principals, Student Activity Coordinators.Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 40 State Standards Number of classrooms short (-) or over (+) -7 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 31 Administration Building exterior r 3 Building interior 2 Library Equipment/Fumishings 1. 3 Heatth/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gclod 0.0% 100.0% 200.0% 0

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

140 Moanalua Middle School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

11,111111 1111111i1:111111111111 1 68% Instructional Leadership 69% r/Zff"./.0"/Z.,ff./APM37% WWII: 11111 IiIIIImill1111,111111:1111111111111111:11111:' 78% Emphasis on Academics 60% '/M7/E(/:M(/ ff"fA36%

Hifi:1111H1111111:1 I: 11!;11 I High Expectations 62% 53% ii 1 1 11 11 iliHip w!;!1 74% ; 11 ;I I1 111 Frequent Monitoring 61% 48%

ii!.itl 1 11111 WIn1111 67%; School Learning Climate 71P/0 VAPYMMZO7MA30%

I Mill 11:79% Home-School Relations 72% 37%

0% 25% 50% 75% 100% Survey conducted in school 0 Students 6 Parents o Staff('cent of favorable year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non - suspended: 89.4% 776 Attendance and Absences Suspended: 10.6% State 92 School Year These 92 students were Standard responsible for these 1995-96 1996-97 1997-98 j126 suspensions. Average Daily Attendance: % (higher is better) Class A: 14 11.re 95.9% 95.9% 96.2% 95.0% Average Daily Absences: in days Class B: 69 ERDWIR 54 8% (lower is better) 7.1 7 6.6 9 Class C: 33 26.2%

Class 0: 10

0.0% 20.0%40.0%60.0%80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

1.41. /

Moanalua Middle School Fall 1998 111 Statewide Testing Stanford Achievement Test Results:Grade 8

Math National Reading Math Reading Math Reading 100% Norm I

90% , Above Average 80%

SEINE 70% NUN 1Num NME mom umum WM 60% - am mom IMIN momsEms I11UM Umum mummum ISM 50% IMMII MEM 51.0% 55.8%Average54.0% 47.2% 47.9% 52.6% 40%

30%

20%

10% Below Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

142 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Ilima Intermediate School Grades 7-8 School Status. and Improvement Report Focus On School 3/41Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on P. 1 Improvement Report has been prepared as part of the Department's Sethrtn1 Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai' iRevised Statutes, which requires systematic School reports to the people about the performance of schools, individually and P. 1 Descrintion collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settina 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Student Prnfila school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome information includes data on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: Performance and Improvement in Hawaii, which analyzes our schools School p. 4 collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national :* Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Skins Ilima Intermediate School is located in the 'Ewa Beach area and serves Effective School students from ten feeder 'schools. The students' families represent a wide StrrdantC.nnthict variety of ethnic, cultural, and economic backgrounds. There is a stable :* Statewide population of students from familiesinthe community, a transient School population of military dependents, and a number of students from immigrant families. The school's programs are tailored to meet the needs of all School Address: students. Ilima Intermediate School was accredited in 1995 by the Western Association of Schools & Colleges for a period of six years with a mid-term !lima Intermediate School review. The mid-term review took place in 1998. Ilima Intermediate School 91-884 Fort Weaver Road is operating under SchooVCommunity-Based Management school. 'Ewa Beach, HI 96706

1,4 3 [lima intermediate School Fall 1998

Student Profile Student Ethnicity Distribution, School YaEnding 1998 School year ending 1996 1997 1998 Na We Americanan5 110.4ear Black 55 C=I 3.9%: Fall enrollment 1212 1322 1412 Chinese 19 S 1.3%

Number and percent of students 1149 1260 1346 Famine 537 37.9% enrolled for the entire school Hawaiian 33 year 94.8% 95.3% 95.3%

Part-Hawaiian 217 15.3% Number and percent of students 392 495 566 J30411434 54 3.8% receiving free or reduced-cost lunch 32.3% 37.4% 40.1% Korean5 0.4%

Portuguese 19 r 1.3% Number and percent of students 142 162 172 in Special Education programs Hispanic 35 4 2.5%

11.7% 12.3% 12.2% Samoan 68 4.89i

ViRate 216 15.3% Number and percent of students 81 87 110 with limited English proficiency Indo-Chinese 3 0.2% 6.7% 6.6% 7.8% All Others 150 10.6%

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased n the 1990 US Census

School State of CommunityEducationalAttainment Community HaWarl Level College 13.8% Average family size 2.8 3.6 Graduate 21.1%

Percent of households with 43.3% 31.8% school age children (4-19)

Median household income $40,647 $38,829 Some College

Per capita income $12,225 $15,770

-4-?-441 35.0% Percent of households with 6.2% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 6.1% 11.6% below poverty level Less than High 4.5% School Percent of children (4-19 years) 7.7% 2.1%1 18.6% who are at-rise Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 13 State of Hawaii8School Community

Comprehensive Asseisment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 144 !lima Intermediate School Fall 1998 Process: School-Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996#2 Student Behavior schoolwide priorities are first #3 SchooVCommunity-Based Management identified. This rank ordering ofschool improvement goals provides a concise School Year#1 School Curriculum and clear sketch of this school's School Ending 1997#2 Student Achievement Improvement Plans over the past three #3 SchooVCommunity-Based Management years. A description ofschool improvement priorities and activities School Year#1Hawai'i Content and Performance Standards(Alignment) during the school year just completed isEnding 1998#2Student Achievement given below. #3Student Behavior

Priority 1: Hawaii Content and Performance Standards(Alignment)

There were 4 waiver days approved through our SCBMprocess. The bulk of time on these 4 days was used for alignment to the HCPS. Most of the departmentsnow have a document that clearly lays out curriculum and how it aligns with the standards. Some departments were able to move ahead to look at assessment;to begin looking at how we know what students know andare able to do.

Priority 2: Student Achievement

In examining the results of the Spring '97 administration ofthe SAT, the teaching staff focused on several concepts throughout the curriculum. These were: Textual Reading, Fractions,and Listening Skills. The 10 teams and other staff made a plan on how to include such skills in theircurriculum and/or daily contact with students. The end of the year found that these planswere implemented at different levels.

A Behavior Learning Center (BLC) was establishedto increase support to teachers in the area of discipline. With a program in place to immediately remove the students thatwere disruptive to classes, teachers were more able to provide quality teaching time.

Priority 3: Student Behavior

With the establishment of the BLC, there wasmore focus on student behavior. When students were sent down to the BLC for unacceptable behavior, theywere expected to examine their behavior and communicate better ways they could have handled their situation. With thisextra intervention in place, the Administration was then free to work with concerns that truly needed administrative attention.Teachers felt that the BLC was helpful, and would like to continue it for the next school year withsome modifications.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report r !lima Intermediate School Fall 1998 0 0 0

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 80.0

Regular Instruction, FTE 51.0 Total FTE 80 Special Education, FTE [15.0

Supplemental Instruction. FTE 14.0

Total number of persons 82 Regular FTE assigned to teaching,

Teachers with 5 or more years 47 experience in this school Special Education FTE Teachers' average years of experience 10.4 Students per Teaching Staff Member Supplemental FTE Regular Instruction

Special.Education 11.5 1 Administrative and Student Services Staff Total Headcount , 82

Administration, FTE 4.5 1 Teachers with 5 or More librarians, FTE 2.0 Years Experience in this 47 Counselors, FTE I 5.0 1 School Number of principals at this 1 J school in the last five years 0 20 40 60 80100

Administration includes Principals. Vice-Principals. Student Activity Coordinators. Registrars.and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 60 State Standards Number of classrooms short (-) or over (+) -9 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration 103% . '457.-,".; ' 21- Building exterior 2

Building interior 2 1 1 Library '..4-ii, 420 Equipment/Fumishings 2 L

Health/Safety 2 . , Cafeteria/ Sanitation 2 L Auditorium AS13% Total 12

For each category: n,-.:-:,.,,... 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms "-..2.-.....J._-- 84% For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 100.0% 200.0% 70%

Comprehensive Assessment aria Accountability System Page 4 School Status and Improvement Report

146 Ilima Intermediate School Fall 1998

Effective School Practices Effective Schools Survey

38% Instructional Leadership 50% ENVAV/A9M7M741M.337%

; ;t1.;!.; ... 73% Emphasis on Academics 54% EVANif/Atr".437.AMVAra43%

; ; ii 68%; High Expectations 50% MIP.7AVMM'ZdV..ff/ArM7.0M0,140,.59%

; ;1! 76% Frequent Monitoring 44 WAP74WAVAWA07.ff/X0:09'A57%

; . ; !!! 51% School Learning Climate 45% VAV.MMX4V224%

68%', Home-School Relations 48% P97.1ThW,417/17.Aff,35%

0% 25% 50% 75% 100% Survey conducted in school scent of favorable year ending 1998 CI Students aParents O Staff responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 1193 --.1.7.--.*.:776.rsa.4k4-.,.17.4.4-'.1 84.5% Attendance and Absences Suspended: State 15.5% School Year 219 Standard These 219 students 1995-96 1996-97 1997-98 were responsve 13r these 356 suspenr.wns. Average Daily Attendance: % A61." (higher is better) Class A: 11.5% 92.2% 92.3% 1 92.2% 95.0% 41 Average Daily Absences: in days Class B: (lower is better) 68 r13.7 13.5 13.5 9 Class C: 100 [f5itir.32zt.., 28.1%

Class 0: 147 41.3%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE 147 [lima Intermediate School Fall 1998 Outcorneszilitat,Si. ns. Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Reading Math Reading Norm 100% 10.2% 90% MEM MIME Above MUM MEM. ME Average MUM MUM 80% E ME EMEI ME EM MIME EMU MUME MUM 70% M MIME MUM M 45.3% MUM 58.8% 49.5% 51.4% MUM 60% MEM MUM MEM MEM MIME 50% MIME ER Average NEE MUM 40% MUM EMU ME mem EM 30% MUME WINE 20%

Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

148 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Major Sheldon Wheeler Intermediate School Grades 7-8 School Status and improvement Report Focus On School 'Content To improve the quality of public schooling and the educational opportunities it affords to Hawaii's children, we must have regular, understandable accounts of our schools' progress. This School Statusand Focus on P. 1 Improvement Report has been prepared as part of the Department's Sehnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Settina the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Pmfilp population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnnl collectively and in comparison to those of other states Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Located on 11 acres of State property within Wheeler Army Airfield, Effective School Wheeler Intermediate School service 7th and 8th grade students from :* Student Cnntitirtt Mililani Town and adjacent areas.Although the school is on a military :* Statewide facility, few of the students are military dependents. The school has three School two-story buildings, with facilities for music, art, science, industrial arts, home economics, and physical education. The faculty is capable, stable, School Address: anddedicatedtomeetingtheneeds of ourstudentsthroughthe Wheeler Intermediate School implementation of middle school components. Major Sheldon Wheeler 2 Wheeler Army Airfield Intermediate School was accredited in 1998 by the Western Association of Wahiawa, HI 96786 Schools .& Colleges for a period of six years with a mid-term review and is operating under School/Community-Based Management.

14 0 Major Sheldon Wheeler Intermediate School Fall 1998 Context: School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 NativeNa American 3 110.3% Black 57 p.-710 5.7%1 Fall enrollment 1051 1012 1008 Chinese 30 Ea 3.0%

Number and percent of students 1006 968 937 Filipino 128 i Jr' .4 12.8% enrolled for the entire school Hawaiian 22 22% year 95.7% 95.7% 93.0% Part-Hawaiian91 =1 9.1% Number and percent of students 155 147 158 Japanese 231 23.1% receiving free or reduced-cost lunch 14.7% 14.5% 15.7% Korean 21 J 2.1% Portuguese 1401.4% Number and percent of students 61 52 76 in Special Education programs Hispanic 25M2.5%

5.8% 5.1% 7.5% Samoan 14 a 1.4%

tAfhite 203 20.3% Number and percent of students 19 16 18 with limited English proficiency Indo-Chinese 2' 0.2% 1.8% 1.6% 1.8% Alt Others 160r.41r. 21, :dr 211/. 51116.0±A

0.0% 10.0% 20.0% 30.0%

Community Profile13ased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College 281% Average family size 2.8 3.6 Graduate

Percent of households with 44.5% 31.8% school age children (4-19)

37.2% Median household income $49.089 $38,829 Some College

Per capita income $16,337 515,770

Percent of households with 2.9% 6.8% High School Public Assistance income

Percent of children (3-19 years) 2.2% 11.6% below poverty level Less than High School Percent of children (4-19 years) 5.5% 2.1% who are at-risle Graduate

0.0% 'Children 4 to 19 years of age, who are not high'schoof graduates. 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Asseisment and Accountability System Page 2 School Status and Improvement Report

BEST COPYAVAILABLE. Major Sheldon Wheeler Intermediate School Fall 1998 Proce.ss: School Priorities

Information about a school's School Year #1Staff Development performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Hawaii Content and Performance Standards (Alignment) identified. This rank ordering of school improvement goals provides a concise School Year#1School Restructuring and clear sketch of this school's School Ending 1997#2School Curriculum Improvement Plans over the past three #3Student Achievement years. A description of school improvement priorities and activities School Year#1Accreditation during the school year just completed is Ending 1998#2School Calendar or Schedule given below. #3School Curriculum

Priority 1: Accreditation

The school focused its energies on theFocus on Learning self-study, analyzing and evaluating its programs, resources and curricula and preparing the accreditation report.The focus on learning process, though difficult and time-consuming, pointed out the need areas in the school and helped.staff understand what and how students learn and how assessments are used. The involvement and collaboration of the entire school community in the process was an invaluable experience that resulted in the commitment to support the school-wide learning expectations.

Priority 2: School Calendar

Because the complex elementary schools had already adopted a modified school calendar and because WIS had opted to remain on the traditional calendar for SY 97-98, the school worked to reach consensus on accepting the complex calendar for SY 98-99.The process for reaching consensus was a learning experience for all the role groups in the school community. Priority 3: School Curriculum

Many teams worked on developing interdisciplinary units using the differentiation strategies, assessment tools, and middle school practices and school-to-work concepts.Departments continued to align their curricula with the state and national standards and some departments, namely BPA and Health, PE and Guidance, took the initiative to seek national standards. Focus centered on aligning school curricula with the standards and the school-wide learning expectations.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 151 Major Sheldon Wheeler Intermediate School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 52.5

Regular Instruction, FTE 39.5 Total FTE Special Education, FTE 6.0

Supplemental Instruction, FTE 7.0 Regular FTE Total number of persons 61 assigned to teaching,

leathers with 5 or more years 36 experience in this school Special Education FTE Teachers' average years of experience 17.0

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.0

Special Education 12.7 Administrative and Student Services Staff Total Headcount

Administration, FTE 5.5 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 4.0

Number of principals at this 2 0 20 40 school in the last five years 60 80 Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors.

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 48 State Standards Number of classrooms short (-) or over (+)

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 1 Library Equipment/Fumishings 3

Heatth/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total:

6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 108LOPZi 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

15i? Major Sheldon Wheeler Intermediate School Fall 1998 e Effective School Practices Effective Schools Survey

47% Instructional Leadership 39% 29%

II 11111ill 111111;111W I 11185% Emphasis on Academics 49% 34%

79% High Expectations 52%

VZ. "Z. v4 54%

III ;Ili Mill111111 111111 III 1: 82% Frequent Monitoring 51 °0 ff. .Z 7. 027 /eV% 52% 11111ifillill111111111ilill School Learning Climate 52%

W i!iIilllilliil!II'till itl) 76% Home-School Relations 8% 29%

0% 25% 50% 75% 100% Survey conducted in school 0 Students B Parents 0 Stafftcertt of favorable year ending 1997 responses Student: Conduct School Suspensions, School Year Ending 1998 Non-suspended: 884 87.7%

Attendance and Absences Susnded:pe Ktr:F

Average Daily Absences: in days Class B: 71 34.0% (lower is better) 8.6 L 8.7 8.9 9 Class C: 41 EI,-...4'.1!r-11, 19.6%

Class D: 57 27.3%

0.0% 20.0%40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

153 Major Sheldon Wheeler Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Reading Math Reading Norm 100%

90% 23.3% Above 26.5% 31.3% Average 80% 40.0% 38.9/0 44.4%

70%

60%

50% Average54.0% 62.7% 55.9% 40% 55.3% 47.6% 47.1% 42.6% 30%

20% ===== Below 10% ?XS. 777 14.0%: Average 12.4% 13.4%. 14.0% 13.0%; 17. 0% 1996 1997 1998

Comprehensive Asessment and Accountability System Page 6 School Status and Improvement Report

154 Fall1998 Comprehensive Assessment and Accountability System School Year1997-98

Kailua Intermediate School Grades 7-8 School Status and. Improvement Report Focus On School !Content To improve the quality of public schooling and the educational opportunities it affords to Hawaii's children,we must have regular, Focus on understandable accounts of our schools' progress. This School Statusana P -1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and inaccordance with §302A-1004, Hawaii Revised Statutes, which requires School systematic P. 1 reports to the people about the performance of schools, individually and Descriotion collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school for the1997- 98 school year.Context information includes a profiling of the student Student Prcifila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicatesthe : Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report Process: on School p. 4 Performance and Improvement in Hawaii, which analyzesour schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe Certified our schools to help us judge them against our evolving State andnational Facilities standards for school and school system performance. Outcomes: PP- 5-6 School Description Vital Sians Kailua Intermediate School provides a positive learning environment Effective School whichpromotesachievement,creativity,self-esteem,respect, : Student Cnnduct satisfaction, and thedevelopment of responsible citizenship. Students' :* Statewide needs are met by a varied curriculum, which includescore subjects, School electives, guidance, computer technology, wellness and healthy lifestyles, drug prevention, career education, study skills, test-taking skills, andco- School Address: curricular activities. The school employs the middle schoolconcepts of Kailua Intermediate School teaming, interdisciplinary studies, and computer-assisted instruction.Kailua 145 South Kainalu Drive Intermediate School was accredited in 1993 by the Western Associationof Kailua, HI 96734 Schools & Colleges for a period of six years. Kailua IntermediateSchool is planning for SchooliCommunity-Based Management.

4. .5^A Kailua Intermediate School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 Native ACTIOSICIM School year ending 1996 1997 1998 4 i 0.4% , Black 37 Fail enrollment 975 999 L 965 Chinese 24

Number and percent of students 906 926 884 Filipino 39 enrolled for the entire school year 92.9% 92.7%I 91.6% Hawaiian 28

Part - Hawaiian 203 21.1% Number and percent of students 241 199 262 receiving free or reduced-cost Japanese 76 lunch L24.7% 19.9% 27.2% Korean 9 t 0.9%

Portuguese 37 3.8% Number and percent of students 88 86 81 in Special Education programs Hispanic 31 32%

9.0% 8.6% 8.4% Samoan 12 t 12%

VVrite 361 37.5% Number and percent of students '.AnICIIIr.dr41FAIF:41151012.1211/..iirdlalt 12 15 16 with limited English proficiency 1ndo-Chinese 1 0.1% 1.2% 1.5% 1.7% AO Others 101 g2=4110.5%

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level

Average family size College .0% 3.0 3.6 Graduate 21.1%,

Percent of households with 35.1% 31.8% school age children (4-19)

322% Median household income $51,791 $38,829 Some College 29.9%

Per capita income $17.952 $15.770 ww,mym4w.km&a.Oilbila Z*Mt!IfEf!eW4EL5EeEe," 30.6% Percent of households with 3.4% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 2.8% 11.6% below poverty level Less than High m School .1221s "FP Percent of children (4-19 years) 2.5% 2.1% lee% who are at-ristr Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is single. divorced or separated. and is below the poverty level. 0 State of HawaiiEl School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 156 Kailua Intermediate School Fall 1998

Information about a school's School Year#1Parent Involvement/Community Relations performance is most useful if Ending 1996#2 Staff Development schoolwide priorities are first #3 Campus Facilities and Appearance identified. This rank ordering of school improvement goals provides a concise School Year#1 School Curriculum and clear sketch of this school 's School Ending 1997#2 Educational Technology Improvement Plans over the past three #3 Student Attitude years. A description of school improvement priorities and activities School Year#1 Accreditation during the school year just completed is Ending 1998#2 School Curriculum given below. #3 Student Attitude

Priority 1: Accreditation

Accreditation is a school improvement process consisting of threestages; the school community self-study, a three day visitation by educational role members outside the school and a school-wide actionplan follow-up.

'To support its efforts to address high standards and accountability, KISis seeking a third six-year endorsement of accreditation. The school-community engaged in as series of accreditation self-studyactivities using the Western Association of Schools Colleges's, FOL (Focus On Learning). and FOL consists of various criteria; School Purpose, Governance,School Improvement Process How Assessment Is Used, Resource Planning and Student Connectedness.This process is used to guide to identify and discuss from the perspective of all stake holders as members of Home,Focus, and Leadership groups;

School-wide Learning Expectations Organization for Student Learning Curriculum & Instruction Support for Student Personal & Academic Growth Major Growth Areas Resource Management & Development Priority2: School Curriculum

Middle School Concept: Continue implementation of interdisciplinaryteaching and learning, advisor/advisee and exploratory activities. Continue inclusion for Special Needs Students.Staff development funds expended for collaborative planning and preparation for Focus on Learning. Use of Performance Assessment School-wide Science Fair, Pacific Island Pride Day,Geography and Spelling Bees, band performances for feeder schools and Kane ohe Marine Base. 'Hawaii Content and Performance Standards (HCPS1: Taken intoaccount when identifying of KIS learning expectations, major growth areas, school-wide action plan and included during -collaborativediscussions during FOL, Home. Focus and Leadership group meetings. School to Work: Annual Career and Health Symposium. Career Kokuathrough BPA. Continue implementation of hydroponic component Physical Education: Establish new weight training program and Track & Fieldextracurricular component. 'Fine Arts: Establish language lab for foreign language. 'Articulation with feeder elementary and high schools to address the K-12 continuum. Priority3: Student Attitude

A major outcome of PTSA school and community collaborative efforts, includingthe nine feeder elementary school, was, the establishment of a Uniform Dress Code implemented during this schoolyear. The dress code which includes an opt-out policy includes, a variety of attire selected and endorsed by students,parents, faculty, staff and administration. Community feedback has been exceptionally positive. Disciplinary referrals for Chapter 19, Class B Offenses have been reducedby about 50%. There have been no mediation activities with Peer Education Program,counselors or administration for inappropriate peer

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 157 Kailua Intermediate School Fall 1998

Certified StaffSchool year ending 1998 reaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 49.5

Regular Instruction, FTE 33.0 Total FTE Special Education. FTE 8.0

Supplemental Instruction, FTE 8.5

Total number of persons 54 Regular FTE assigned to teaching,

leathers with 5 or more years 32 experience in this school Special Education FTE

leathers' average years of experience 9.9 Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.3

Special Education 10.1 Administrative and Student Services Staff Total Headcount

Administration. FTE 3.5 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this

Counselors. FTE 3.0 School

Number of principals at this 1 school in the last five years 0 20 40 60

'Administration includes Principals, Vice-Principals, Student ActivityCoordinators, Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 61 State Standards Number of classrooms short (-) or over (+) 9 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (7099%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2

Building interior 2 Library Equipment/Furnishings 2

Heatth/Safety 2

Sanitation 2 Cafeteria! Auditorium Total 13

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gcod 0.0% 10131813, 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

158 'Callus Intermediate School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

73% Instructional Leadership ' 56% ,Z 1)7ff17:a 37%

wilw 4111 ;11111' 77% Emphasis on Academics 4y% /A I W7f, VAWA37%

I 1 1 1, 1 1 1 11 1I 1 73% High Expectations 56% ZA51%

Whi.l11111 !: 75% Frequent Monitoring 440

0% 6W. / .ZZ.,/ A 4 5cko

ill11111111. 111111i!I 11i11,1l 78% School Learning Climate

WHI1 1: 79% Home-School Relations 48% 31%

0% 25% 50% 75% 100% Survey conducted in school El Students D Parents 0 Staffcent of favorable year ending 1996 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 814 Attendance-and Absences Suspended: State ri.6% School Year 151 Standard 151 sbx1eras 1995-961996-97 1997-98 were responsible bar these 231 suspensions. Average Daily Attendance: % (higher is better) Class A: 33 14.3% 94.4% 94.2% 94.6% 95.0% Average Daily Absences: in days Class B: -111M 68.0% (lower is better) 134 9.9 10.1 9.6 9 Class C: 54 23.4%

Class D: 10 B 4.3%

0.0% 20.0%40.0%60.0%80.0%100.0%

Class ll Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

159 Kailua Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Math Reading Reading Norm 100%

90% iui Above 24.9°/ 28.6% Average 80% EM MUM 70% EMUEM EMU 60% E 49.5% Average 54.0% 50% 50.3% 52.1 % 53.2% EMU MIME 56.9% 40% EMEMU EMU INEE EEM 30% E MUME E MUM 20% !! Below A;;',/,, 23.1% 10% Average :14.5°k

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

10 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Highlands Intermediate School Grades 7-8 School Status and. Improvement Report Focus On School IZ(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on P. 1 Improvement Report has been prepared as part of the Department's School. Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Setting 98 school year.Context information includes a profiling of the student Student Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools School collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national :* Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Skins Highlands Intermediate School serves the communities of Pearl City, : Effective School Seaview-Crestview and Waipio-Gentry, and has a diverse student population. It has a fairly stable staff and offers a broad range of courses. Student Conduct from remedial to those for the gifted and talented. Teachers in core subjects :* Statewide are teamed with common students to provide a nurturing environment with positive relationships. The school plans to employ other components of the School "Middle School Concept."Highlands Intermediate used the Focus on Learningaccreditationself-studyprocessthisyeartodeterminea schoolwide action plan to improve itself in all areas.Through its SCBM School Address: Council, Highlands Intermediate waived the state promotion policy and requires students to pass all classes for promotion. With strict enforcement Highlands Intermediate School of its dress code, the SCBM Council was able to adopt a School Uniform 1460 Hoolaulea Street Policy which will become effective in September, 1998. Pearl City, HI 96782 Highlands Intermediate School was accredited in 1993 by the Western Association of Schools & Colleges for a period of six years with a mid-term review and is operating under School/Community-Based Management.

BEST COPYAVAILABLE Highlands Intermediate School Fall 1998 a

Student Profile Student Ethnicity Distribution, School 1998 Year Ending 1998 School year ending 1996 1997 Native American 1 0.1% Mack 23 Fall enrollment 1110 1096 1108 Chinese 45

Number and percent of students 1059 1038 1062 Fifipino 258 23.3% enrolled for the entire school year 95.4% 94.7% 95.8% Hawaiian 29

Pan - Hawaiian 148 . ..e- .4," ..,...*..-1 13.4% Number and percent of students 215 248 230 receiving free or reduced-cost Japanese 266 .1 ...... 4, .+`,r e' ,, ..-..- 2r 4 24.0% lunch 19.4% 22.6% 20.8% Korean 18 1.6%

Portuguese 21 1.9% Number and percent of students 103 121 128 in Special Education programs Hispanic 28 2.5% 9.3% 11.0% 11.6% Samoan 22 2.0%

White 108 9.7% Number and percent of students 40 29 29 with limited English proficiency Indo-Chinese 7 0.6% 3.6% 2.6% 2.6% Ar1 Others 134 ,o, 4r .0, or le 112.1%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii

College Average family size 2.9 3.6 Graduate

Percent of households with 36.9% 31.8% school age children (4-19)

Median household income $51,449 $38,829 Some College

Per capita income $16,587 $15,770

Percent of households with 3.8% 6.8% High School Public Assistance income

Percent of children (3-19 years) 2.1% 11.6% below poverty level Less than High School Percent of children (4-19 years) 4.6% 2.1% who are at-ris Graduate

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate. is single. divorced or separated, and is below the poverty level. 0 State of HawaiiEl School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE

U 4 Highlands Intermediate School Fall 1998

Information about a school's School Year#1Student Achievement performance is most useful if Ending 1996#2 School/Community-BasedManagement schoolwide priorities are first #3 Educational Technology identified This rank ordering of school improvement goals provides a concise School Year#1School/Community -Based Management and clear sketch of this school's School Ending 1997#2Student Achievement Improvement Plans over the past three #3Educational Technology years. A description ofschool improvement priorities and activities School Year#1School Renewal during the school year just completed is Ending 1998#2Student Achievement given below. #3School/Community-Based Management

Priority 1: School Renewal

School Renewal: Highlands Intermediate is in its lastyear of its previous accreditation term of 6 years with a 3rd year review and used the Focus on Learning process to review its Vision statement and to determine its Effective Schoolwide Learning Results (ESLRs) and schoolwide action plan. In trying to find an effective measure of student learning, about 1/3 of the staff was inserviced on the National Center for Education and the Economy's (NCEE) process to develop criteria and assessment rubrics. Using the Hawaii Content and Performance Standards, teachers are designing instructional units by setting standards and criteria for student work that must be achieved before a student is given credit for doing the work. Students and parents like using standards and recognize the value of requiring students to submit quality work as a way of life.

Priority 2: Student Achievement

Student Achievement: The school has determined to focus on improving the communication skills of its students by requiring more writing in all subject areas.Teachers have tried to balance their assignments by requiring students to write, speak, listen and read more. The school has established a policy which requires students to read for the first 10 minutes of each period. Although sometimes questioned about the validity of this requirement by parents, students have shown some progress in their attitude of reading for pleasure and in their ability to read. A pre/post sample of student writing within the school year by the language arts teachers has shown a marked improvement in students' writing skills. It should be noted that the Language Arts teachers are continuing to improve their consistency in using the rubric which they developed. With the initiation of the new promotion policy, student attitudes about previously non-required courses have improved.

Priority 3: School-Community Based Management

School-Community Based Management In addition to setting higher academic standards in the classroom with its new promotion policy, Highlands Intermediate has complemented this action with the enforcement of a strict dress code to improve student behavior and dress. Preliminary results indicate a decrease in the number of behavioral referrals, a decrease in Chapter 19 A and B offenses, an increase in school attendance, fewer F grades and a safer campus climate. The SCBM Council also made it possible for the school to have four waiver days to allow the staff to work on the FOL process, visit businesses to familiarize themselves with the requirements of the job market, and most importantly, discuss the purpose of the school and its direction.With the installation of motion

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

Cv 3 Highlands Intermediate School Fall 1998 Process:-School Resources

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 58.5

Regular Instruction, FTE 40.0 Total FTE Special Education, FTE 11.0

Supplemental Instruction, FTE 7.5 Regular FTE Total number of persons 61 assigned to teaching,

Teachers with 5 or more years 47 experience in this school Special Education FTE

Teachers' average years of experience 13.5

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.6

Special Education 11.6 Administrative and Student Services Staff Total Headcount

Administration, FTE 4.5 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this

Counselors. FTE 5.0 School

Number of principals at this school in the last five years 0 20 40 60 80 Administration includes Principals. Vice-Principals. Student Activity Coordinators. Registrars. and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 53 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 1

Building interior 2 L Library Equipment/Fumishings 2

Heatth/Safety 2 1 Sanitation Cafeteria/ 1I 3 1 Auditorium Total 12

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go od 0.0% nos 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report Highlands Intermediate School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

Instructional Leadership 63% 29%

:111111i I I: ;111111ffillil1111111111:1 111111! 76% Emphasis on Academics 59% 37%

11 11111111 II WM111111'1 70% High Expectations 66% 55%

1i ?illlihrilifIl1:H11111i 76% Frequent Monitoring 60% 17:,f ff/A e7.0/"A50%

iiIIII11?11111;111111;1i10.1 School Learning Climate

II ; Home-School Relations 57% 27%

0% 25% 50% 75% 100% Survey conducted in school 0 staff 1 cent of favorable year ending 1998 O Students El Parents 1 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 989 89.3% Attendance and Absences Suspended: State 10.7% School Year 119 Standard These 119 students 1 1995-961996-97 1997-98 were responsible 13r these158 suspensions. Average Daily Attendance: % (higher is better) Class A: 30 '19.0% 95.1% 95.4% 95.9% 95.0% Class B: Average Daily Absences: in days 72.8% (lower is better) 115 8.6 L8.1 7.3 9 Class C: 12 IM 7.6'S

Class D: 1 0.6%

0.0% 20.0%40.0%60.0%80.0%100.0%

Class A Burglary, robbery. sale of dangerous drugs Examples of class of Class B: Disorderly conduct. trespassing suspension: Class C: Class cutting, insubordination, smoking Class!): Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report 165 Highlands Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade8

National Math Reading Math Reading Math Reading 100% Norm

90% Above Average 80% MIME EMU SEMI EMU MIMS SUE MEE EMS SUE RUN 70% MUM MIME MEM EMUEMUS EMS MEE MI.. ENEE MERE MUM ME.. EMU 60% MEMuuu MEE IMMO MEMEMS R.R. MSS MEM EMUME.. MEM EMU49.9% 56.2% EMU 50% MEM MEMEMU SEEMAverage 54.0% EMS 48.0% MEM MIME 47.5% EMS MEE MEM 40% MEM MEM SUE EMU ..RREMS ESEMEE MI.. MIES SEEMES.. MIME ..US 30% MIMESE.. EMUSEEM imw MIME =MUMEEne. SOME 20%

10% Below Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

1G 6 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

'Aiea Intermediate School Grades 7-8 School Status and ImprovementReport Vt !Content Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawaii's children,we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on p.1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and inaccordance School with §302A-1004, Hawaii Revised Statutes, which requiressystematic P. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school forthe 1997- 98 school year.Context information includes a profiling of the student 4:* Student Profile population and school community.Process information describes the school's priorities, plans, and action for improvement and indicatesthe Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high School p. 3 schools). Process: This report complements The Superintendent's Annual Reporton School p. 4 Performance and Improvement in Hawaii, which analyzesour schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describeour Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: PP. 5-6 School Description Vital Sians iea Intermediate School serves the communities of Newtown, Effective School ARoyal Summit, Pearl Ridge, Hillside Terrace, Wailuna, Chateau Shicinnt Crinduct. Newtown, Kumulani, McGrew Point, Aim Kai, Enchanted Hills,and Statewide Halawa Valley. Almost half of our students' families are federally School connected. 'Aiea Intermediate School was accreditedin 1998 by the Western Association of Schools & Colleges for a period of threeyears and School Address: is operating under School/Community-Based Management. 'Aiea Intermediate School 99-600 Kulawea Street 'Aiea, Hl 96701 'Aiea Intermediate School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 1 o.1%

Black15 2.1% Fall enrollment 726 759 719 Chinese 27F3.8% Number and percent of students 665 655 655 Filipino 133 enrolled for the entire school year 91.6% 86.3% 91.1% Hawaiian 22

Part-Hawaiian 111 15.5% Number and percent of students 154 173 188 receiving free or reduced-cost Japanese 185p .7.577,D, 25.8% lunch 21.2% 22.8% 26.1% Korean 17Z3 2.4%

Portuguese14 1.9% Number and percent of students 44 47 51 in Special Education programs Hispanic19 2.6% 6.1% 6.2% 7.1%

Number and percent of students 23 37 45 with limited English proficiency 3.2% L 4'9% 6.3% AS Others 75unc-Ar.,,eue10.4%

0.0% 10.0% 20.0% 30.0%

Community ProfileBang I on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level 28.4% Average family size . 2.8 3.6 College Graduate

Percent of households with 29.7% 31.8% school age children (4-19)

Median household income $50,701 538.829 Some College

Per capita income $19.149 515.770

284% Percent of households with 4.4% 6.8% High School Public Assistance income 430.4%

Percent of cniidren (3-19 years) 7.6% 11.6% below poverty level Less than High School Percent of children (4-19 years) 13.3% 2.1% who are at-risk Graduate

Chadian 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. 0 State of Hawaii B School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE L38 'Aiea Intermediate School Fall 1998 Process: School Priorities,

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996#2School Curriculum schoolwide priorities are first #3School/Community -Based Management identified This rank ordering ofschool improvement goals provides a concise School Year#1 School Restructuring and clear sketch of this school's SchoolEnding 1997#2 Accreditation Improvement Plans over the past three #3 School/Community-Based Management years. A description ofschool improvement priorities and activities School Year#1School Restructuring during the school year just completed is Ending 1998#2Accreditation given below. #3School/Community-Based Management

Priority 1: School Restructuring

'Aiea Intermediate School Restructuring has resulted in the intermediate school being transformedinto a middle school. For the 1997-98 school year, the 7th graders experienced its rd year incore teaming. The 8th graders experienced its fast year in core teaming. All teachers had a planning period which enabledthem to work on interdisciplinary instruction and developing educational opportunities for theirstudents. Priority 2: Accreditation March 1998, the school was visited by an accreditation team for three anda half days. The Focus On Learning process has aided in the school developing school wide learning results for students. Variousfocus groups reviewed all aspects of the school and developed the School Action Plan focusing onareas of improvement. The accreditation process work hand in hand with school proposal to implement forschool improvement.

Priority 3: School/Community-Based Management (SCBM)

'Aiea Intermediate School Community Based Manageinent Council adopteda student apparel policy for 1998-1999, 1999-2000 school years.Student polo shirts and T-shirts with Aiea logo will be the standard student attire. The council also reviewed modified school year calendar in its on-goingattempt to develop a modified school calendar for 'Aiea Intermediate School.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 169 'Aiea Intermediate School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 40.5

Regular Instruction. FTE 30.0 Total FTE Special Education, FTE 3.0

Supplemental Instruction, FTE 7.5 Regular FTE Total number of persons 45 assigned to teaching,

Teachers with 5 or more years 27 experience in this school Special Education FTE

Teachers' average years of experience 15.8 Students per Teaching Staff Member Supplemental FTE Regular Instruction 17.8

Special Education 17.0 Administrative and Student Services Staff Total Headcount

Administration*, FTE 3.5 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this

Counselors. FTE 3.0 School

Number of principals at this 1 school in the last five years 0 10 20 30 40 50

- Administration includes Principals. Vice-Principals, Student Activity Coordinators,Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 42 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate litaginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 3

Building interior 3 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 1 mos 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

1'70 'Aiea Intermediate School Fall 1998 Outcomes: Vital Signs: Effective School Practices Effective Schools Survey

II!lilll Midi milli! 40% Instructional Leadership 31% .74:3Wff'Z,77ifflOY/7..a38%

:1111 11! I i1111111!ill 1!Iii !!! 710/o Emphasis on Academics 44% 37%

!lilt!! 65% High Expectations 51% 50%

101; HMI! !It( 68% Frequent Monitoring 44° /il:,7/MZff/. 0://:e9MOMP2e' 51%

III 111i1IllHIllillIIH1111111111 42% School Learning Climate 39°4

64% Home-School Relations 40%

0% 25% 50% 75% 100% Survey conducted In school 0 Students 13 Parents 0 StaffItent of favorable year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 660 918%

Attendance and Absences Suspended: 8.2% State 59 School Year Standard Thew'? 59 students were responsible for these 88 1995-96 1996-97 1997-98 SUSpirt$10111. Average Daily Attendance: % (higher is better) Class A: 47 53.4% 92.6% 193.1% 94.0% 95.0%

Average Daily Absences: in days Class B: 32 (lower is better) 13 1 12.1 10.6 9 Class C: 8 lia 9.1*

Class D: 1111.1% 1

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct. trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE 171 'Aiea Intermediate School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 8

National Math Reading Math Reading Math Reading Norm 100%1

90% Above Average MIME 80% MEM MEM. MEM MUM 70% MIME MUM MEM MIME MEM MM.MEM. 60% NUB 48.4% MIME 39.6% MINIM 50% MIME 45.7% MAU MIMEAverage 54.0% MM. MUM 40% EMU MOINE MOM 30% -

20%

Below 10% 23.0% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

172 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Sergeant Samuel K. Solomon Elementary School Grades K-6 School Status and Improvement Report Focus On School lia(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on p. 1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settina 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Stride:Int Pmfila school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: Performance and Improvement in Hawaii, which analyzes our schools Schnnl p. 4 collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Skins Solomon Elementary School is on the Schofield Barracks Army Base. Effective School It was built in 1968 to serve dependents of the junior enlisted soldiers. :* Shuinnt Cnneinct Samuel K. Solomon Elementary School is planning for School/Community- Statewide Based Management. School

School Address: Solomon Elementary School 1 Schofield Barracks Wahiawa, HI 96786 BEST COPY AVAILABLE

I0. Sergeant Samuel K Solomon Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School ear Ending 1998 School year ending 1996 1997 1998 Native American 22 2.4%, Black 284 Ur Fall enrollment 31.5%1 1116 931 890 1 Chinese00.0% :

Number and percent of students 830 667 I 621 I Filipino17 9 1.9% : enrolled for the entire school year 74.4% J 71.6% 69.8% 1 Hawaiian 2 0.2%

Part - Hawaiian15 1.7% Number and percent of students 632 531 472 Japanese2 receiving free orreduCed-co..% 02% lunch 56.6% 57.0% r53.0% Korean6 0.7%,

Portuguese00.0% Number and percent of students 71 68 I 57 I in Special Education programs !hispanic 83 5ilirjr '92% 6.4% 7.3% 6.4% Samoan5 0.6%

Write 367 Number and percent of students narr-arAnar4F2rarar-Arirarie40.7% 51 40 38 with limited English proficiency trido-Chinese 00.0% 1 4.6% 4.3% 4.3% AU Others 98 10.9%

0.0% 10.0%20.0%30.0% 40.0% 50.0%

Community ProfileBased ontl1e1990uS.Census

School State of Community Educational Attainment Community Hawaii Level Average family size College 3.1 3.6 Graduate

Percent of households with 69.1% 31.8% school age children (4-19)

Median household income $23.699 1 $38,829 SomeCollege

Per capita income $7,817 $15,770

Percent of households with 6.4% 6.8% High School Public Assistance income

Percent of children (3-19 years) r 8.5%1 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% who are al-ris Graduate

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. 2IState of Hawaii 0 School Community

Comprehensive Asseisment and Accountability:System Page 2 School Status and Improvement Report

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174 Sergeant Samuel K. Solomon Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year #1Staff Development performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 School/Community-Based Management identified This rank ordering ofschool improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's SchoolEnding 1997 #2 Parent Involvement/Community Relations Improvement Plans over the past three #3 School Safety years. A description ofschool improvement priorities and activities School Year #1 Student Achievement during the school year just completed isEnding 1998 #2 Parent Involvement/Community Relations given below. #3 School Safety

Priority 1: Student Achievement

Our major focus is improvement in academic achievement, namely reading and math. As a result, we have inserviced the staff on Success Compact strategies and unit planning. Secondly, we have adopted Dr. E.D. Hirsch's Core Knowledge Sequence as our content guide for 50% of our curriculum. The transition will begin in 1997-98 and take 2-3 years.

Priority 2: Parent Involvement / Community Relations

We have a parent facilitator and a helper assigned to increase parental participation in all school as well as parent education.

Priority 3: School Safety

We have provided opportunities for our staff to receive classroom management training as well as training in TRIBES.

We have also been able to hire a safety aide to help with playground and cafeteria supervision.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Sergeant Samuel K. Solomon Elementary School Fall 1998 re no

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 49.5

Regular Instruction, FTE 37.0 Total FIE Special Education, FTE 8.0

Supplemental Instruction, FTE 4.5

Total number of persons 51 Regular FTE assigned to teaching,

Teachers with 5 or more years 45 experience in this school Special Education FTE Teachers' average years of experience 17.4 Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.1

Special Education 7.1 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE 2.0 School Number of principals at this school in the last five years 0 20 40 60

Administration includes Principals, Vice-Principals, StudentActivity Coordinators, Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available State Standards Number of classrooms short (-) or over (+) 12 School facilities inspection results Inadequate Marginal Standen) Score (below 70%) (7099i) (100% and above)

1 2 3 Grounds 2 Administration Building exterior 2

Building interior 2 Library Equipment/Furnishings 2

Health/Safety 2

Sanitation 2 Cafeteria/ Auditorium Total 12

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18= Very Good 0.0% 1021111/130 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

BEST COPYAVAILABLE Sergeant Samuel K. Solomon Elementary School Fall 1998 Outcome.s: Vital Signs Effective School Practices Effective Schools Survey

i1 °.1111 ! II!I! 46% Instructional Leadership 36% 7. "1/6 r./A45% !I-Ili:10111H Nil:WHIM HM111;11111;1 iillri!!! Hi; 81% Emphasis on Academics 70% 2wzimm 7,4 01.4 62%

MI11111111111111111111MUM111111111111111111111111311 76% High Expectations 73% 61%

1'79% Frequent Monitoring 69°9 63%

HM1111111111;111 111!'1 I MI111111111 III hi, 73% School Learning Climate 68%1 35% fi!.!iilti ll 75% Home-School Relations 68%, 7./.1"-.7/".6ff./1M47/:X/.Re.57%

0% 25% 50% 75% 100% Survey conducted in school 0 Students El Parents 0 StaffTent of favorable yearending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 873 Attendance-and Absences Suspended: 1.9% State 17 School Year Standard Thesti 17 students were I responsible for these 21 ! 1995-96 1996-97 1997-98 sustrsions. Average Daily Attendance: % (higher is better) Class A: 9 42.9% 96.2% 95.5% 95.9% 95.0% Average Daily Absences: in days Class B: 4 :".;.-".=1:19.0% (lower is better) 6.7 7.8 7.3 9 Class C:3 1_, 14.3%

Class D: 5 FEW 23.8 %'

0.0% 20.0% 40.0%60.0% 80.0%100.0%

Class k Burglary. robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE Sergeant Samuel K Solomon Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade6

National Math Reading Math Reading Math Reading 100% Norm

90% -I Above MIME Average 80% MUM E11 MUM SEW 70% muss UM. MUM muss MIME 60% -MUM 56.0% 63.2% 65.1% 47.7% 50% 49.2% Average54.0% IBMsMIMEM MIME 40% ME MINIM MINIMMIME MIME ESEMU E MUMMUM 30%MER MUM E MIME EMU MUM MEMO 20% ,MUM 30.0% 26.2% 29.2%Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountabtity System Page 6 School Status and Improvement Report

178 MAU:. ELM.IIIN'TfatY Fall 1998 Comprehensive Assessment and AccountabilitySystem School Year 1997-98

Hale Kula Elementary School Grades K-6 chool Status and improvementReport 14IContent Focus On School To improve the quality of public schooling and theeducational opportunities it affords to Hawai'i's children,we must have regular, Focus on understandable accounts of our schools'progress. This School Status ana P. 1 Improvement Report has been preparedas part of the Department's Schnrs1 Comprehensive Assessment and Accountability System,and in accordance School with §302A-1004, Hawai'i Revised Statutes,which requires systematic P- 1 reports to the people about the performance of schools,individually and Description collectively.

179 Hale Kula Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School year Ending 1998 School year ending 1996 1997 1998 Native American11 LI 12%;

Mack 245 Fan enrollment el 26.9% 985 929 885 Chinese 1 0.1%

Number and percent of students 759 719 636 Filipino 26l' 2.9% enrolled for the entire school year 77.1% 77.4% 71.9% Hawaiian20.2% ,

Part-Hawaiian6 0.7% Number and percent of students 351 386 366 receiving free or reduced-cost Japanese 1 0.1% lunch 35.6% j 41.6% 41.4% Korean 5 1 0.5%

Portuguese 1 Number and percent of students 0.1% I 52 46 in Special Education programs 51 Hispanic 65 s 7.1% 5.3% 5.0% 5.8% Samoan 7II0.8%;

Number and percent of students White 449 V.... .ee 4 49.3% 27 27 with limited English proficiency 25 Indo-Chinese00.0% I 2.7% 2.9% 2.8% All Others 92 IZ::3 10.1%

0.0%10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii 1 Level Average family size Collegerm6.7% 3.2 3.6 Graduate Aolg 21.1% Percent 01 households with 51.8% 31.8% school age children (4.19)

Tr+1,4.1111. Median household income 40.8% $24,381 $38.829 Some College 29.9% Per capita income $9,014 $15,770

mr.-rtiraa...... a.w.a.maszeiess at wawa, araa... a... lltiElltailtikaySINEFIIIMeanNiatr-11111032171159 Percent of households with rRWM,Zr. 476% 6.0% 6.8% High School ....133:271,VICAZ16/114tiaIlltailiPiartyrnz317:2(.....16V Public Assistance income 30.4%

Percent of children (3-19 years) 13.2% 11.6% below poverty level Less than High 4.9%, School Percent of children (4-19 years) 0.4% who are at-ris 2.1% Graduate 18.6%

0.0% *Children 4 to 19 years of age, who are not high school graduates. 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate. is single. divorced or separated, and is below the poverty level. la State of HawaiiEl School Community

Comprehensive AscP%sment and Accountability System Page 2 School Status and Improvement Report

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1 Hale Kula Elementary School Fall 1998 Process:_ School :Priorities,

Information about a school's School Year #1Student Attitude performance is most useful if Ending 1996 #2Student Behavior schoolwide priorities are first #3Hawai'i Content and Performance Standards(Alignment) identified. This rank ordering of school improvement goals provides a concise School Year#1Hawai'i Content and Performance Standards(Alignment) and clear sketch of this school's School Ending 1997 #2Success Compact Improvement Plans over the past three #3Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year#1Title I Schoolwide Project during the school year just completed isEnding 1998#2Success Compact given below. #3School Renewal

Priority 1: Title I Targeted Assisted Program Hale Kula Elementary's Title I Targeted Assisted Program SY 97-98 included objectives to increase achievement in reading. Inan effort to increase reading scores, Grade 3 students participated in the Scoring High on Stanford Achievement Test, which isa program that teaches test behaviors and prepares students for tests in reading and math. Eachgrade level at Hale Kula Elementary School also identified how student progress will be measured in the areas of reading and math through grade level consistentnorm and performance assessment tools. This will ensure early identification and monitoring of children. The assessment results will alsobe used to tailor instruction for the children as well as for the total class.

To meet our goals in Parent Involvement, therewere several Parent-Child Workshops held throughout the year which always provided parents information and training in reading and math, as well asan interactive session with their child. A Literacy on Wheels (Parents as Partners Program) also began in January providingparents an opportunity to borrow reading materials suitable for their early and emergent reader. Family Reading Nights provided familiesan opportunity to be read to as well as read together. Families are also provided with a brief training session of effective reading strategiesat the beginning of each reading night. Priority 2: Success Compact Hale Kula Elementary School is a 41° year Success Compact school. TheSuccess Compact Literacy Cadre, coordinated co-teaching efforts implementing Success Compact strategies, efforts in grade levelunit planning; grade level articulation regarding curriculum. Hale Kula Elementary School's Schoolwide Program Plan, throughSuccess Compact, includes a comprehensive instructional program which focuses on a process-oriented system of teaching as well as consistent and effectiveteaching strategies. The process is used consistently across all grade levels to provide students witha seamless, natural process in the classroom to achieve maximum earning results.

All grade levels, K-6, and Special Education and Resource Teachers collaborated on grade level unit plans. New unit planswere developed and existing plans were improved upon. Unit Plans incorporateSuccess Compact strategies as well as address the Hawaii Content and Performance Standards. Unit plans being developed integratethe content areas as well as align with the standards and provide cohesive grade level units of study. Grade levels will continueto develop unit plans each year. During the SY 97-98, through the Success Compact Literacy Cadre, grade levels articulatedon their units of study per quarter. A draft of units prsently being implemented schoolwide, together with the goals and objectiveswas shared. Our next step is to articulate cross-grade levels toensure the scaffolding of knowledge for all children. Priority 3: School Renewal Focus Groups, which included classified staff and parents, developeda draft of the school's ESLRs which have been refined by the Leadership Team. Students will leave Hale Kula as Critical Thinkers,Effective Communicators, Independent Learners, with Basic Knowledge, and Citizenship Skills. These expectations for all studentsare global, research-based and measurable. The ESLRs will be more clearly defined and clarified as each Focus Group develops indicatorsand rubrics for attainment for each.

In SY 97-98, the Leadership Team, faculty and staff, and the SCBMCouncil adopted a decision making process which is shared decision making through consensus. This model has been utilizedthroughout the year by all members of the school community on all issues. Focus Groups were also formed which consistedof a representative from each grade level. The

Comprehensive Assessment and Accountability System Page 3 School Statusand Improvement Report 181 Hale Kula Elementary School Fall 1998 - 0

Certified Staff_____ School year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) L 51.0

Regular Instruction, FTE 38.0 Total FTE Special Education, FTE 8.0

Supplemental Instruction, FTE 5.0

Total number of persons 52 Regular FTE assigned to teaching,

Teachers with 5 or more years 42 experience in this school Special Education FTE Teachers' average years of experience 12.4 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.4

Special Education 6.4 Administrative and Student Services Staff Total Headcount

Administration', FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE 2.0 School

Number of principals at this 2 school in the last five years 0 20 40 60

Administration includes Principals, Vice-Principals. Student ActivityCoordinators, Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 2 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 1 17

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 1618 = Very Gdod 0.0% 1001Mili 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

162 Hale Kula Elementary School Fall 1998 0 Effective School Practices Effective Schools Survey

I 71% Instructional Leadership 52% ZAVAVZAW.W.APMZ/..4PAPM51%

87% Emphasis on Academics 58% 7.297AVAVOM27.W 70%

82% High Expectations 61% A07,4VM7AVAVAP7.0.7 78%

HI! !i;1 1 81% Frequent Monitoring 62% f. W.4%r/ZeMP7PZ. 4WZ(era79%

I l! ii"H!! I; 82% School Learning Climate 66% 36%

...... 92% Home-School Relations 70 °ro '.1,W7A04/7,92iV/AFtZ,ff/M:453%

0% 25% 50% 75% 100% Survey conducted in school *cent of favorable year ending 1997 0 Students B Parents 0 Staff responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 872 .i'grg -,:ans,-,1ei-,"'013.5% Attendance and Absences Suspended: State 1.5% School Year 13 Standard 7' These 13 students were 1995-96 1996-97 1997-98 responsible for these 20 suspensions. Average Daily Attendance: % (higher is better) Class A: 4 20.0% 96.3% 96.1% 95.9% 95 0%

Average Daily Absences: in days Class B: 11 55.0% (lower is better) 6.5 6.8 7.3 9 Class C: 5 25.0%

Class D: 00.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABt. Hale Kula Elementary School Fall 1998 Outcomes: Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

I I I 1 I 1 I 15.3% 14.1% 16.5% I I I I'III I 90% 22.5% 25.0% 23.8o/ Above RUN Average 80% Ern NUE NOME MUM MEM 70% MUM MEM MEM MINMINIM NEM 60% MUM RUM 57.6% MEM 63.5% EMU 50%EM 68.0% Average 54.0% MIME 60.0% U... 60.6% MIME MEM 65.0% MEM 40%U...MEM MEM MIME RN.. MIME NUN 30%MEE MOM UNE 20%

Below 10% 15.5% '17.5%, Average

0% 1996 1997

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

1 4a Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

4.4:alace.64°- Mokulele Elementary School Grades K-6 Status and improvement Re Focus On School .1Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular. understandable accounts of our schools' progress. This School Statusana Focus on p. 1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System; and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools. individually and Description collectively.

Outcomes: PP. 5-6 School Description Vital Skins The students of Mokulele School are military dependents whocome Effective School from allparts of the globe and have varied backgrounds and Student Cnndintt experiences.It is our mission to reach out with the aloha spirit to createa Statewide community in which students, their families, and our faculty and staff : School experience excellence in the teaching and learning process.Mokulele Elementary School is operating under School/Community-Based School Address: Management. Mokulele Elementary School 250 Aupaka Street Honolulu. HI 96818

v Mokulele Elementary School Fall 1998 0

Student Profile StudentEthnicity Distribution,School Year Ending 1998 School year ending 1996 1997 1998 Native Amencan70 1.1%1 1 Mad( 94Mil 1310% Fall enrollment 686 645 639 Chinese 00.0%

Number and percent of students I 543 I 555 534 Filipino 48 I= 7.7% enrolled for the entire school year r79.2% 86.0% 83.6% Hawaiian 1 i 0.2%

Past-Hawaiian 6

Number and percent of students 222 278 249 receiving tree or reduced-cost Japanese 6 Q 1.0%! lunch 32.4% r43.1% 39.0% Korean7

Portuguese 1 02% Number and percent Or students 36 23 44 in Special Education programs Hispanic 24 3.84 5.2% 3.6% 6.9% Samoan00.0%

'Mete 341er # .0' 64.4% Number and percent of students 10 5 5 with limited English proficiency Indo-Chinese 00.0% 1.5% 0.8% 0.8% All Others 92 ..-1147% y .

0.0%10.0% 20.0% 30.0%40.0%50.0%60.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College Average family size 3.4 3.6 Graduate 21.1%

Percent of households with 54.0% 31.8% school age children (4.19)

oestssitirro=oseeanisramaceziasex--..bessairottateructeasomerazzzoesreivesse50.2% Median household income $35.266 538.829 Some College 29.9%

Per capita income $11.579 $15,770

Percent of households with 2.5% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 3.6% 11.6% below poverty level Less than High

Percent of children (4.19 years) School 0.0% 2.1% 18.6% who are amise Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother who is not a high school graduate. is single. divorced or separated, and is below the poverty level. 0 State of Hawai'i 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 13[ Mokulele Elementary School Fall 1998 Process: SChoolPriorities:

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Student Attitude identified. This rank ordering of school improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's School Ending 1997#2 Title I Schoolwide Project Improvement Plans over the past three #3 Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed is Ending 1998#2 School Curriculum given below. #3 Parent Involvement/Community Relations

Priority 1: Student Achievement Student achievement is priority one at Mokulele. Our commitment to Focus on Learning will assistus in making assessments and developing strategies and programs that will lend to higher student achievement. We will continue to focus on school-wide activities that make connections to what students are learning in class with the real world. Our Books and Beyond reading incentive program will continue to encourage commitments by familiesto promote reading and learning strategies to help students learn at home. Mokulele also takes pride in school-wideprograms as physical education and its connections to Hawaiian Studies via "Jog Around Oahu" program. Jog Around Oahu incorporates learning in the classroom, IRA classes, and culminating field trips by each grade level to geographical locations on Oahu, where students participate in various learning centers.

During the 1997-98 school year, the faculty conducted a search for new language arts materials and madea schoolwide purchase.Another positive outcome from the selection process was a commitment to staff developmentto maximize delivery of lessons and develop a total understanding of all aspects of the new materials. Priority 2: School Curriculum Mokulele is a School Community Based Management school. Through the SCBM process, Mokulele Elementary will have four Waiver Days during the 1998-99 school year. Waiver Days will be devoted to improving the school curriculum using the school improvement process Focus on Learning.Mokulele has selected the following Expected Student Learning Resultsto improve theschool curriculum:Effective Communicator, Critical Thinker/Problem Solver, Community Contributor, Technologically Literate Student, and High Achiever in Learning. Curriculum articulation between grade levels in also a vital component to this process. During the 1997- 98 school year, the faculty spent the entire. year assessing the school curriculum in language arts and reviewing many language arts programs that would help us meet the needs of our student population. The faculty has made a commitment to staff development to provide the students of Mokulele with a school curriculum that will assist each student to accomplish Mokulele Elementary's Expected Student Learning Results. Student assessment and curriculum alignment to the Hawaii Content and Performance Standards will be instrumental in improving the school curriculum.

Priority 3: Parent Involvement and Community Relations have always been a priority at Mokulele. The PCNC is vital to the success of students at Mokulele, aswe feel that the partnership between teachers, parents, and volunteers are critical to the success of our transient military population. The PCNC at Mokulele is included in our Focus on Learning process and our one year Title I efforts. Mokulele views the parents and volunteers of our school as partners in the coaching/teaching process. Parent-child- volunteer activities always include a literary component which creates a connection to our reading incentiveprogram Books and Beyond, as well as lessons taught by our school librarian. We will continue our efforts to seekparent and community involvement to support the academic efforts at Mokulele.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 137 Mokulele Elementary School Fall 1998 so

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 36.0

Regular Instruction, FTE 26.5 Total FTE 36 Special Education, FTE 5.0

Supplemental Instruction, FTE 4.5 Regular FTE Total number of persons 38 26.5 assigned to teaching,

Teachers with 5 or more years 21 experience in this school Special Education FTEE 5 Teachers average years of experience 12.3 Students per Teaching Staff Member Supplemental FTEn4.5 Regular Instruction 19.2

Special Education 8.8 Administrative and Student Services Staff Total Headcount 8

Administration*, FTE 3.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this . 21 School Counselors, FTE 1.0 1

Number of principals at this 3 school in the last five years 0 10 20 30 40 *Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors. Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 34 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2

Building interior 3 Library Equipment/Fumishings 1 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 17

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 10011.112% 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

1J8 Mokulele Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

91% Instructional Leadership 59% AV'AiVaV.W.407.47/- .".asr/i2M.63%

111H111 94% Emphasis on Academics 63% ZetA2 YAM W7ZA FAff/APM ril:a71;%

...... 11:HH:W .. 93% High Expectations 69% irZa Pr/iff. 7:/ff:7A r/ZZ Y. 2 %Mr/A Mr. 80%

; ! ! ! ...... !! 91% Frequent Monitoring 63% //// tril:0"..W.a/7:07.W/".75% IlililI!! I; : 94V School Learning Climate 71:00 /7Zi2VAV/ff'APZc2FAVWZ4V/M259%

' 1:111:1WHP 97% Home-School Relations 75%

0% 25% 50% 75% 100% Survey conducted in school Et Students 6 Parents O Stafftent of favorable year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended 638 8%

Attendance and Absences Suspended: 10.2% State 1 School Year Standard This student was responsible tor tnn. I 1995-96 1996-97 1997-98 7suspension. Average Daily Attendance: % (higher is better) Class A:00.0% 97.8% 1 95.8% 95.8% 95.0%

Average Daily Absences: in days Class B: 1 rra4.1....1ZeCA.1.-..,1=107211=w1r2.7-4.1"..t..T.ttwet .0% (lower is better) 3.9 7.2 7.4 9 Class C:0

Class D:0 10.0%

0.0% 20.0%40.0% 60.0%80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report Mokulele Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above 27.3% 25.8°/Average 80% EM. 70% - MEMO MUM 60% -; M.M.E MUM 69.0% 50% Average 64.8% 69.2% 60.6% 40% E11 69.2% 66.7% 30% E s.. 20% - NUM MUM MEN MIME Below 10% Average .10.8% 12.1% X7.6%'! 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

190 Fall 1998 ,0714F3, Comprehensive Assessment and Accountability System School Year 1997-98 10111111 Admiral Chester W. Nimitz Elementary School Grades K-6 School-Status_ andimprovement _Reort Focus On School ZContent To improve the quality of public schooling and the educational opportunities it affords to Hawaii's children, we must have regular, understandable accounts of our schools' progress. ThisSchool Status and Focus on P. 1 Improvement Reporthas been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School P- 1 reports to the people about the performance of schools, individually and Descriotion collectively.

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native Arnencan7 Slack 1452cmgm 17.7% Fall enrollment 761 782 813 Chinese 5

Number and percent of students 646 684 Filipino 66 enrolled for the entire school 733 year Hawaiian6 0.7% 84.9% 87.5% I 90.2% I

Pan-Hawaiian12a 1.5% Number and percent of students 285 311 .1 receiving free or reduced-cost 303 Japanese 7II 0.9% lunch 37.5% I 39.8% 37.3% Korean 11

Periuguese6 0.7% I , Number and percent of students 45 42 , in Special Education programs 42 Hispanic 334.0A i

5.9% 5.4% , 5.2% Samoan 179 2.1% I,

White 364 Number and percent of students , 44.4% 14 1 30 with limited English proficiency 26 Indo-Chinese00.0% I_ 1.8% 3.8% 3.2% Alt Others 140le

0.0% 10.0% 20.0% 30.0% 40.0% 50.0%

Community ProfileBased on the 1990 U.S. Ceases

School State of Community Educational Attainment Community Hawaii 1 Level M.41071. Average family size College 11.5% L 3.6 Graduate 21.1%

Percent of households with 65.1% 31.8% school age children (4-19)

..;.M*210001:11=CZCZMUM=.154111.011=01==:42=411C54.8% Median household income C1STACZ0SIVA.2.200=11WIMICZUDOWDZS.SIS.0 $29.912 $38.829 Some College 239%

Per capita income $8,280 $15,770

±5 3% Percent of households with 0.9% 6.8% High School Public Assistance income L 30.4%

Percent of children (3-19 years) 6.0% 11.6% below poverty level Less than High

Percent of children (4-19 years) School 0.0% 2.1% )8.6% who are at-risk* Graduate

'Children 4 to 19 years of age, who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 132 Admiral Chester W. Nimitz Elementary School Fall 1998 rocess:SChool Priorities

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996#2 School Curriculum schoolwide priorities are first #3 School/Community-Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's School Ending 1997#2 Success Compact Improvement Plans over the past three #3 SchooVCommunity-Based Management years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed isEnding 1998#2 School Curriculum given below. #3 SchooVCommunity-Based Management

Priority 1: Student Achievement We continued working to create a learning environment which is conducive to promotinghigh levels of student achievement. This year we were designated as a Title I school. With the additional funding, part time teacherswere hired to work collaboratively with the classroom teacher (Grades 1, 2) to address the needs of all students, both targetedassist and non-targeted assist. The PTT provided small group instruction, one-on-one instruction and whole group instruction inthe area of language arts in the classroom.

In addition, each classroom in grades 2 to 6 received the services ofan IRA who went into the classroom weekly to do problem solving activities with the students. Our Gifted and Talented Program also emphasizedproblem solving.

The After School Instruction Program was offered to "at-risk" students in gradesthree through six on Tuesdays or Thursdays. Students were given additional instruction in the areas of reading math, writing, and problemsolving. The majority of the teachers were certified teachers who provided quality instruction with the limited time provided.

The year culminated with our Curriculum Fair. Each classroom hasa booth to showcase all of the projects, student made books, art works, writings, games, etc. that students produced throughout this schoolyear. Students, parents and community members were invited to view the week-long Fair.

Priority 2: School Curriculum

This past year, we examined our Language Arts curriculum-reading and literaturesections, to see if it is aligned with the HCPS and ESLRs. Each teacher reflected on their own classroom Language Arts curriculum.Next, they met as grade levels to assess, consolidate, and develop a grade level list of learner outcomes. Next, teachers ingrades K-3 and grades 4-6 met to share and discuss their grade level's learner outcomes. They deleted, added,or refined appropriate learner outcomes.Next, we will be comparing our learner outcomes with the Performance Standards listed in the HCPSto see if we need to add, delete or refine our learner outcomes.

As part of improving our school's curriculum, the Success Compactresource teachers worked with every teacher in every grade level to help them to develop and assess their unit plans using Central District'sAssessment Rubric and User's Guide to Unit Planning. All teachers also attended two district wide conferences andour grade one teachers shared their unit plan and student works with other teachers at the last conference. Also, all teachers in grades threeto six went to lliahi Elementary School for a school visitation.Teachers continue to use Success Compact strategies in their classroomto positively address the difference learning styles of our students.

Priority 3: School/Community-Based Management

This was our second year as an SCBM school. We had four quarterly meetings. Thisyear, the SCBM Council: 1. developed a School/Parent/Student Compact.This was a written agreement between the school, parents, and students declaring their commitment for student achievement and success. All teachers, students,and parents were encouraged to sign the Compact. 2. secured two waiver days beginning in school year 1998-1999.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

BEST COPY AVAILABLE 133. Admiral Chester W. Nimitz Elementary School Fall 1998 ces vSthoolResources

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 39.5

Regular Instruction, FTE 32.0 Total FTE 39.5 Special Education, FTE 4.0

Supplemental Instruction, FTE 3.5 Regular FTE Total number of persons 40 assigned to teaching,

Teachers with 5 or more years 31 experience in this school ! Special Education FTE 4 Teachers' average years of experience 14.6

Students per Teaching Staff Member Supplemental FTE 3.5 Regular Instruction 21.7

Special Education 10.5 Administrative and Student Services Staff Total Headcount 40

Administration'. FTE 2.0 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this School Counselors. FTE 2.0 Number of principals at this school in the last five years 0 10 20 30 40 50 Administration includes Principals. Vice-Principals. Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 39 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70Y) (70-99%) (100% and above)

1 2 3

Grounds 1 Administration Building exterior 2 1

Building interior 1 2 Library Equipment/Fumishings 2 Health/Safety L 2 Sanitation 2 Cafeteria/ Auditorium Total L 11 1

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go od 0.0% 104112% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

1 14 Admiral Chester W. Nimitz Elementary School Fall 1998 OutcomesVital-Sign Effective School Practices Effective Schools Survey

Instructional Leadership 43% ra fra V.Z4 PrA 07. MFAYAVf2 VA VA M71%

94°4 Emphasis on Academics 55% WAIW. rAWAVAWar /JIM70%

ll 'I; 89% High Expectations 63% Z, r 7., 07A /i/Z,OW 'Z/ r/7. Zejla77% II, WIIH II 91% 1 Frequent Monitoring 60% MX9XWA WX07:0:74 V/M07.. S/ZA W.77%

96% School Learning Climate 65°/ 07. MM r2PM6% 940A Home-School Relations 59% ZW:ZWf#2 a M WAPMM 7/ /A 69%

0% 25% 50% 75% 100% Survey conducted in school I 0staff/cent of favorable year ending 1997 ElStudents ElParents ' responses Student Conduct School Suspensions, School Year Ending1998 Non-suspended: 797 0% Attendance and Absences Suspended: n State id 2.0% School Year 16 Standard These 16 students were 1995-96 1996-97 1997-98 respoissible for these 18 suspensions. Average Daily Attendance: % (higher is better) Class A:00.0% 96.1% 95.2% 96.6% 95 0% Average Daily Absences: in days Class B: 12 7:7-47.,,,,7437::::.=2;166.7% (lower is better) 6.9 8.3 6 9 Class C:6ff.-. ..?. .... 7.1 33.3%

Class D: 0 0.0% ,

0.0% 20.0% 40.0%60.0% 80.0%100.0%

Class A: Burglary, robbery, sate of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

4 Admiral Chester W. Nimitz Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% 37.0% MOM EMU 111 ME M MMIME MEMO 70% MIME E RME 65.7% MOE MUM111MMEMEMO IEMM MOM 60% MM MEMO EOM EM MUMMEMO E MEMO IE MEMO E MOME E 50% MEIME E EMUE IOWAverage 54.0% 61.7% MUM 63.4% MUME E 69.0% 40%EM EERIE M MIMEMEM MUM E E E MEMOMEMO EME MIME MIME MIME E 59.3% EMU 30% MIME MEMO M 52.9% EMU MINIM MEEEE MIME MEE MIMEME MEE ENE 20%MUM MUME EMI EEIMM MEMO MIMEMIME EMUBelow 10% MOM E OIMMUME MEMOAverage 0% 1.1% 1 9%, 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

1 9 G Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Pearl Harbor Kai Elementary School Grades K-6 School Status and improvement Report Focus On School titiContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on Improvement Report has been prepared as part of the Department's Sehnnl. Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Descriotion collectively.

Context: This report includes a description of the school and provides informationon School Settina the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student :* Student ProfilP population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effective schoolpractices.attendance, Process: suspensions, standardized test results, and school completion (for high School P- 3 schools). This report complements The Superintendent's Annual Report Process: on School p. 4 Performance and Improvement in Hawaii, which analyzesour schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describeour Certified schools to help us judge them against our evolving State and national + Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians pearl Harbor Kai Elementary School is a K-6 school. Located within Effective School the Naval housing area, Hale Moku, it first opened in 1943. Ninety- : Student Cnntluct eight percent of the students are classified as federally connected, withone Statewide or both parents on active duty with the Army, Navy, Marine Corps, Air :* School Force, or Coast Guard. The students of Pearl Harbor Kai are drawn from the military impacted areas of Hale Moku, Hokulani, Catlin Park, Aliamanu Military Reservation, Ford Island and Pearl Harbor Base. Many families School Address: rotate duty stations throughout the year, resulting in a high annual turnover Pearl Harbor Kai Elementary School rate. Pearl Harbor Kai operates under a modified year round calendar, with school in session from August through mid-June. In March 1997, Pearl 1 C Avenue Harbor Kai was accredited by the Western Association of School Honolulu. HI 96818 and Colleges for a period of three years. Pearl Harbor Kai Elementary Schoolis operating under School /Community -Based Management.

17 Pearl Harbor Kai Elementary School Fall 1998

Student Profile Student EthnicityDistribution,School Year Ending1998 School year ending 1996 1997 1998 Native American3! 0.4%

Slack 102le...,-.,. g1 163% Fall enrollment 681 658 676 Chinese 1 0.1% ,

Number and percent of students 562 524 518 Filipino 88 13.2% enrolled for the entire school

year Hawaiian 1 82.5% 79.6% 76.6% 0.1%

Part-Hawaiian120 1.8%

Number and percent of students 279 264 275 receiving free or reduced-cost Japanese 9it1.3%; lunch 41.0% 40.1% 40.7% Korean 1 0.1% ,

Portuguese 0izi0.0% , Number and percent of students 65 48 59 1 in Special Education programs Hispanic 28 42% ' 9.5% 7.3% 8.7% Samoan 10 1.5%:

White 321ig4, ,..4. 4,--je .'.-- ....4'g 4 48.1% Number and percent of students 29 24 I 21 1 with limited English proficiency Indo-Chinese2 0.3% , i 4.3% 3.6% 3.1% All Others 90e .4, ,; 4 13.6%

0.0%10.0% 20.0%30.0% 40.0% 50.0% 60.0%

Community ProfileBased on the 1990 US. Census

School State of Community Educational Attainment Community Hawaii Level 7!4s Average family size College 3.1 3.6 Graduate;Or 21.1%

Percent of households with 36.5% 31.8% scitool age children (4-19)

Median household income $27,970 $38,829 Some College

Per capita income $11,485 $15,770

Percent of households with 2.7% 6.8% High School Public Assistance income

Percent of children (3-19 years) 7.5% L 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% I. 2.1% wno are at-ris Graduate

*Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 121State of Hawaii0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

ID Pearl Harbor Kai Elementary School Fall 1998 po -Prioritie

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996#2School Curriculum schoolwide priorities are first #3Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's School Ending 1997#2School Curriculum Improvement Plans over the past three #3Staff Development years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed isEnding 1998#2 Educational Technology given below. #3 School Curriculum

Priority 1:Student Achievement

The focus of the 1997-98 school year was on student achievement, particularly in thearea of reading comprehension.Continued involvement in the state's major initiative for literacy, Success Compact, provided increased application of the word recognition strategies and comprehension model in the classroom. Teachers developed extensive unit plans which focused on interweaving the Hawaii Performance standards with reading strategies in a content rich learning environment. Parent involvement in literacy development was encouraged through several schoolwide events. Two part time teachers were hired to provide additional reading instruction to the students in grades 1-3 who experienced significant difficulties. General education and special education students in grades 3-6 have access to the school's Learning Lab, before, during and after school. Students using the Learning Lab receive all their instruction in the general education classroom and go to the Lab when they need extra assistance or modifications of their work. Priority2: Educational Technology

The second area of focus was technology. At Pearl Harbor Kai we recognized that our students needto have easy access to information beyond the textbooks we could purchase.To support increased learning opportunities, the faculty and staff partnered with Pearl Harbor Base to install conduits for the school's Local Area Network.It took significant persistence and long hours for the staff to pull data, phone, and video lines to every classroom and every building on campus. With the completion of the wiring installation, each classroom has 1-2 computers hooked up to the Internet, allowing the students access to endless information sites. The staff continued its focus on technology by taking classes and workshops to learn how to use their computers as an integral part of the daily curriculum. Priority3: School Curriculum

Improvement in the content areas will occur only when students are able to think, reason, solve problems, and make connections in their own learning. Integrated themes continue to be developed and implemented at each grade level.Through articulation and professional development time, teachers determined that they needed better assessments of their students. They constructed reading and writing rubrics for their grade level resulting in improved instruction based on their students' needs.They also held student led conferences, which involves the students, parents, and teacher, in setting goals for each academic quarter. The self study process of accreditation was started, with the staff and community refining the expected

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Pearl Harbor Kai Elementary School Fall 1998 0 0

Certified Staff___ School year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FM) 38.0

Regular Instruction, FTE 28.0 Total FTE Special Education, FTE s.o

Supplemental Instruction, FTE 4.0 Regular FTE Total number of persons 39 assigned to teaching.

Teachers with 5 or more years 27 experience in this school Special Education FTE Teachers' average years of experience 14.5 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.3

Special Education 9.8 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 1.0 Number of principals at this school in the last five years 0 10 20 30 40 50 Administration includes Principals, Vice-Principals. Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 38 State Standards Number of classrooms short (-) or over (4) 2 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration 2%

Building exterior L 3 Building interior 3 Library 49% Equipment/Fumishings 3

Health/Safety 3 1 Cafeteria/ c^g..1"rt-rr Sanitation 3 147.114% Auditorium Total 18

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms 109% For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 1041233, 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report Pearl Harbor Kai Elementary School Fall 1998 Outcornes:-VitalSigns- Effective School Practices Effective Schools Survey

...... 92%

Instructional Leadership 62% , FM VA ir.Z4 Wz VA VA P7IXee VZ467%

WI I ; i ill; 94% Emphasis on Academics 68% KAVAWAWA"./Mar, 75%

H;l:11!; "92%1 High Expectations 69% VA7/M7107./"MY.: a9M/481%

90% Frequent Monitoring 690 WA WA FM WAYA: WA 9"/M80%

.... 99% School Learning Climate 78% PM '' /2r:a M4 V./a 57%

!ill)!!! 97% Home-School Relations 82% WM/127.//74WeJMAFXMdr,X9:4V/AVAWA3370%

0% 25% 50% 75% 100% Survey conducted in school ID Students D Parents O StaffIvent of favorable year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 669 .0%

Attendance and Absences Suspended: 1.0% State 7 School Year Standard These 7 students were responsible for these 8 1995-96 1996-97 1997-98 7suspensions. Average Daily Attendance: % (higher is better) Class A:00.0% ' 95.8% 95.9% 95.4% 95,0%

Average Daily Absences: in days Class B:7 87.5% (lower is better) 7.2 8.1 9 Class C:1 1-712.5%

Class D:00.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0% .

Class A: Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. poncmcion of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report BEST COPY AVAILABLE 201 Pearl Harbor Kai Elementary School Fall 1998 OUtc.omesT.VitatSigns Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% MUMMEM E MIME 70% EE ME ME MUM ME MIMEE EM 60% EEMIME E 53.8% MER 51.5% E 50%MUM MEE Average EM E E MIME EEMU MUM 40% EMUM 60.3% MMIME 57.9% MIME MINIM 51.4% MIME MUM MUM 57.9% 30%MINMUM MUM MUM MEE MUM EMEE MUME ME MIME MUM 20% ME E MUM MUMEMUE E EEMU E Below 10% MUM E MUMAverage 9.7% 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

20o Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Lt. Col. Horrace Meek Hickam Elementary School Grades K-6 School Status and Improvement Report Content Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, Focus on understandable accounts of our schools' progress. This School Status anti P. 1 Improvement Report has been prepared as part of the Department's Sit hoof Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, 1-lawar i Revised Statutes, which requiressystematic School p.1 reports to the people about the performance of schools, individually and Descriotion collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Settino the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Shiciant Prnfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high School p. 3 schools). This report complements The Superintendent's Annual Report Process: on School p. 4 Performance and Improvement in Hawaii, which analyzesour schools School collectively and in comparison to those of other statesTogether, individual school reports and the summary Superintendent's Report describeour : Certified schools to help us judge them against our evolving State and national :* Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Skins Hickarn Elementary School is situated at Manzelman Circle on Hickam Air Effective School Force Base in Honolulu. Adjacent to our school is the Pearl Harbor Naval Shipyard. The enrollment of nearly 800 includes students whose familiesare Stnefunt Cnncluct connected to the Air Force. Army, or Navy. The population of our school is predominantly Caucasian, with a scattering of students of Asian. Polynesian. Statewide Hispanic and African-American background, and also includes a number of students who have limited English proficiency. A highly transient population. School students come from many school systems throughout the nation and from schools for U.S. dependents established in foreign countries. This results in significant differences in levels of achievement and maturity throughout the grade levels. To School Address: accommodate the wide diversity and establish a sense of stability for our students. our school provides strong academic and co-curricular programs (e.g., programs Hickam Elementary School for Students of Limited English Proficiency, gifted and talented, and forspecific Manzelman Circle learning disabilities). Other programs include student council.supplementary reading, speech and language, music. physical fitness. andcomputer technology. Honolulu, HI 96818 Hickam Elementary strives to provide a safe, disciplined. drug-freelearning environment for all of its students. Horace Meek Hickam Elementary School operating under School/Community-Based Management. is

BEST COPYAVAILABLE Lt Col. Horrace Meek Hicicam Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending,1 998 School year ending 1996 1997 1998 Native American 2 0.2%

I I Black 98 122% Fall enrollment 793 801 800 Chinese 1 10.1 %

Number and percent of students 715 743 647 1 Filipino 36 EI 44% enrolled for the entire school year 90.2% 92.8% 80.9% ilHawaiian2 02%

Pan-Hawaiian2 0.2% Number and percent of students 169 217 1 214 1 receiving free or reduced-cost Japanese 9 1.1 lunch 21.3% 27.1% 26.8% Korean5 0.6% i Portuguese 1 0.1% Number and percent of students 30 35 32 in Special Education programs Hispanic 13 1.6% 3.8% 4.4% 4.0% Samoan 5' 0.6%

White 528 Number and percent of students 3 9 7 with limited English proficiency Indo-Chinese 0.4% 1.1% 0.9% AD Others 99

0.0% 10.0 20.0 30.0 40.050.0 60.070.0 % % % % % % %

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment .Community Hawaii Level ;

Average family size College 3.3 3.6 Graduate

Percent of households with 57.4% 31.8% school age children (4-19)

48.1% Median household income $31.171 538.829 Some College

Per capita income $9.940 $15,770

Percent of households with 0.8% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 3.5% 11.6%1 below poverty level Less than High

Percent of children (4-19 years) School 0.0% 2.1% who are at-rise Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% MO% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii 8 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPYAVAILABLE 204 Lt. CotHon-ace Meek Hickam Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year#1 Staff Development performance is most useful if Ending 1996#2 Educational Technology schoolwide priorities are first #3 School/Community-Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1 Hawaii Content and Performance Standards(Alignment) and clear sketch of this school's School Ending 1997#2 Educational Technology Improvement Plans over the past three #3 Success Compact years. A description of school improvement priorities and activities School Year#1 School Renewal during the school year just completed isEnding 1998#2 Educational Technology given below. #3 Success Compact

Priority 1:School Renewal

Hickam Elementary School has been undergoing a school renewalprocess utilizing the procedures outlined in Focus on Learning (FOL). The administrators and committeechairpersons attended workshopson the FOL process.Subsequently, several school-level meetings were held to developthe Expected Schoolwide Learning Results (ESLRS). After compiling data on variousaspects of the school, a profile was shared with the faculty.Trends and inferences emerged after the analysis of the data,which served as a basis for identifying the ESLRS. Staff development dayswere provided to assess the school performance on FOL rubrics.From this, the school developed a School Improvement Plan(based upon the FOL rubric assessment). Our next steps are to review the draft SIP, prioritize actionsand develop a timeline.

Priority2: Educational Technology

Hickam Elementary School was awarded a three-year Incentive andInnovative Grant. Through the funding, the school was able to provide intensive training on computer technology forteachers. The forty-five hour training covered computer operation, word processing, operatingsystems, spreadsheets, databases, graphic and technology curriculum integration and implementation. The schoolalso adopted a technology program with a scope and sequence for grades kindergarten through six.

Priority 3:Success Compact

Hickam Elementary School is in the third year of implementation of theState's Success Compact program. Teachers attended workshops throughout the* year to learn about effectiveteaching practices. They also visited classrooms and received first-hand experienceon how to implement Success Compact strategies. A major outcome has been the development of unit plans inevery grade level which includes effective teaching strategies and an alignment with the Hawaii Content and PerformanceStandards. Teachers in grades one and five were asked to share their unit plans with other teachersat the Central district Success Compact conference. Through the program we have seen anemergence of curriculum leaders in the school.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 24, Lt Col. Horrace Meek Hickam Elementary School Fall 1998

Certified StaffSchool year ending1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 38.0

Regular Instruction, FTE r32.0 Total FTE

Special Education. FTE I 2.8 I Supplemental Instruction, FTE 4.0 Total number of persons Regular FTE 38 assigned to teaching, r

Teachers with 5 or more years 24 experience in this school Special Education FTE

Teachers' average years of experience 1 10.6I Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.3

Special Education 16.0 Administrative and Student Services Staff Total Headcount

Administration, Fit [2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this

Counselors, FTE 2.0 School Number of principals at this school in the last five years 0 10 20 30 40

Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and AthleticDirectors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 38 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Mantinta Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 2

Building exterior 2

Building interior I. 2 EquipmenVFumishings 2

Health/Safety 3

Sanitation 3

Total 14

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

206 Lt Col. Horrace Meek Hickam Elementary School Fall 1998

Effective School Practices Effective Schools Survey

I Ill;i1IIII!! IIIH; !;1;1!;:wi53% Instructional Leadership 51% V.3/P/4:77"Agr.M/IffZiffA51%

W1101111111 86% Emphasis on Academics 70% WIT.feAriM58%

11 111 II I! tl I 85% High Expectations 69% r/17./077:Me.X07ff1/ff"..7.a}:68%:

!II II!IIIIl!I 88% Frequent Monitoring 63/0 W-../ffM"....07.07A.771Mff,0% 65% Hilt ;HI! II HI:WWI:80% School Learning Climate 77% VffM.M97...4WM38%

III ;;; ;;92% Home-School Relations ;74% ./"-ff/..A(,ffff.%52%

0% 25% 50% 75% 100% Survey conducted in school EI Students B Parents 0 Staffcent of favorable year ending 1997 responses

Student Conduct School Suspensiohs, School Year Ending 1998 Non-suspended' 796 5% Attendance and Absences Suspended: 0.5% 4 School Year These 4 students were resp4sible 101' these 5 1995-96 1996-97 1997-98 smirsims. Average Daily Attendance: % (higher is better) Class A: 00.0% 96.6% 96.6% 96.2% 95.0%

Average Daily Absences: in days Class B:5 0% (lower is better) 6 5.9 6.7 9 Class C: 0 0.0%

Class D: 00.0%

0.0% 20.0% 40.0%60.0%80.0%100.0%

Class A Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting. insubordination. smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BESTCOPYAVAILABLE 207 U. Col. Horace Meek Hickam Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading 100% Norm

90% Above Average 33.7% 80% 41.9% 50.5% 70%

60% - MIME 50% MIMEEM Average 54.0% MUM 52.9% ENE 40% - ENMIME MIME MUM 61.6% EW53.8% 30% 55.8%

20%

E Below 10% MERE Average 5.5%, 5.5% 0% 172 3%1 *4-7°/4 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

203 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Major General Wm. R. Shafter Elementary School Grades K-6 sopoott$tatas4nolioptosimoilt.'.'Repottr.: Focus On School lar 'Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. ThisSchool Status ana Focus on p. 1 Improvement Reporthas been prepared as part of the Department's Snheml Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Setting 98 school year.Context information includes a profiling of the student population and school community. Process information describes the Staulant Pmfilo school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices.attendance. Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complementsThe Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii,which analyzes our schools Schrsnl collectively and in comparison to those of other states. Together, individual school reports and the summarySuperintendent's Reportdescribe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Signs Begun in 1951, Major General William R. Shafter Elementary School Effective School serves the military families who reside on Fort Shafter Military Post. :* Stritinnt CnntInnt Because of frequent military rotations, Shafter has a very high transiency Statewide rate. All of our families are federally connected. William R. Shafter School Elementary School is operating under School/Community-Based Management. School Address: Shatter Elementary School 2 Fort Shatter Honolulu, HI 96819

209 Major General Wm. R. Shafter Elementary School Fall 1998 0

Student Profile Student Ethnicity Distribution, School _Year Ending 1998 Native American School year ending 1996 1997 1998 2 U 0.6% ,

Slack 90 J e 1 26.3% Fall enrollment 416 439 340 Chinese 0 0.0%

Number and percent of students 277 297 271 Filipino17 1=1 5.0% enrolled for the entire SCh001

year Hawaiian 1 66.6% 67.7% 79.7% 11 0.3% PanHawaiian 6 Q 1.8% Number and percent of students 88 112 77 Japanese receiving free or reduced -cost 0 0.0% lunch 21.2% 25.5% 22.6% Korean4 O 1.2%

Portuguese 0 0.0% Number and percent of students 22 14 8 in Special Education programs Hispanic 23 61% 5.3% 3.2% 2.4% Samoan 106i

Mite 155 1 4..4 .0 145.3% Number and percent of students f 4 9 14 with limited English proficiency IndoChinese00.0% I 1.0% 2.1% 4.1% Alt Others 34 4-"--"71 9.9%

0.0% 10.0%20.0% 30.0% 40.0% 50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level ...1.0VOMINEM.1121.0. College .1(801Attatf.1111411 Average family size 2.4 3.6 240411u103!0 Graduate

Percent of households with 53.5% 31.8% school age children (4-19) u iussaaamanassisassiassumin.mianu4sam anmas=anciussmannwisusasnmanasam4c 51.5% Median household income $29,858 $38.829 , Some College 29.9%

Per capita income 512.364 $15,770

immausawasweemny XAMMIIMMUAIMIT arastassaassau 21.9% ' Percent of households with 0.9% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 10.7% 11.6%1 below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% 08.6% who are at-risk Graduate

'Children 4 to 19 years of age. who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother wno is not a high school graduate, is single. divorced or separated. and is below the poverty level. 0 State of Hawaii['School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report Major General Wm. R. Shaffer Elementary School Fall 1998 -Process:_School-Priorities,

Information about a school's School Year#1Student Achievement performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Student Attitude identified. This rank ordering of school improvement goals provides a concise School Year#1Success Compact and clear sketch of this school's School Ending 1997 #2Educational Technology Improvement Plans over the past three #3School to Work years. A description of school improvement priorities and activities School Year#1 Success Compact during the school year just completed isEnding 1998#2 Hawaii Content and Performance Standards (Alignment) given below. #3 School to Work

Priority 1: SUCCESS Compact

Improvement Focus: Integrated Unit Plan Development.Each grade level developed an integrated unit addressing literacy strategies aligned with Hawaii Content and Performance Standards.Six cadre teachers attended SUCCESS Compact District Conferences, coordinated and planned school in-service sessions, acted as liaison to grade level teachers, and served as authentic resources to teachers as mentors.Ms. Claire Sato (Librarian and Co-Curriculum Coordinator) coordinated and facilitated our SUCCESS Compact Cadre with the assistance of Mrs. Candy Yanagihara, District Resource Teacher.

Activities:Teachers developed, implemented, evaluated and shared Integrated Units which addressed thinking, technology and literacy skills in language arts, mathematics, science and social studies.Each week a different strategy was highlighted and addressed by all teachers in "Word of the Week" program.

Results Obtained: Students continued to maintain Rubric Rating 3 or better in grades 1-6 (School developed Rubric Rating Scale 4- 1). We have shared our integrated lessons at district workshops.

Priority 2: Hawaii Content and Performance Standards (Alignment)

Improvement Focus:Alignment of our Science and Mathematics Curriculum to Hawaii Content and Performance Standards (HCPS).

Activities: A complex Eisenhower funded staff development grant enabled teachers to align science and mathematics curriculum to HCPS during two school-wide workshops and four district cadre workshops.

Results Obtained: Articulation among grade level teachers clarified mathematics. The alignment of our curriculum with HCPS provides a standard with which to assess student achievement in science and mathematics.

Priority 3: School to Work

Improvement Focus: Staff Development to development a complex plan and refinement of our school plan were our foci this year. Our objective was to develop critical thinking problem solvers who can communicate effectively and work together in a team. We also highlighted service learning activities.

Activities: Through workshops, our cadre and staff developed Competencies K-6 which teachers addressed this year. A K-6 student portfolio of career related information and systematic method of collection of student data were developed. Student groups such as Helping Hands, Student Mediators Acting Responsibly Together (SMART) and Student Council conducted service learning activities and coordinated complex Food Bank activities.

Comprehensive Assessment and Accountability System Page 3 SchoolStatus and Improvement Report Major General Wm. R. Shatter Elementary School Fall 1998 Pi-ocessrSchool Resources.

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 18.5

Regular Instruction. FTE 14.0 Total FTE 1 Special Education, FTE 2.5 MFtf-0.514W-M.

Supplemental Instruction, FIT 2.0 , Regular FTE Total number of persons 19 T. assigned to teaching,

Teachers with 5 or more years 16 experience in this school Special Education FTE8-2.5 Teachers' average years of experience 14.6 Students per Teaching Staff Member Supplemental FTE 2 Regular Instruction 20.8

Special Education 3.2 Administrative and Student Services Staff Total Headcount 9

Administration, FTE 1.0 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this School Counselors, FTE 1.o I

Number of principals at this school in the last five years 0 5 10 15 20 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 19 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 2 Administration 92%

Building exterior 1

Building interior 2 Library 42% Equipment/Fumishings 2

Health/Safety 2

Sanitation 1 Cafeteria/ Auditorium 160% Total 10

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms -7.-f-"1"-- 112% For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% MRS 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

212 Major General Wm. R. Shafter Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

. ''' ... 89% Instructional Leadership 69% 1 WY% WA riA 7/A 57%

Ill :1!! I III 111,1:1HWII,HI",,,Hil''H"93%1 Emphasis on Academics 69% WA WMVA WA MA WOZ7)2 61% 94% High Expectations

91% Frequent Monitoring 66% ffd :07407W fft WAZAS r",

92% School Learning Climate 72% 45°(o

Home-School Relations

0% 25% 50% 75% 100% Survey conducted in school taStudents 9 Parents 13 Staffcent of favorable year ending 1997 responses

Student Conduct School Suspensins, bcnoot Year tnaing "'ems Non-suspended' 339 =...... 7% Attendance and Absences Suspended: 0.3% , State 1 School Year Standard This iialent was responsible for the 1995-96 1996-97 1997-98 7suspension Average Daily Attendance: % (higher is better) Class A: 00.0% 96.3% 96.9% 96.6% 95.0%

Average Daily Absences: in days Class B: 1 ---";V:"-..P.-2t3te.7---?-74°-`tzT-4.0C1.0% (lower is better) 6.5 5.5 9 5.9 1 Class C:0 0.0%

Class D:0 0.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

213 BEST COPYAVAILABLE Major General Wm. R. Shafter Elementary School Fat 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm

100% .

11 14.3% 90% 1 Above 25.0% II I Average MIME 33.3% 80%EE E 46.7% MEMIME 70% MEM EE 60% 51.9% 55.6% IEEE MEE 50%MEEEMUE Average 54.0% MEEIEEE 78.6% IEEE 60.7% ME 40% EMU IEEE MIMEEMEE 56.7% EOMMM. U 30% EI 43.3% E MIME IONIE 20%

Below 10% ., Average .14.3% 10.0%. 10.0%; 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

21; 4 Fall 1998 Comprehensive Assessment and AccountabilitySystem School Year 1997-98

Iroquois Point Elementary School Grades K-6 School Status andirriprovementReport =Content Focus On School To improve the quality of public schooling andthe educational opportunities it affords to HawaiTs children,we must have regular, Focus on understandable accounts of our schools'progress. This School Status and P. 1 Improvement Report has been preparedas part of the Department's Schnol Comprehensive Assessment and AccountabilitySystem, and in accordance School with §302A-1004, Hawaii Revised Statutes,which requires systematic p. 1 reports to the people about the performance of schools,individually and Descriotion collectively.

2154 . Iroquois Point Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School _Year Ending 1998 School year ending Native American 10 I 0.8% 1996 1997 1998 , i .

Fat enrollment Slack 140 QM 11.3% 1189 1222 1257 Chinese 2 02,

Number and percent of students 1015 947 Filipino 81 ID 6.5% enrolled for the entire school 886 year 85.4% 77.5% 70.5% Hawaiian3 0.2;6

Part-Hawaiian 13 p 1.1% Number and percent of students L 490 533 510 receiving free or reduced-cost Japanese6 0.5% lunch 41.2% 43.6% 40.6% Korean 4 0.37E

Portuguese 1 0.1% Number and percent of students 67 65 in Special Education programs 80 Hispanic 42 n 3.4% 5.6% 5.3% 6.4% Samoan 00.04

Number and percent of students White 837 67.6% 19 9 with limited English proficiency 9 Indo-Chinese00.0% 1.6% 0.7% 0.7% Alt Others 99 lag :8.0%

0010.020.030.040.050.060.070.080.0 % % % % % % % % %

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level rottaawa4.444,44.4r , Average family size nos ematisszma 19,1% 3.2 3.6 College MOWSNEXIS Graduate V A21.1% Percent of households with 61.3% 31.8% school age children (4-19)

11041.1 11.2=12114:CSMESIMOSI=ZZIWASZ.11015 Median household income CaltUtiMICZEGIMIIM.O.C4OSISIX311110117 3.7% $28,750 $38.829 Some College 29.9%

Per capita income $8,790 $15.770

sus 17 Percent of households with ^IRS )21111110711NIMItiND 2.1% Public Assistance income 6.8% High School 30.4%

Percent of children (3-19 years) L 5.3% 11.6% below poverty level Less than High Percent of children (4-19 years) School 0.4% 2.1% who are at-rise Graduate 18.6%

'Children 4 to 19 years of age. who are not high school graduates, 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate, is single. divorced or separated. and is below the poverty level. laState of Hawaii 0 School Community

Comprehensive AsseSsment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 216 Iroquois Point Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year #1Staff Development performance is most useful if Ending 1996 #2Student Achievement schoolwide priorities are first #3Hawaii Content and Performance Standards(Alignment) identified. This rank ordering of school improvement goals provides a concise School Year#1 Staff Development and clear sketch of this school's School Ending 1997#2 Student Achievement Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed isEnding 1998#2 Parent Involvement/Community Relations given below. #3 Educational Technology

Priority 1:Student Achievement

Student achievement continuesto be a primary focus at Iroquois Point Elementary. Title I effortsin tutoring students in math and reading as well as schoolwide initiativesin using Success Compact strategies have contributed to an increase in student achievement. Studentswere given the Stanford Achievement Test in grades I through 6 in Spring 1998.In addition, baseline data was collected for grade1 students using Accelerated Reading and grade 2 students using the HoughtonMifflin Benchmark Progress Test.

Priority2: Parent Involvement/Community Relations

A Parent/Teacher Support Group was formed thisyear to increase parent involvement in the school. New parent and student orientations were held every two weeks.Parenting workshops and parent/child interaction activities were offered through the PCNC, TitleI Parent Involver, and Parent Teacher Support Group.Staff members attend the Iroquois Point Ohana meetingsto update the community on SCBM initiatives and other school events.

Priority3: Educational Technology

Classrooms for students in grades 4, 5, and 6as well as the computer lab, the library, and the office are connected for long distance and local area networkingcapability. Plans continue to connect classrooms in kindergarten and grades 1 to 3.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

217 Iroquois Point Elementary School Fall 1998 Frocess:-School

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 63.0

Regular Instruction, FTE 51.0 Total FTE Special Education, FTE 7.0

Supplemental Instruction. FTE 5.0

Total number of persons 63 Regular FTE assigned to teaching,

Teachers with 5 or more years 42 experience in this school Special Education FTE Teachers' average years of experience 9.6 Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.0

Special Education 11.4 Administrative and Student Services Staff Total Headcount

Administration*, FTE 3.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE 4.0 School

Number of principals at this 2 school in the last five years 0 20 40 60 80

Administration includes Principals. Vice-Principals, Student Activity Coordinators. Registrars, and AthleticDirectors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 54 State Standards Number of classrooms short (-) or over (+) -5 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety

Sanitation Cafeteria/ 1 2 Auditorium Total 12

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 100 0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

13 Iroquois Point Elementary School Fall 1998 Outcomes: Vital Signs: Effective School Practices Effective Schools Survey

: . I ;74% Instructional Leadership 39% 12P/07.47/21MVAV/:6'71 A48%

ri !I , i i!; . 80% Emphasis on Academics 711% /-77.iZ.0(7,61M9M"ili Zor,OZ,Z4v7iff/Zdff,72%

11i;11;11 :Mt !'i!11i77% High Expectations 65% r//07. W.MMY: 17. .Ao'76%

i! ili!!IIIH!! 82% Frequent Monitoring 71% AFZ.0719://.07.0.7.:67: 75%

11 I ; HMI; illiTh1111111i1 11'11 81% School Learning Climate 72% 44°4

I 111 1;I:1 :; ; 86% Home-School Relations 65% Z.ff/ff.#-..0:07/Ze:OM7 56%

0% 25% 50% 75% 100% Survey conducted in school El Students El Parents t7 Staff cent of favorable year ending 1998 responses Student Conduct School Suspensions, School Year Ending 1998 Non- suspended: 1240 6% Attendance and Absences Suspended: State 17 School Year Standard Those 17 guavas were rosP0PSibie tor these 20 1995-96 1996-97 1997-98 suspensions. Average Daily Attendance: % (higher is better) Class A: 5 25.0% 96.3% 96.3% 95.4% 95.0% Class B: Average Daily Absences: in days 75.0% (lower is better) 15 6.5 6.4 r8.1 9 Class C0.0%

Class 00.0%

0.0% 20.0%40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

5EST COPYAVAILABLE 213 Iroquois Point Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above 27.6% Average 80%

70%

60% MEI

50% -I Average 54.0% 63.3% 63.3% .59.2% 40% MUM 74.7% 57.4% EMU 30% MUM MUM MEM MEM MIME MIN 20% NMIBEIM MIME Below 10% 14.3% Average 10.2% .13.2%. 6.4% 0% 2 1%. 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

0 r) 4 4.,u Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98 2.

, -=1. p. 3- .ax vlo " I Barbers Point Elementary School Grades K-6 School Status and improvement Report Focus On School =Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status anal Focus: on Improvement Report has been prepared as part of the Department's School. Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on the context, process, and outcomes of education at the school for the 1997- School Settina 98 school year.Context information includes a profiling of the student population and school community.Process information describes the :* Sthriant Pmfile school's priorities, plans, and action for improvement and indicates the :* Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: Performance and Improvement in Hawaii, which analyzes our schools School p. 4 collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School-Description Vital Skins Located on the Naval Air Station, Barbers Point Elementary School has * Effective School regular programs for Kindergarten through sixth grade and special Shidcnt Conduct education programs for preschool through sixth grade. The school promotes Statewide academic excellence, with emphasis in music, physical education, and the School arts. Barbers Point Elementary School was accredited in 1993 by the Western Association of Schools & Colleges for a period of six years. School Address: Barbers Point Elementary School is operating under School/Community- Based Management. Barbers Point Elementary School Boxer Road, NAS Barbers Point Kapolei, HI 96707

2 Barbers Point Elementary School Fall 1998 Context: School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 Native American2 0.4% , School year ending 1996 1997 1998 i

1 i Black 59 gZZI 10.5% Fall enrollment 505 515 565 Chinese5 il 0.9% :

Number and percent of students 414 447 441 Filipino 96 enrolled for the entire school Hawaiian year 82.0% 86.8% 78.1% 0 0.0% ,

Part-Hawaiian15 2.7% Number and percent of students 158 213 200 Japanese4 a 0.7% receiving free or reduced-cost lunch 31.3% 41.4% 35.4% Korean00.0% ,

Portuguese 1 0.2% I Number and percent of students 28 26 38 in Special Education programs Hispanic 30 slic

5.5% 5.0% 6.7% Samoan0 0.0% ,

white 303tirirarAr-Anrair-arir...-wa Number and percent of students 21 14 15 1 with limited English proficiency Indo-Chinese0 4.2% 2.7% 2.7% NI Others 49

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College Average family size 2.6 3.6 Graduate 21.1%

Percent of households with 32.0% 31.8% school age children (4-19)

Median household income $24.228 $38.829 Some College

Per capita income $10,312 $15.770

Percent of households with 1.5% 6.8% High School Public Assistance income

Percent of children (3.19 years) 3.8% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% who are at -risk Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate. is single. divorced Or separated, and is below tne poverty level RI State of HawaiiElSchool Community

Comprehensive Acsrnsment and Accountability System Page 2 School Status and Improvement Report

222 Barbers Point Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year#1Student Achievement performance is most useful if Ending 1996 #2Educational Technology schoolwide priorities are first #3Parent Involvement/Community Relations identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's SchoolEnding 1997. #2Parent Involvement/Community Relations Improvement Plans over the past three #3Educational Technology years. A description ofschool improvement priorities and activities School Year#1Accreditation during the school year just completed isEnding 1998 #2Title I Schoolwide Project given below. #3Parent Involvement/Community Relations

Priority 1: Accreditation

Barbers Point Elementary is currently undergoing the Focus on Learning process as it seeks to renew accreditation. The four focus groups consisted of members from the entire school community. Through this process the school has developed a comprehensive, data-based picture of the school's strengths and needs with a Self Study Report completed in December. These findings were compiled and prioritized into a tentative six year action plan which also encompasses a technology plan. This plan will be used to determine current and future budget allocations. The school is preparing for a WASC committee visitation in March, 1999.

Priority 2:Title I Schoolwide Project

Barbers Point Elementary began implementing a Target Assist Title I project this past school year with services provided to targeted students in first and second grade. FOL facilitators began attending Title I Schoolwide Planning workshops with hopes of developing a plan to expand the project to a schoolwide effort. Because of the alignment of the Schoolwide Planning process with the FOL process, the information generated by the focus groups was also used to develop a schoolwide plan. The school was informed, in March, however, that it would no longer be eligible for Title I funding. Schoolwide improvement planning continued through the FOL process.

Priority 3: Parent Involvement/Community Relations

Parent involvement and community relations are embedded in the FOL and Title I Schoolwide planning process. Through the focus groups, concerns regarding student support and parent/community involvement were shared and discussed. Surveys were distributed to students and parents to gain a better understanding of their views of the school. The surveys focused on the support system available to students and the degree to which parents and members of the community are involved. A plan of action has been developed where issues on improvement are addressed. The next step is to implement the plan of action, which includes increasing parent involvement in the class and in schoolwide activities, as well as strengthen membership of the PTSO.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

24 Barbers Point Elementary School Fall 1998 s. "'

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 35.5

Regular Instruction, FTE 22.0 Total FTE 5 Special Education, FTE 7.5

Supplemental Instruction, FTE 6.0

Total number of persons 36 Regular FTE assigned to teaching.

Teachers with 5 or more years 17 experience in this school Special Education FTE

Teachers' average years of experience 10.9 Students per Teaching Staff Member Supplemental FTE Regular Instruction 18.8

Special Education 5.1 Administrative and Student Services Staff Total Headcount

Administration*, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 1.0

Number of principals at this 2 school in the last five years 0 10 20 30 40 Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 39 State Standards Number of classrooms short (-) or over (+) 4 School facilities inspection results Inadequate Merging/ Standard Score (below 70%) (7099%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2 Building interior 2 Library Equipment/Furnishings 2

Health/Safety 2

Sanitation 2 Cafeteria/ Auditorium Total 13

For each category: 1 = Unacceptable: 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% lamas 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

2to4 Outcomes: Vital Signs

111ifillillifillill r1;-. %ff" :097 ZOZ. Z&Y":". ; MEMBI;'. . . ff(42 /72 W. d'/%2 Toff M2 VA "Z /7. liffillffillififfillIMMIIIMUMMI1111111111MIMMIUMI ; W,7. /9./77 . 111111111111111111IMIIIIIMMIE ; ;

? 07. OZMV/Ze & /Z-8di&Z.ff/.460;

W7A PT 977. ff'Z,0 ".M '7' I17 lifilifillifilifill 7 %.70W/A ,/ -A II .

- e

State Standard

95.8% 95.4% 95.5% 950% S .

7.4 8.1 7.8 9 I

II I . I :1 I I

- di r -- - is so*

00. I:I - -

1 : Barbers Point Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading 100% Norm

11 1 1 1111111 14.9% 90% 17.0% 11111 Above 1111 27.5% 26.1% 1 1 29.3% 1 1 Average 80% 37.0%

70%

60% -I

63.8% 50% 63.8% Average 54.0% 55.0% 54.3% 40% 63.4% 45.7%

30% 1

20%

10 %- 21.3% ; Below :17.4% Average

0% 1996 1997 1998

Comprehensive. Assessment and Accountability System Page 6 School Status and Improvement Report

2 2 t3 Fall1998 Comprehensive Assessment and Accountability System SchoolYear 1997-98

Mokapu Elementary School Grades K-6 School Status and ImprovementReport z(Content Focus On School To improve the quality of public schooling and theeducational opportunities it affords to Hawai I's children,we must have regular, Focus on understandable accounts of our schools'progress. This School Status am: p. 1 Improvement Report has been preparedas part of the Department's S chnnl. Comprehensive Assessment and Accountability System,and in accordance with §302A-1004, Hawaii Revised Statutes, School which requires systematic P. 1 reports to the people about the performance of schools,individually and Description collectively.

Context: p. 2 This report includes a description of the school andprovides information on School Settina the context, process, and outcomes of educationat the school for the 1997- 98 school year.Context information includes a profiling of thestudent Studant Preifiln population and school community.Process information describes the school's priorities, plans, and action for improvementand indicates the Community school's staffing levels and the quality and adequacyof facilities. Outcome informationincludes data on effective schoolpractices,attendance, Process: suspensions, standardized test results, and schoolcompletion (for high School IL 3 schools). Process: This report complements The Superintendent's AnnualReport on School p. 4 Performance and Improvement in Hawaii, whichanalyzes our schools Schnnl collectively and in comparison to those of otherstates. Together, individual school reports and the summary Superintendent's Certified Report describe our schools to help us judge them againstour evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Mokapu Elementary School is locatedon the Kane'ohe Marine Corps Effective School Base Hawai'i (MCBH). Mokapu 4. studentCnnrittet serves Marine and Navy families who live on MCBH and serve in Hawai'i typicallyfor a three year tour of Statewide duty. MCBH is a deployment base; fathers andmothers in the Marines or School Navy may be deployed six months ormore away from Hawai'i and their families, and one month on the island of Hawai'i fortraining. School Address: Mokapu Elementary School has been the largestelementary school in Mokapu EJementary School Windward O'ahu, with a student enrollment rangingfrom 800 to over 950 1193 Mokapu Blvd. KMCB Bldg. in classes from preichool to grade six. The vision ofthe Mokapu School is Kailua, HI 96734 to develop a community of learners. The mission isto motivate, educate, and develop responsible citizens. Mokapu Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American2 i 02%

(Nadi 155 119.0% Fall enrollment 831 859 816 Chinese0 0.0%

Number and percent of students 644 668 671 Filipino 22 2.74 enrolled for the entire school year 77.5% 77.8% 82.2% Hawaiian 2 0.2% :

Pan-Hawaiian11 1.3 %' Number and percent of students 302 309 367 Japanese receiving free or reduced-cost 7 11 9% : lunch 36.3% 36.0% 45.0% Korean 1 0.1% ,

Portuguese00.0% 1 Number and percent of students 58 48 50 : in Special Education programs Hispanic 53 .14r, 61,5% 7.0% 5.6% 6.1% Samoan9 1.116:

Mite 392211rAlrAr4021/".././.48.0% Number and percent of students 16 29 20 with limited English proficiency Indo-Chinese 0 0.0% 1.9% 3.4% 2.5% All Others 163 te 20.094:

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment . Community Hawaii Level College 7,1,6 Average family size 3.3 3.6 Graduate 21.1%

Percent of households with 56.3% 31.8%] school age children (4-19)

375% Median household income $26,927 $38,829 Some College 29.9%

Per capita income $8,814 $15.770

50.5% Percent of households with 1.3% 6.8% High School Public Assistance income

Percent of children (3-19 years) 6.1% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% 18.6% who are at -risk' Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% living with mother who not a nigh school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii 9 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 2 ' 3 Mokapu Elementary School Fail 1998 Process: School Priorities

Information about a school's School Year#1 Hawaii Content and Performance Standards(Alignment) performance is most useful f Ending 1996 #2 Student Attitude schoolwide priorities are first #3 Parent Involvement/Community Relations identified. This rank ordering of school improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's School Ending 1997#2 Parent Involvement/Community Relations Improvement Plans over the past three #3 Student Behavior years. A description of school improvement priorities and activities School Year#1 Hawaii Content and Performance Standards (Alignment) during the school year just completed isEnding 1998#2 Parent Involvement/Community Relations given below. #3 Student Behavior

Priority 1: Hawaii Content and Performance Standards(alignment) A major curriculum improvement focus during the 1997-98 schoolyear was reviewing current practices in mathematics and science and aligning those practices with theHawaii Content and Performance Standards. As a complex, teachers and administrators representing eachschool met by grade levels to articulate math standards from Kindergarten through high school. A mathassessment test developed by Kailua Intermediate was given to each sixth grader. Articulation regardingmastery of skills will identify areas of need and future staff development efforts to align math practices with themath standards to increase student achievement.

The identification of improvements to the scienceprogram continues to focus on an inquiry curriculum model and our partnership with the University of Hawaii.Outcomes of the needs will be integrated into staff development plans to align practices with the sciencestandards. Priority 2: Parent Involvement / CommunityRelations Mokapu continues to work on maintainingan active parent involvement program as a major school improvement goal. The desired outcomes are interconnected andinclude helping families to establish a home environment supportive of learning, establishing effectivecommunications with parents, and recruiting and organizing parent and community helpon campus. PCNC and Friends of Mokapu (parent association) support student co-curricula and family activities. One continuedoutcome is the 10,000 plus volunteer hours recorded each year.

Priority 3: Student Behavior

Implementation of a comprehensive guidance program continuesto be a major school improvement goal for Mokapu Elementary School. A major activity includes theimplementation of the Lions Quest Skills for Growing for grades K-5 and Skills for Adolescence for gradesix. Program goals include developinga sense of community, being responsible, making good choices,saying no to drugs and getting along with others. The comprehensive guidance program includesa student recognition program and a co-curricula program. Outcomes of the comprehensive guidanceprogram include numerous opportunities for students to belong, to be recognized for their achievements, efforts and practices in makinggood decisions and refusal skills.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

229 Mokapu Elementary School Fall 1998

Certified Staff Schoolyear ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 48.0

Regular Instruction, FTE 36.0 Total FTE Special Education, FTE 8.0

Supplemental Instruction. FTE 4.0 Regular FTE Total number of persons 49 assigned to teaching,

Teachers with 5 or more years 31 experience in this school Special Education FTE

Teachers' average years of experience 12.1

Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.2

Special Education 6.3 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 2.5

Number of principals at this 2 school in the last five years 0 20 40 60 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 49 State Standards Number of classrooms short (-) or over (+) 5 School facilities inspection results inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2 Building interior 2 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria! Auditorium Total 16

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 1011151167. 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

4 2 0 Outcomes: Vital Signs

: . eimPrz wzozrzAw 72vfoxemm

uricv. VilA2 r/Z. OM 3 W.7. /V"/ 1111111111111 - 111111111LIMMIIIIHIUDtor. ; ; M7M7ff "M'MY, 07. MMMM7X0Re

"W", 07..ff/ Oril:ffA VZO:M7A V/ZW. 0"/Z..ZeZ4.

. WZOM MM'74cl 1111111111111MMEMIWIMI

9 S

, arr Y:' . State Standard

96.3% 95.7% 94.9% 95 0%

6.5 7.5 9 9

1 1 1 1 .1 1 .1 1

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K. , Mokapu Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

1 1 1 1 I 12.9% 90% 21.5% Above I I I1.j%9 1 1 1 24.7% Average 80% 38.5% I1.I1 "j I EM 70% 22= MUM MUMEM UMWE 60% MUM MUM 50% 72.9% 65.4% Average 54.0% 64.6% 70.8% 40% '68.2% 50.8% 30%

20%

Below 10% Average 11.4%. 7.7% 10.8%: 0% . . 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

2 3 2 Fall '1998 Comprehensive Assessment and Accountability System School Year 1997-98

Major Sheldon Wheeler Elementary School Grades K-6 School Status and mprovement-Re ort Focus On School Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. ThisSchool Status ana Focus on P. 1 Improvement Reporthas been prepared as part of the Department's Schnell Comprehensive Assessment and Accountability System, and in accordance with §302A-1004. Hawai'i Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- SchoolSettina 98 school year.Context information includes a profiling of the student Shiclont Preifila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the :* Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high School P. 3 schools). Process: This report complementsThe Superintendent's Annual Report on School p. 4 Performance and Improvement in Hawaii,which analyzes our schools School collectively and in comparison to those of other states. Together. individual school reports and the summarySuperintendent's Reportdescribe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Sians Wheeler Elementary School is located on Wheeler Army Airfield. Effective School Students come from Schofield Barracks, Camp Stover, Wheeler Student Conduct. Army Airfield, Wahiawa, and Waikalani Woodlands. Parents are supportive Statewide of the school and are encouraged to become involved in school activities. : School Student learning in a safe, orderly environment is our focus. The school emphasizes positive teacher and student interaction, a sound academic School Address: program, and collegiality among staff. Major Sheldon Wheeler Elementary School is operating under School/Community-Based Management. Wheeler Elementary School Wheeler Army Base Wahiawa, HI 96786

el- '7? 4.a Major Sheldon Wheeler Elementary School Fall 1998 It

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native AAmerican7 D 0.7% . Black 264 256% Fall enrollment 947 1043 1028 Chinese 0 0.0%

Number and percent of students 819 827 765 Filipino50 t3 4.8% enrolled for the entire school year Hawaiian 13 b 1.3% 86,5% 1 79.3% 74.4% Part-Hawaiian 44F4.3%, Number and percent of students 547 577 572 Japanese 13 1 . 3 % receiving free or reduced-cost lunch 57.8% 55.3% 55.6% Korean8 9 0.8% ,

Portuguese5 g 0.5% Number and percent of students 73 87 82 in Special Education programs Hispanic 77 iZ=1 1.5%

7.7% 8.3% 8.0% Samoan 10 a 1.0%

1 White 415 40.2% Number and percent of students 26 28 38 with limited English proficiency Indo-Chinese 1 10.1% 2.7% 2.7% I 3.7% AO Others 125 61011:5110 12.1%

0.0% 10.0% 20.0% 30.0% 40.0%50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level GOIMUM.==. College ragi"ajrsi 14.3%' Average family size 3.1 3.6 Graduate 21.1%

Percent of households with 44.3% 31.8% school age children (4.-19)

42.0% Median household income $26,210 $38,829 Some College

Per capita income $9,320 $15.770

01,11m WW9WROMRft .9 nOtrilo.11,1thitilaWirgabISIKSPOSISSIERIF4 1.1s.:1 F.S .1114=7.1512CUTHICIRINSWIDaittiC37.4% Percent of households with 5.7% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 6.8% 11.6% below poverty level Less than High School Percent of children (4.19 years) 1.1% 2.1% 168% who are at-risk Graduate

0.0% 'Children 4 to 19 years of age, who are not high school graduates. 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report Major Sheldon Wheeler Elementary School Fall 1998 oat- rioritie

Information about a school's School Year#1 School Curriculum performance is most useful if Ending 1996#2 Student Behavior schoolwide priorities are first #3 Parent Involvement/Community Relations identified. This rank ordering of school improvement goals provides a concise School Year#1 Title I Schoolwide Project and clear sketch of this school's School Ending 1997#2 Educational Technology Improvement Plans over the past three #3 Hawaii Content and Performance Standards (Alignment) years. A description of school improvement priorities and activities School Year#1 Success Compact during the school year just completed isEnding 1998#2 School Climate given below. #3 Hawaii Content and Performance Standards (Alignment)

Priority 1: Success Compact

The continued incorporation of Success Compact strategies in reading and the content areas has been an important part of our schoolwide instructional programs. Facilitating the development and implementation of specific interdisciplinary thematic units that are relevant to grade level content areas have allowed teachers the opportunity to explore a variety of non-traditional methods of instruction. The integration of interdisciplinary units with the current basal reading program has provided students with a balanced educational experience.

Priority 2: School Climate

Efforts to develop a positive school climate remain a priority at Wheeler Elementary School.The development of our school motto "capable, connected, and contributing" has been the central theme of our school climate efforts.During school year 1997-98 grade levels produced videos with regard to specific social skills.These videos became part of our weekly schoolwide broadcasts on WES Live. We also developed a "Buddy" program where a lower grade class partners with an upper grade class to develop peer relationships. We continue to incorporate Tribes strategies schoolwide and provided continued inservice for our staff. We are also updating our Wheeler Elementary School Code of Conduct during the 1998-99 school year.

Priority 3: Hawai'i Content and Performance Standards (Alignment)

Alignment and Development of Math Instructional Strategies Continued efforts to align schoolitide curriculum to the Hawai i Content and Performance Standards has been an important part of our school improvement efforts. During the 1997-98 school year our focus has been on identifying instructional strategies in the area's of Math and Science and aligning them with the Hawai' i Content and Performance Standards. During School Year 1998-99 we will be developing rubrics for the assessment of our Math and Science curriculum. Curriculum alignment will remain a priority for all areas of curriculum at Wheeler Elementary School.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Major Sheldon Wheeler Elementary School Fall 1998 re 0

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 57.5

Regular Instruction. FTE 43.0 Total FTE 57.5 Special Education. FTE 8.5

Supplemental Instruction. FTE 6.0

Total number of persons 59 Regular FTE =VA 43 assigned to teaching,

Teachers with 5 or more years 28 experience in this school Special Education FTE

Teachers average years of experience 12.3 Students per Teaching Staff Member Supplemental FTE 6 Regular Instruction 19.3

Special Education 9.6 Administrative and Student Services Staff Total Headcount 59

Administration'. FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this 28 Counselors. FTE 2.0 School

Number of principals at this 3 school in the last five years 0 20 40 60 80

Administration includes Principals, Vice-Principals, Student Activity Coordinators,Registrars, and Athletic.Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 55 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration 93% Building exterior 2

Building interior 2 Library 109% Equipment/Fumishings 2

Heatth/Safety 1 2

Sanitation 2 Cafeteria/ 0% Auditorium Total 12

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms,-)14-,,,z, . 105% For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 10011774, 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

2 3 ij Major Sheldon Wheeler Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

: 82% Instructional Leadership 70% WASPZAVAVarAW7APX4rAMM61%

1 91% Emphasis on Academics 67% rff07-AIMMIVAMBFM,AWAYMAWA.*72%

I H ,`lilt !I Iiii111!:!. 86% High Expectations 71% WZY:a.YMM'./AVAVM'M7APM''.XOMTZM'M78%

I % I 87% Frequent Monitoring 63% 02IVAVXMAVAVAVAW:M074r4F7AWAVAN76% .... 76% School Learning Climate 70% rgiV/:AFM7ZAT/44PMX07AM,50%

!iii HI lil I lliiilillil,!!!! I ! . 92% Home-School Relations 77% WZAVAW.ff/ZW467%

0% 25% 50% 75% 100% Survey conducted in school OStudents El Parents O Staffroent of favorable year ending 1997 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 999 A7-2% Attendance and Absences Suspended: 2.8% 29 School Year These 29 students were 1995-96 1996-97 1997-98 responsible for these 43 suspensions. Average Daily Attendance: % (higher is better) Class A: 9 209% 95.3% 94.5% 94.8% 95.0%

Average Daily Absences: in days Class B: 27- 162.8% (lower is better) 8.2 9.7 9.2 9 Class C:5 11;6%

Class D:2 a 4.7%

0.0% 20.0% 40.0%60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

23 7 Major Sheldon Wheeler Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading 100% Norm

90% Above Average 80%

70%

60%

58.8% 50% 51.0% 60.5% Average54.0% 67.4% 56.9% 40% MUM MUM EMMUM 30% 53.7% MISM MEM 20% MIME MIME MIMEBelow 10% Average

0% 3.7% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

233 Fall 1998 A. Comprehensive Assessment and Accountability System School Year 1997-98

Lehua Elementary School Grades K-6 School Status and Improvement Report Focus On School z(Content o improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Statusand Focus on P. 1 Improvement Report has been prepared as part of the Department's Rehm' Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides information on School Settina the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student : Shuford Profile population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools School collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School-Description Vital Sians Hidden below Karneharneha Highway at the end of Lehua Avenue and set within a recreational haven, is Lehua Elementary School. Upon Effective School entering Lehua School. one immediately secs the City and County stodetorConduct Recreational Center. Bordering this facility is a lush plant nursery, which seems to protect the school and the recreational facilities with a wall of Statewide greenery. In back of the school is a popular bike path used by joggers and bikers on the leeward coast who often use the school as a -*watering School ground. Lehua Elementary school and the plant nursery serve as the gateway to the Peninsula. Approximately 75% of the students attending Lehua School live School Address: in the Peninsula and are military dependents. The Peninsula is a military housing consisting of predominantly Navy personnel. While the majority of Lehua Elementary School the student population can be classified as military, the other significant group is the local population. 791 Lehua Avenue The school has a highly transient student population with a very stable Pearl City, HI 96782 teaching staff.The transiency of the students affects the students' bond with the intermediate, high school and Lehua School as well. Lehua Elementary School has submitted a plan for School/Community- Based Management.

EST COPYAVAILABLE Lehua Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 Native American School year ending 1996 1997 1998 1 0.2%

Black 59 tiv Jr. 11.9% Fall enrollment 499 504 502 Chinese4 0.6%

Number and percent of students 443 413 385 F&pino 58 11.7% enrolled for the entire school year 88.8% 81.9% 76.7% Hawaiian9 1.8% PartHawaiian 30 t 6.1% Number and percent of students 192 193 208 receiving free or reduced-cost Japanese 32 lunch 38.5% 38.3% 41.4% Korean 1 02%

Portuguese 1 0.2% Number and percent of students 45 57 57 in Special Education programs Hispanic 19 rA 3.89f, 9.0% 11.3% 11.4% Samoan 14 2.8%,

1Mite 196 Number and percent of students 'AlltalrJrAradr2ArdrAKWill39.7% 15 13 23 with limited English proficiency Indo-Chinese0 0.0% I 3.0% I 2.6% 4.6% An Others 70 err 144%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0%

Community ProfileBas.den,./sgou.s.c.....

School State of Community Educational Attainment Community Hawaii Level

Average family size College 13.0% 2.7 3.6 Graduate 21.1%

Percent of households with 40.8% 31.8% school age children (4-19)

Median household income $27,313 $38,829 Some College

Per capita income $9,629 $15.770

68.4% Percent of households with 4.6% 6.8% High School Public Assistance income

Percent of children (3-19 years) 10.3% 11.6% below poverty level Less than High School Percent of children (4-19 years) 1.9% 2.1% who are at-ris Graduate

Comprehensive Assesiment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 240 Lehua Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year #1 Student Achievement performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 Staff Development identified. This rank ordering ofschool improvement goals provides a concise School Year#1 Student Achievement and clear sketch of this school's School Ending 1997 #2 Educational. Technology Improvement Plans over the past three #3 StaffDevelopment years. A description ofschool improvement priorities and activities School Year #1 Student Achievement during the school year just completed isEnding 1998 #2Other given below. #3 Educational Technology

Priority 1: Student Achievement

FOCUS: To Improve Student Achievement.Lehua School is working towards increased reading comprehension and mathematics achievement for students. ACTIVITIES UNDERTAKEN: Training sessions conducted for schoolpersonnel and parents.Title II Eisenhower Grant was awarded for Mathematics training sessions. Revised mathematicscurriculum and alignedit with HCPS and NCTM Standards. Integrated Success Compact strategies in reading comprehension. Teachers visited other schools, while we hosted visiting schools.Lehua school served as the Success Compact Teacher Learning Center for Leeward District. RESULTS: Increased understanding of the learningprocess by both school personnel and parents. Ninety percent of teachers are implementing the Success Compact learning process. Student learning isbecoming more visible in more classrooms.There is a slight increase in the SAT Reading Comprehensionscore (longitudinal study). Discipline problems have lessened in the classrooms.

Priority 2: Improved Collaboration and Shared-Decision MakingProcess

FOCUS: To Improve Collaboration and Shared-Decision Making Process ACTIVITIES UNDERTAKEN: The Lehua School SCBM Operating Guidelineswere developed with input of, and approved by all segments of the school community. The school'sFocus, Essence and order were developed by all segments of the school community. Teachers used Articulation Daysto work by grade levels to develop/unify learning units_ Administration, classified staff andteachers worked on school budget together. RESULTS:Administration, staff members and parent representatives are developinga more trusting, relaxed and satisfying relationship. More teachers are applying theprocess with their classes. Priority 3: Educational Technology

FOUCS: To Use Technology As a Tool for Effective and MeaningfulLearning and Communication. ACTIVITIES UNDERTAKEN: Additional training on basic operations, email,applications. Additional hubs purchased allow more connections for three buildings, including the kitchen.More hardware purchased for kitchen and classrooms. We are beginning to installa second platform by acquiring pcs. RESULTS: Students are becoming more versatile in applying and using technology withmore frequency as a tool to access and use information. This is a result of teachers' continued and advanceduse, as well as growing confidence in technology (applications, email, Internet, etc.).

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Lehua Elementary School Fall 1998 sa

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 30.0

Regular Instruction, FTE 19.0 Total FTE Special Education, FTE 8.0 j

Supplemental Instruction, FTE 3.0

Total number of persons 31 Regular FTE assigned to teaching,

Teachers with 5 or more years 27 experience in this school Special Education FTE Teachers' average years of experience 11.9 Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.2

Special Education 7.1 Administrative and Student Services Staff Total Headcount

Administration, FTE 1.0 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this Counselors, FTE 1.0 School Number of principals at this school in the last five years L 0 10 20 30 40 Administration includes Principals. Vice-Principals, Student Activity Coordinators. Registrars, and AthleticDirectors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 29 State Standards Number of classrooms short (-) or over (4.) 0 School facilities inspection results

Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3 Grounds 2

Building exterior 2 Building interior 2 L J Equipment/Fumishings 1. 3 Health/ Safety 3

Sanitation 3

Total 15

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18= Very Good

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

222 Outcomes: Vital Signs

III

- - VA KO MMM8P/ GY..t/67APZFZ...il :

7. WA W72/". VilA 7.4 ZA - 8tI1 MUM1111111111111ififfillffillillft118llifi111ifill '97ZZ07. 07. ff OMM77, 07ff ".Z ;

V7:07, PZWZ.07A imaimimii,ci i. ta IIH's' 'M'ZMM'Z2M "LM1MMMM

gM'ili.W:07/AW.R.74WAW*. ",./Z,a

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State Standard

95.1% 95.1% 95.2% 95 0%

8.6 8.5 8.5 9

I IP I .

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. e. Lehua Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading 100% , Norm

90% - Above Average 80% EN NUN NUN 70% ENE MENE 60%

50% 52.7% NE Average 60.0% 64.1% EN 40% - 61.5% E ENEEN 30%

20%

10% Below Average :10.3% 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

244 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Aliamanu Elementary School Grades K-6 School Status and ImprovementReport Focus On School VZ(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children,we must have regular, Focus on understandable accounts of our schools' progress. ThisSchool Status ana Improvement Report has been prepared as part of theDepartment's Schnnl Comprehensive Assessment and Accountability System,and in accordance with §302A-1004, Hawai'i Revised Statutes, which School requires systematic reports to the people about the performance of schools, individuallyand Descriotion collectively.

Outcomes: PP. 5-6 School. Description Vital Sians Aliarnanu Elementary School is committed to excellence. Threeyears ago, : Effective School the school implemented a new reading program inour continuing efforts to improve our students' reading comprehension. Two yearsago we also began ShiriAntCnndiict a new math program (more in tune with the NCI-NI standards)to help our :* Statewide students improve their math skills and knowledge. In addition to our basic educational program, the school offersspecial programs :* School inphysicaleducation, computer technology,agifted/talentedprogram comprised of science GPI' for lower elementary studentsand a media communication program for upper elementary students. Our mediaprogram School Address: presents the Aliamanu Elementary School Newscast (AES News)on closed- circuittelevision.Our computer technology successfullycompleted the Aliamanu Elementary School networking of the library and Building H to the office andwe are looking 3265 Salt Lake Blvd. forward to our CIP project which will link up 80% ofour school. About 80% of our students are military dependents. There isa very supportive Honolulu, HI 96818 community and PTA. We have several military partnerships. Wehave an active SCBNI Council and this year we worked on gettingconsensus from teachers and students to modify our school's calendar for the SY 1999-2000.

BEST COPYAVAILABLE 245 Aliamanu Elementary School Fall1998

Student Profile Student EthnicityDistribution, School Year Ending 1998 School year ending Native American7 1996 1997 1998 0.8% ,

Fall enrollment Black 71 7.9% 889 880 903 Chinese 44

Number and percent of students 780 Filipino 171 enrolled for the entire school 751 762 r.,,,,,,8.9% year Hawaiian 11©1.2% 1 87.7% 85.3% 84.4% 1 1 . Part-Hawaiian 35EAS 3.9% , , Number and percent of students , 218 310 1 receiving free or reduced-cast 213 Japanese 27 3 3.0% : , lunch 24.5% 35.2% 23.6% 1 i Korean 10p 1.1% , , , Portuguese 7 Number and percent of students 0 .8% I 1 32 33 in Special Education programs 44 1 Hispanic 25 28% : 1 i 3.6% 3.8% 4.9% Samoan 23 la2.5% 1, ,

1 Number and percent of students Mute 322 .,,r ..,ii, ." ,e, d, 9 9 9 9 9 ..r. 71 ,o'435.6% with limited English proficiency 75 60 Indo-Chinese3 0.3% ' , 8.0% 8.5% 6.6% AM Others 148 lie./ .., ..v.., ..,i16.14%

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational .Community Hawaii Attainment Level Average family size 13.3% 2.7 3.6 College Graduate 21.1% Percent of households with 40.3% school age children (4-19) 31.8%

Median hOusehold income 35.5% $30,721 $38,829 Some College 29.9% Per capita income 510,959 $15,770

Percent of households with 4.6% 34.9% Public Assistance income 6.8% High School 30.4%

Percent of children (3-19 years) 2.4% below poverty level 11.6% Less than High Percent of children (4-19 years) School 0.0% who are at-risk' 2.1% Graduate

'Children 4 to 19 years of age, who are not high school 0.0% graduates. 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate,is single. divorced or separated, and is below the povertylevel. 13State of Hawaii0School Community

Comprehensive Assessment and AccountabilitySystem Page 2 School Status and Improvement Report

BEST COPYAVAILABLE 246 Aliamanu Elementary School Fall 1998 Proce.ss: School Priorities

Information about a school's School Year#1 School/Community-Based Management performance is most useful if Ending 1996#2 Staff Development schoolwide priorities are first #3 Hawai'i Content and Performance Standards(Alignment) identified. This rank ordering of school improvement goals provides a concise School Year#1School/Community-Based Management and clear sketch of this school's School Ending 1997#2Educational Technology Improvement Plans over the past three #3Hawai'i Content and Performance Standards(Alignment) years. A description of school improvement priorities and activities School Year#1School/Community-Based Management during the school year just completed is Ending 1998#2Educational Technology given below. #3Hawai'i Content and Performance Standards (Alignment)

Priority 1: School/Community-Based Management There were three main goals for school year 1997-98. These were: I . To survey the parents and the community. 2. To get consensus from our teachers and students on a modified school calendar. 3. To submit a waiver to the BOE to change our school calendar to that ofa modified calendar.

At the beginning of the year, it was felt by the SCBM Council thata survey should be done to find out from our parents and the community if they were still in favor of a modified calendar since we had centered most of our efforts last school year on craftinga consensus-building model for our teachers. Such a survey would alsoserve as a way to find out what else may be of interest to our parents and our community. The SCBM council also worked hard to get a consensus from both teachersand students on the issue of the modified calendar. Utilizing our TRIBES training, we worked on providing the teachers with informationand time to fully discuss the issue. We partially succeeded in our efforts. That is, teachers decided that they didnot want to look at a modified calendar for SY 1998-99, but were willing to do it for the 1999-2000 year. Their rationale had to do with the additionalseven days of instruction. They felt that it would be an excellent time to find out what it felt like to start in August

The SCBM Council began working on the modified school calendar for 1999-2000.Input will be gotten from all role groups and meetings will be held early next school year to create a calendarwe all can live with

Priority 2: Educational Technology Our school was targeted to have our entire school wired thisyear as a Capitol Improvements Project.As such, the Federal Government's E-Rate Program would be very important as it would allowus to purchase needed networking materials and equipment at discounted prices. This discount was based upon the number of free and reduced luncheswe had at our school. Our discount rate was 60%, and at the rate our money could be stretched to but a lot. We have submitted all ofour purchase orders for hubs, wiring, etc. for our CEP. We were initially told that construction would begin mid-year, but it hasnot begun yet.In the meantime, the Technology Committee worked very hard this year trying to raisemoney for E-Rate.

We also continued our inservice training K-6 teachers. We wantedto insure that teachers were using what they had learned about the intemet. We taught and re-taught strategies on several differentthings utilizing search engines, how to use email, etc. We made certain that all of our teachers and clerical staff were inserviced andsuccessfully passed the Internet driving license, which isa requirement for E-Rate.

Priority 3: Hawaii Content and Performance Standards (Alignment) We spent a lot of time and energy on math again this school year. There were two areas of math that had to be dealt with... our school's target area for HCPS this year was math and Algebra Literacy for All that theRadford Complex has been working on for the past four years.

Our Math Committee had taken on the task for aligningour school's math curriculum to HCPS. Mrs. Kathy Nishimura, OASIS Math Specialist helped our Math Committee who met to decide how it would bedone, planned for the meetings, and set up meeting dates utilizing two of our waiver days. Basically, the teachers met by gradelevels, first They picked one math strand and worked on

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 247 Aliamanu Elementary School Fall 1998 se

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 45.5

Regular Instruction, FTE 37.0 Total FTE M.0.7-6:". 27 .81 4.5 Special Education, FTE 4.5

, Supplemental Instruction, FIE 4.0

Total number of persons 47 Regular FTE..i7--,...2.1...-.7±.. 37 assigned to teaching,

Teachers with 5 or more years 40 experience in this school Special Education FTE 4.5 , Teachers' average years of experience 16.2 Students per Teaching Staff Member , Supplemental FTE -' 4 , , Regular Instruction 21.0 , , Special Education 9.8 Administrative and Student Services Staff Total Headcount . :,...... 7

, , , Administration*, FTE 2.0 Teachers with 5 or More , Librarians, FTE 1.0 Years Experience in this ..a.n:c a.fl..-.":,....L.rr 'tt' Counselors, FTE 2.0 School

Number of principals at this 1 school in the last five years 0 10 20 3040 50

Administration includes Principals. Vice-Principals. Student Activity Coordinators, Registrars,and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 46 State Standards

Number of classrooms short (-) or over (+) 1

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration Building exterior 2 Building interior 21 Library EquipmentiFumishings 3

Health/Safety 3 Sanitation 2 Cafeteria/ Auditorium Total 14 1

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very GOod 0.0% 11:811MS 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

448 n Aliamanu Elementary School Fall 1998

Effective School Practices Effective Schools Survey

I if 711% Instructional Leadership 45 /o Z. OZ. 3 MeZee/Ml MBr.Z7 63%

H:LIH!! PH! '11;1 '"- 87% Emphasis on Academics 69% AV 7iliXM 607 ffe e/A75%

11101:1,i 86% High Expectations 70% Pr.AVZOMM77. 83%

.; . :'!!::, 1 88% Frequent Monitoring 65% eT/Z.OXa 74% 83% School Learning Climate 71% 57% HMI !WWI .'iii 83% Home-School Relations 57% Aff07.///t e7", 70% 0% 25% 50% 75% 100% Survey conducted In school cent of favorable I In Students El Parents 0 Staff year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 884 .9% Attendance and Absences Suspended: State 19 School Year Standard These 19 students were responsible for these 27 1995-96 1996-97 1997-98 suspensions. Average Daily Attendance: % (higher is better) Class A: 2 95.5% 95.6% 95.8% 95.0%

Average Daily Absences: in days Class B: 24 7.4-4-7 88.9% (lower is better) 7.9 F 7.7 7.3 9 Class C: 00.0%

Class D: 1 3.7%

0.0% 20.0%40.0% 60.0% 80.0% 100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPYAVAILABLE 249 Aliamanu Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above 28.3% 28.8% Average 80%

70%

60%

61.1% 50% 60.2% Average I EMU ,52.3% E 40% 55.4% MUME 61.9% E E MUME E 30%ME E ME MIME ME MIME 20% EMI MMIME Below 10% 18.9%;Average 9.7% 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

250 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

RED HILL SCHOOL samotois- mtvall Red Hill Elementary School Grades K-6 School Status and improvement Report Focus On School it*IContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on p. 1 Improvement Report has been prepared as part of the Department's Schnell Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high School p. 3 schools). This report complements The Superintendent's Annual Report Process: on School p. 4 Performance and Improvement in Hawaii, which analyzes our schools Sc.honl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describeour Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Red Hill Elementary School serves students from Aliamanu Military EffectiveSchool Reservation, U.S. Coast Guard Housing, and a federal, moderate- Student Cnnrhict income housing project.The school is about 30 years old.The school Statewide serves about 600 students, 65% of whom are military dependents. Red Hill School has an active military partnership with the U.S. Coast Guard anda business partnership with Panasonic Corporation. Other supportgroups include our School Address: Parent Community Networking Center, Parent-Teacher-Student Red Hill Elementary School Organization, Student Council and SCBM Council. 1265 Ala Kula Place Honolulu, HI 96819

251 Red Hill Elementary School Fall 1998

Student Profile Student EthnicityDistribution,School . Year ar Ending1998 School year ending 1996 1997 1998 NativeNa American 2I Black 51t----3 82% Fall enrollment 682 671 623 Chinese 70 1.1%

Filipino Number and percent of students 608 605 522 61 r _.:,4.- 9.8% enrolled for the entire school Hawaiian 12 1.9% i i year 89.1% 90.2% 83.8% Part-Hawaiian 68.9".., ....:I11.0%.

Number and percent of students 199 226 186 Japanese 21 IM3.4% i receiving free or reduced-cost lunch 29.2% 33.7% J 29.9% Korean 23 3.7%

Portuguese 5 0.8% , Number and percent of students 33 32 48 in Special Education programs Hispanic 170 2.7%:

L 4.8% 4.8% 7.7% Samoan 16r 2.6%:

White 237 14e.40' # 38.2% Number and percent of students 12 18 J 15 with limited English proficiency Indo-Chinese0 0.0% 1.8% 2.7% 2.4% AO Others 100 24. ...I 16.1%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0%

Community Profile Basedon the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College 14.9% Average family size 3.1 3.6 Graduate 21.1%

Percent of households with 51.7% 31.8% school age children (4-19)

36.3% Median household income $32,225 $38.829 Some College

Per capita income $10.850 $15,770

Percent of households with 2.4% 6.8% High School Public Assistance income

Percent of children (3-19 years) 5.3% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% who are at-risk Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age. who are not high school graduates. living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of HawaiiG School Community

Comprehensive Assessment and Accountability System Page 2 School Status and improvement Report Red Hill Elementary School Fall 1998 Process:: ioritie

Information about a school's School Year#1Student Achievement performance is most useful if Ending 1996#2 School Curriculum schoolwide priorities are first #3 School/Community -Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's School Ending 1997#2 Success Compact Improvement Plans over the past three #3 School/Community-Based Management years. A description of school improvement priorities and activities School Year#1School Curriculum during the school year just completed is Ending 1998#2Educational Technology given below. #3School/Community-Based Management

Priority 1: School Curriculum

Success Compact and School-to-Work strategies were integrated into the curriculumcrossing all subject areas. The SAT 8 was again used to identify strengths and weaknesses within Grades 3-6.Committees focused on training/in-service in the areas of math, science and reading.The curriculum Fair was a showcase of student work covering many subject areas.

Priority 2: Educational Technology

Red Hill School is committed to using technologyas a tool for learning. Our students participated in video conferences, produced video programs, actively used CD ROMs andmulti-media technology.They demonstrated their skills by developing a Home Page via the World WideWeb, and completing other technology/media productions during the year. The Technology Committeedeveloped an action plan which included LAN implementation during the summer 1998.

Priority 3: School/Community-Based Management (SCBM)

In May 1996, the Letter of Intent was filed. In June 1997, the Proposalto Implement was presented. This past year meetings have been held with all role groups attending to review/revise the By-Laws.A dedicated group is intact and ready to continue the challenge of an SCBM School. We have addressed theissue of an adjusted school calendar, and will continue discussion of that topic.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

25 3 Red Hill Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 34.0

Regular Instruction. FTE 26.0 Total FTE 34 Special Education, FTE 3.0

Supplemental Instruction, FTE 5.0 Regular FTE Total number of persons 34 assigned to teaching,

Teachers with 5 or more years 27 experience in this school Special Education FTE

Teachers' average years of experience 18.1

Students per Teaching Staff Member Supplemental FTE Regular Instruction 18.5

Special Education 16.0

Administrative and Student Services Staff Total Headcount 34

Administration', FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this 27 School Counselors, FTE 1.0

Number of principals at this 0 10 20 30 40 school in the last five years Administration includes Principals. Vice-Principals. Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 33 State Standards Number of classrooms short (-) or over (+) 0

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99 %) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Building interior 1 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 13

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total:

6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 16111.0% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

4r J Red Hill Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

' -.:':11. ,= 65% ' Instructional Leadership 63% ".Z4ere:Y/ V.A3r/Ore:/.. "7% 59%

Ijilij 11 1:iil 1;1 !HIWII!!: 81% Emphasis on Academics 65% gOV77/40V7 ZZA 7.4 WM"Zei V.MMffA74%

'''' ;:Hwi 89% High Expectations 69% 7M7. ,07. V", e777%2 Z MY. 7.'MZ75% 'lifililliit.. 86% Frequent Monitoring 62°o VZOKG9:760 Xst7:07.4M'AWZ,..01W/A75% ;11!!!:!:li 83% School Learning Climate 76% MZOMM71: OZ.60%

Wi::!:111W! I !Ili"' ilWii1WILIIIII1111;:lir=m:.;(1310). 77% Home-School Relations f.ff7. Z,.. 65%

0% 25% 50% 75% 100% Survey conducted in school OStudents B Parents 0 Staffteent of favorable year ending 1997 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 615 arrigVart7% Attendance and Absences Suspended: ... 1.376 State 8 School Year Standard These 8 students were responsible for these 9 1995-96 1996-97 1997-98 suspensions. Average Daily Attendance: % (higher is better) Class A: 00.0% 95.2% 95.6% 95.3% 95.0%

Average Daily Absences: in days Class B:8 ..4c,''64"-.1 88.9% (lower is better) 8.4 7.6 8.3 9 Class C: 1 E10%

Class D:00.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class tv. Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, tres -sting suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

4n J- Red Hill Elementary School Fall 1998 Outcomes: Vital Si. ns Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm

Above 26.9% 30.5% Average

45.8% MIME MEM MEM MEM MEM MEM MEM MEM MUM MEM EMU EWES NUM 48.4% MEM. Average 54.0% 72.0% 57.9% 40.7% MUM EMU MEMMEM MEM EMUMIME 47.9% MIME MEM MEM UUUUMUM MM. MEMMEM MEM EMUMEM MIME MEMMEM. MEM MEM MOM MEMBelow Average 14.0%

1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

25 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Makalapa Elementary School Grades K-6 School Status and= Improvement Report Focus On School ' !Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular. understandable accounts of our schools' progress. This School Status ana Focus on p. 1 Improvement Report has been prepared as part of the Department's Sehrml Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and P. 1 Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settino 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Sturiant Profile school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnell collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Skins Opened in 1971, Makalapa Elementary School was designed in the Effective School open classroom arrangement popular at that time. Presently, about : Shidant Conduit 70% of our students are military connected. Consensus was reached and a *:* Statewide waiver received to implement a year-round school education calendar in School 1996-97.A two (2) year continuance of the year-round calendar was grantedin1998. Makalapa Elementary Schoolisoperating under School Address: School/Community-Based Management. Makalapa Elementary School 4435 Salt Lake Blvd. Honolulu, HI 96818

BEST COPY AVAILABLE 257 Makalapa Elementary School Fail 1998 aontext:School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American0 0.0%

Black 103 14.3% Fall enrollment 705 699 716 Chinese 14 b 1.9%

Number and percent of students 613 624 613 Filiptrio 100 is 4- .r, =1 25.1% enrolled for the entire school Year 87.0% 89.3% 85.6% Hawaiian2 l0.3%

Pan- Hawaiian 43 6.0% Number and percent of students 187 306 301 receiving free or reduced-cost r Japanese 11 lunch 26.5% 43.8% 42.0% Korean B 13 1.1%

Portuguese7 0 1.0% Number and percent of students 37 30 in Special Education programs 33 Hispanic 29 WA 4.0% 5.2% 4.3% 4.6% r Samoan 42 5.890

White 163 ".* ,41 221% Number and percent of students 44 32 with limited English proficiency r 40 Indo-Chinese1 10.1% 6.2% 4.6% 5.6% A0 Others 115 e .r e 116.0%

0.0% 10.0% 20.0% 30.0%

Community Profile8ased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level Average family size College 30S% 2.9 3.6 Graduate

Percent of households with 34.5% 31.8% school age children (4-19)

34.0% Median household income $49.812 $38,829 Some College 29.9%

Per capita income $17.375 $15,770

-,Irrnmesem.numamme-se...tsraptaave Percent of households with 517=9011AXS7A.W..217117R5HVIRICNISIS23.3% 3.2% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 4.2% 11.6% below poverty level Less than High

Percent of children (4-19 years) School 0.7% 2.1% who are at-rise Graduate

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY MAILABLE

253 Makalapa ElementarySchool Fall 1998 roc hoo -Priorities-

Information about a school's School Year #1 Student Achievement performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 Student Attitude identified. This rank ordering ofschool improvement goals provides a concise School Year #1Student Achievement and clear sketch of this school's School Ending 1997 #2Educational Technology Improvement Plans over the past three #3Student Attitude years. A description ofschool improvement priorities and activities School Year#1Student Achievement during the school year just completed isEnding 1998 #2Parent Involvement/Community Relations given below. #3Student Attitude

Priority 1: Student Achievement

Makalapa continues to work on improving student achievement. A meaningful, relevant & challengingcurriculum is being designed, implemented & strengthened through various initiatives:thematic interdisciplinary units supported by Success Compact training; alignment of curriculum to Performance Standards; implementationof learning expectations for all students: improving student reading&writing skills through the implementation of School-wide Title 1 plan; & infusion of career activities & SCANS across the curriculum. Networkedcomputers in every classroom, video equipment, media production center, and teleconferencing capabilitiesfurther support the curriculum.In addition, alternative assessments, SAT & other evaluation dataare analyzed to improve curriculum & instruction. The involvement of the school community continues. Militarypartners assist students with reading & other curriculum activities such as Junior Achievement;parents are trained to support their children in academic skills & attitudes; local merchants provide incentives for students. Priority 2: Parent Involvement/Community Relations

The school recognizes the importance of working with the home & communityto effectively assist student to reach their full potential. Providing multiple forum for parents & community members to give input is essentialto the school. The SCBM council, PTO, & PCNC Parent Facilitator continue to holdopen meetings for parents & community members to be active participants. Grade levels organize & conduct workshops & other activitiesto train & encourage parents to be involved in the education of their child.Parents & community members are encouraged to participate in the development & implementation of our school improvement plan. Asa result of the input received, Makalapa was able to develop the Parent-Student-Teacher Compact & Parent Involvement Policy.

Priority 3: Student Attitude

Student attitude impacts student achievement. For this reason all teacher & staffare encouraged to be TRIBES- trained. Currently more than 80% of the teachers & staff are trained. Fourteen(14)have committed to take the second level of TRIBES training. A sense of community, guidance activities, positive praiseare emphasized in cooperative learning strategies learned in TRIBES. The entire school functionson the TRIBES concept for improved interpersonal relationships.School continues to provide opportunities for students to apply their learning in co-curricular activities:track, basketball, volleyball, Jump Rope for Heart; speech festival, school chorus, song festival, video & yearbook crew, JPO, Student Council, Safety Squad, & Reading Buddies.An integral part of the school program is to recognize student achievement: Quarterly awards assembly, recognition for school & community service, perfect attendance certificates, & class and grade level awards. Supplementary

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report Makalapa Elementary School Fall 1998 0

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 35.0

Regular Instruction, FTE 28.0 Total FTE Special Education. FTE 4.0

Supplemental Instruction, FTE 3.0 Regular FTE Total number of persons 35 28 assigned to teaching,

Teachers with 5 or more years 22 experience in this school Special Education FTE

Teachers' average years of experience 13.9 Students per Teaching Staff Member Supplemental FTE Regular Instruction 22.0

Special Education 8.3 Administrative and Student Services Staff Total Headcount 35

Administration*, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE 2.0 School

Number of principals at this 1 school in the last five years 0 10 20 30 40

Administration includes Principals, Vice-Principals. Student Activity Coordinators, Registrars, and AthleticDirectors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 33 State Standards Number of classrooms short (-) or over (+) -1 School facilities inspection results Inadequate Marginal Standard Score (Wow 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 1 3

Building interior 3 Library EquipmentlFumishings r 3 Heatth/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable; 2= Satisfactory; 3= Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gdod 0.0% 1000% 200 0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report Makalapa Elementary School Fall 1998 Outcomes:.Vital-Sign Effective School Practices Effective Schools Survey

; : I, , I;s .' 87% Instructional Leadership 58% MiTeZOM ZWZig 71P/0

I , 1 , liit":;ii 92% Emphasis on Academics 69% Z/MZ,/"./2301fA /llA 7/..MV/i2V 7 Are. / 2 7./A.80%

;I ! Ill I !lit! ;!i I I 88% High Expectations 69% 7. Wff7.,07 MM7.0./ZW' 87% IHWifIlihr,111!1!:IH III!! ,,,,,,,, 87% Frequent Monitoring 69°., /7/1W. 7:74 07:MAVAVIMWA WAg' 82%

i!lilliji 93% School Learning Climate 72% 67%;

it , 95% Home-School Relations 71% 80%

0% 25% 50% 75% 100% Survey conducted in school t7 Students 13 Parents OStaffinent of favorable year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 713 6% 4 Attendance and Absences Suspended: 0.4% State 3 School Year Standard These 3 students were responsible for these 5 1995-96 1996-97 1997-98 7SUSPLC1tO113. Average Daily Attendance: % (higher is better) Class A: 1 95.4% 94.9% 95.4% 95.0%

Average Daily Absences: in days Class B:2 40.0% (lower is better) 8.1 9 8.1 9 Class C:2 40.0%

Class D:00.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

2'11 BEST COPYAVAILABLE Makalapa Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade6

National Math Reading Math Reading Math Reading 100% , Norm

90% -; Above Average 80% NEU ENNIO .". MINN 70% MEN MINN NENE NONE INNEN NEMO MINN 60% UN. MEN NENE NUN NEM NNW NENE UNE NNE NUM RUNS 50% 55.6% NIUE MEN NENE NEMAverage NUN ENE. NENE NUN NENE 40% 56.7% NUN NUNN MEIN NUN 42.0% NENE MENMOEN UUUU 51.4% MEE MINNNUNN NUE NENE 30%LIENMEN MINN NUN NENE MON NUM MEE ENNINNEU 41.7% NEN. UNE MINE MEE EMS MM. 20%LIEN UNE RUa NUM NENE NUNMEN E NEMMEERBelow 10% MINENNE. MEE Average 12.2% MEN 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

202 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Pearl Harbor Elementary School Grades K-6 School Status and. Improvement-Report Focus.: On. School 'Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status and Focus on Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Descriotion. collectively. Context; This report includes a description of the school and provides information on the context, process, and outcomes of education at the school for the 1997- School. Setiina 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Studant Prafila school's priorities, plans, and action for improvement and indicates the : Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national c Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Pearl Harbor Elementary School has been serving both military Effective School dependents and local residents in grades kindergarten through six since Studant Cnnrinet 1956. It integrates a remarkably diverse population that includes Filipinos, Statewide Caucasians, African-Americans, Samoans, and Asian-Americans, together School with medically fragile students from the south side of Central O'ahu District. The school has military partnerships with units from both Naval School Address: Base Pearl Harbor and Hickam Air Force Base.The school's tree shaded campus is "off-base," between the Navy Exchange and Moanalua Shopping Pearl Harbor Elementary School 1 Moanalua Ridge Center near the Moanalua Terrace military housing area. Honolulu, HI 96818

jsVA;i:' d s

2 G 3 Pearl Harbor Elementary School Fall 1998 Context:_School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American7 1.1% Stadt 57 9.1% Fall enrollment 777 691 639 Chinese7 1.154

Number and percent of students 666 597 559 Filipino 228 36.2% enrolled for the entire school Hawaiian7 1.1% Year 85.7% 86.4% 87.5% Pan-Hawaiian 52

Number and percent of students 334 294 304 Japanese 12 receiving free or reduced-cost lunch r43.0% 42.5% 47.6% Korean 1

Portuguese3 0.5% Number and percent of students 45 37 34 in Special Education programs Hispanic 25

5.8% 5.4% 5.3% Samoan 54 Mile 99 Number and percent of students 76 80 70 with limited English proficiency 9.8% 11.6% 11.0%1

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased on the 1990 US. Census

School State of Community Educational Attainment . Community Hawaii Level College Average family size 3.1 3.6 Graduate

Percent of households with 41.4% 31.8% school age children (4-19)

Median household income $30,188 $38.829 Some College

Per capita income $10,190 $15,770 _I

Percent of households with 5.4% 6.8% High School Public Assistance income

Percent of children (3-19 years) 8.3% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% who are at-risk Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 500% C.reldren 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate, is single. divorced or separated. and is below the poverty level. 13State of Hawaii0School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE

44 Pearl Harbor Elementary School Fall 1998 Process: School Priorities.

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996#2 Hawai'i Contentand Performance Standards (Alignment) schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's SchoolEnding 1997#2 Hawaii Content and Performance Standards (Alignment) Improvement Plans over the past three #3 Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year#1Student Achievement during the school year just completed isEnding 1998#2Hawai'iContent and Performance Standards (Assessmen given below. #3Parent Involvement/Community Relations

Priority 1: Student Achievement

Pearl Harbor Elementary School (PHES) hasa schoolwide plan which focuses on providing students with academic and affective activities which promote students' higher-levelthinking skills. The goal is to develop literate students aware of the importance of critical and creativethinking. Students are offered a balanced reading program of literacy strategics, content-based reading, andphonics and skills taught in context. A variety of learning activities are used to provide opportunitiesto achieve in the area of mathematics. To be more meaningful, teachers make an effort to connect the math curriculumwith real life situations.Pearl Harbor Elementary is completely networked. Theuse of technology in the curriculum has expanded with CD-ROMs and the intemet being used as an integralpart of instruction. Based on Title I evaluation criteria, Pearl Harbor Elementary School has achieved adequate yearlyprogress.

Priority 2: Hawai'i Content and Performance Standards(Alignment)

Hawai'i Content and Performance Standards (HCPS) have beenused as a framework for the schoolwide focus and systematic instruction. The efforts to align the curriculumwith HCPS continues with an emphasis on the reading and math standards that address higher level and critical thinkingskills. As part of the Title I Schoolwide Improvement Project, teachers have createdassessment tools to measure student achievement of the HCPS in the areas of reading, writing, and mathematics. Effortsto improve these assessment tools will continue. Teachers have also begun producing. assessments in thearea of social studies and science.

Priority 3: Parent Involvement /Community Relations

A Parent/CommunityNetworking Center (PCNC) Coordinator was hired through Title I fundsto provide the vital link between the school and the parents and community members.The PCNC informs parents of parent training opportunities offered by the school or other organizations andcoordinates volunteer programs for various school activities. During the school year, each grade level presenteda parent workshop emphasizing strategies parents can use in helping their children learn.In keeping with the schoolwide plan, these workshops targeted thinking skills involved in reading and/or mathematics.To increase communication with parents, a schoolwide bulletin and a classroom newsletter is sent home monthly. The classnewsletter keeps parents up to date on what is happening in the classroom both academically and sociallyin order to broaden their understanding of the school programs.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

265 Pearl Harbor Elementary School Fall 1998 Process: School Resources

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 37.0

Regular Instruction, FTE 26.0 Total FTE Special Education, FTE 7.0

Supplemental Instruction, FTE 4.0 Regular FTE Total number of persons 37 assigned to teaching,

Teachers with 5 or more years 32 experience in this school Special Education FTE

Teachers' average years of experience 16.8

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.2

Special Education 4.9

Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 2.0 I

Number of principals at this 2 school in the last five years 0 10 20 30 40 Administration includes Principals, Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 42 State Standards Number of classrooms short (-) or over (+) 2 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% end above)

1 2

Grounds 2 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 2 Cafeteria! Auditorium Total 12

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gcod 0.0% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

2v0 Outcomes: Vital Signs

0 Elo

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. W/:7. '-MMM HEM= HMI 97. O. Z. 07, .&M.7.WZO% Z.MOMY. M&

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State Standard

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95.8% 95.5% 95.9% 95 0%

7.4 7.9 7.3 9

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O. Y. _ Pearl Harbor Elementary School Fall 1998 Outcomes: Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% 18.3%Above 27.5% Average 80% 37.8%

70%

60% 65.0% 50% 61.0% 52.3% Average E 60.0% 40% MUM EM 47.6% MIME MIKE 30% MIME IMS 20%

Below 22.1% 10% 20.7%Average :12.5% ;14.6 %'./.5.:-///, 4. 0% ;-;.45/ 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Helemano Elementary School Grades K-6 School Status and Improvement Report Ilia(Content Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on p. 1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and OescriotiOn. collectively.

School Address: Helemano Elementary School 1001 Ihi Ihi Avenue Wahiawa, HI 96786

2 G 9 Helemano Elementary School Fall 1998

Student Profile Student EthnicityDistribution,School Year Ending1998 School year ending 1996 1997 1998 Native American0 0.0% Black 94 Fall enrollment 792 1 840 825 Chinese 3 0.4%

Number and percent of students 716 633 601 Filipino 303te.." ,.-41 39.0% enrolled for the entire school year 90.4% 75.4% 72.8% Havraila' n 10g 1.3%

Part-Hawaiian 74unfing9.5% Number and percent of students 420 415 408 receiving free or reduced-cost Japanese 1431.8% lunch 53.0% 49.4% 49.5% Korean 4'0.5%

Portuguese8la1.0% Number and percent of students 40 42 in Special Education programs Hispanic 27 3.5% 5.1% 5.0% 5.8% Samoan 200 2S%:

white 157 20.2% Number and percent of students 126 109 111 with limited English proficiency IndeC,hinese 00.0% 1 15.9% 13.0% 13.5% An Others 63 8.1%

0.0% 10.0%20.0% 30.0% 40.0% 50.0%

Community ProfileBased o n Me MO U.S. Census

School State of Community Educational Attainment . Community Hawaii Level 4-4-4 8.01 Average family size College 2.9 3.6 Graduate 21.1%

Percent of households with 46.2% 31.8% school age children (4-19)

Median household income $38,542 $38,829 Some College

Per capita income 510.139 $15,770

Percent of households with 8.9% 6.8% High School Public Assistance income

Percent of children (3-19 years) 3.0% 11.6% below poverty level Less than High School Percent of children (4-19 years) 3.1% who are at-ris 2.1% Graduate

'Children 4 to 19 years of age, who are not high school graduates. 0.0% 10.0% z00% 30.0% 40.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of HawaiiE3 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 270 Helemano Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year #1 Student Achievement and clear sketch of this school's SchoolEnding 1997 #2 Staff Development Improvement Plans over the past three #3 Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year #1 Student Achievement during the school year just completed isEnding 1998 #2 Staff Development given below. #3 Parent Involvement/Community Relations

Priority 1: Student Achievement

We will continue our efforts to improve on student achievement.Our primary focus is early childhood education therefore our focus is in the primary grades. Keyprograms such as pre-school and success in reading are being continually assessed and monitored. Weare a Title I school and will be in our final year of our three year plan. We have made significant gains as indicated by our grade 6 SATscores, though grade 3 did not make gains. Based on our logitudinal studies, of whichwe have 61% validation, our school has made at least a 5 to 10% gain in most areas of the SAT in both readingand math. As a result we feel that our school is definitely making progress. Priority 2: Staff Development

Staff development will continue and be expandedto include more efforts in the area of literacy. Teachers will be inserviced in this area by instructors from the University ofHawaii, the State, and will be subsidized to take classes in this area. We will also continue our efforts to get 100% ofour staff Tribes trained. Technology will also be another area in which we will be providinginservicing to our teachers utilizing mini- workshops and classes during the summer.

Priority 3: Parent Involvement / Community Relations

Our efforts to increase and improve our parent involvement will continue.We are in the process of creating a full-time parent facilitator and to raise our goal of at least anaverage of 50% on all of our parent activities. Our parent compact goal has also been increased from 80%to 90%. We would like to also look in to the possibility of implementing a parenting skills class forour community. School wide and grade level parent activities will continue.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

271 Helemano Elementary School Fall 1998 a

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total FullTime Equivalent (FTE) 43.0

Regular Instruction, FTE 34.0 Total FTE Special Education, FTE 4.0

Supplemental Instruction, FTE 5.0

Total number of persons 44 Regular FTE assigned to teaching,

Teachers with 5 or more years 33 experience in this school Special Education FTE Teachers' average years of experience 13.9 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.9 Special Education r 12.0 Administrative and Student Services Staff Total Headcount

Administration', FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE f 2.0 School Number of principals at this school in the last five years 0 10 20 3040 50

Administration includes Principals, Vice-Principals, Student Activity Coordinators,Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 36 State Standards Number of classrooms short (-) or over (+)

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2 r Building interior 2 Library Equipment/Fumishings 2

HealthISafety 3

Sanitation 2 Cafeteria/ Auditorium Total 14

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 1648 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

272 Outcomes: Vital Signs

NW. - /O//fl///O//!l!.7M //l W. 0%7:Me?. r g 007, WA Pr.J. .1441. UUMMIRUBB . . MIII11IMUMMEM111111111111111MMIE P.M7ff 77,07. .".MP.MMMMl7 Or.'M

. MEM ; riff, V.MMYZAVZ ,77,07,077; eZ4

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State Standard

II 94.5% 94.3% 94.6% 950% .

9.7 10 9 . 5 9

: I

- -

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n Helemano Elementary School Fall 1998 9 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading 100% Norm i7.5% 6.3% 11.8% 90% - EMU MIME Above EINEM MUM Average 80% MUM MUM MUM MIME ME MUME 70% EMEM INIM OR 57.0% 61.3% MEM 60% MUM 61.8% 58.2% E MM. MUM 69.7%EER E 50% NUN REIM MIME Average EM MIME MUM MEM MUM 40% MUM MIME MOM MUM EMU MUM MIME MEM EME 30% MEM

20% ms 36.7% Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

'2 7 4 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Gustave H. Web ling Elementary School Grades K-6 School Status and Improvement Report Focus On School =Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Description collectively.

Context: This report includes a description of the school and provides informationon School Settina the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the :* Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschool practices,attendance, Process: suspensions, standardized test results, and school completion (for high School P. 3 schools). Process: This report complements The Superintendent's Annual Report on School p. 4 Performance and Improvement in Hawaii, which analyzesour schools Sithonl collectively and in comparison to those of other states. Together. individual school reports and the summary Superintendent's Report describeour <- Certified schools to help us judge them against our evolving State and national :* Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Skins Located in a middle-class residential area of 'Aiea, Webling Elementary Effective School School sits serenely on a hill with a panoramic view of Pearl Harbor. :* Student Cnnthict The ethnicallydiverse schoolpopulationconsists of 40% federally Statewide connected students.The primary purpose of the school is to develop School democratic values and goals by promoting the optimum development of the individual in a positive and supportive environment. Gustave H. Webling School Address: Elementary School is planning for School/Community-Based Management. Webling Elementary School 99-370 Paihi Street 'Aiea, HI 96701

275 Gustave H. Web ling Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American00.0% Slack 15 1=3 2.8% Fall enrollment 534 547 549 Chinese 25 UM 4.7%

Number and percent of students 507 526 519 Filipino 59 4 , .0- 1 11.0% enrolled for the entire school year 94.9% 96.2% 94.5% Hawaiian14b2.6%

Pan-Hawaiian 66 r .1 12.3% Number and percent of students L 98 95 Japanese 153 receiving free or reduced-cost 78 28.5% lunch 14.6%1 17.9% 17.3% Korean 3 0 0 .6 %

Portuguese 13 2.4% Number and percent of students 25 1 24 32 in Special Education programs Hispanic 13 2.4% 4.7% 4.4% 5.8% Samoan 6 1.1%

VVhite 96 17.9% Number and percent of students L 11 1 14 12 with limited English proficiency Indo-Chinese0 0.0% 2.1% 2.6% 2.2% Alt Others 74 le .0 0 0- .0' .0 13.8%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawarl Level emes 23.0% COnege t*tarFfStaiffitilqinaitOidge Average family size 3.0 3.6 Graduate 21.1%

Percent of households with 34.2% 31.8% school age children (4-19) d..1214.14a..2.21.1.011.1104LIM tiMIUMUIttler.2.1=0142IIIVISIMMISAMIZIIM31.8% 13J13.111ZINCWIlt------Median household income $47,675 $38,829 Some College 29.9%

Per capita income $16,583 1 $15,770

Percent of households with 3.5% 6.8% High School Public Assistance income

Percent of children (3-19 years) 4.2% 11.6% below poverty level Less than High School Percent of children (4-19 years) 2.0% 1 2.1% who are at-risle Graduate

0.0% 'Children 4 to 19 years of age, who are not high school graduates, 10.0% 20,0% 30.0% 40.0% living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 27G Gustave H. Webling Elementary School Fall 1998 oces: School Priorities

Information about a school's School Year #1 School Curriculum performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 Success Compact identified. This rank ordering of school improvement goals provides a concise School Year#1 Hawai'i Content and Performance Standards (Alignment) and clear sketch of this school's School Ending 1997#2 Success Compact Improvement Plans over the past three #3 School Curriculum years. A description of school improvement priorities and activities School Year #1Success Compact during the school year just completed is Ending 1998#2Hawai'i Content and Performance Standards (Alignment) given below. #3School to Work

Priority 1: Success Compact

The teachers atWebling Elementary continued to work on and refine their unit plans usingthe strategies learned at Success Compact workshops.The plans were implemented this year and evaluated for improvement. The teachers continue to work together as a grade level to developmore unit plans. Priority 2: Hawaii Content and Performance Standards

The teachers began to align the social studies curriculum to the Hawaii Contentand Performance Standards. Representatives from each grade level met to review the social studies units and activitiesof their grade. This was compared with the Hawaii state social studies guidelines. After developinga scope and sequence, teachers met by upper/lower grades to compare their program with the Hawaii Contentand Performance Standards. Teachers began to identify areas of need where Performance Standardswere not fully addressed. A draft has been developed showing the alignment of the Social Studiesprogram with the performance standards. Priority 3: School to Work

Preparing the students for the work force was one of the foci of Webling Elementary.Students were made aware of the basic skills, thinking skills, personal skills, and interpersonal skills neededon a job. Among the many activities to accomplish this were field trips that emphasized career awareness, speakers from different careers, use of planners to emphasize time management, teachers working at other jobs, and classroom activities that promoted critical thinking and cooperative learning. Teachers alsoreviewed their School to Work activities and strategies to see how they met the Hawaii Content and PerformanceStandards.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 277 Gustave H. Webling Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 25.0

Regular Instruction, FTE 21.0 Total FTE Special Education. FTE 2.0 ,I4M6244 25

Supplemental Instruction. FTE 2.0 Regular FTE Total number of persons 25 ,ewstamag21 assigned to teaching,

Teachers with 5 or more years 16 experience in this school Special Education FTEM2 Teachers' average years of experience 16.6

Students per Teaching Staff Member Supplemental FTE 2 Regular Instruction 22.5

Special Education 16.0 Total Headcount 41"to4t.. Administrative and Student Services Staff ^MeV 25

Administration', FTE 1.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this 16: School Counselors, FTE 1.0

Number of principals at this school in the last five years 0 10 20 30 Administration includes Principals, Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 25 State Standards Number of classrooms short (-) or over (+)

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (7499%) (100% and above)

1 2 3

Grounds 1 3 Administration '14:"Ies 3% I

Building exterior 3 I I

Building interior 3 Library ..%:: Equipment/Fumishings 3

Health/Safety 3 I 1

Sanitation Cafeteria/ryw...":1.71 1 3 ....r.!5WiM2: 111% Auditorium ..7.....:. ,...7/i...... ::: Z.: i Total t18

For each category: I I 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms .:,;k:2::::';ki. 2% vs... ---i.i...... ,...--- --_.=.--.- --- For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

278 Gustave H. Webling Elementary School Fall 1998 Outcomes: Vital Sign Effective School Practices Effective Schools Survey

ii11;!,.!!lil 11 77% Instructional Leadership 61% 50% ;;;!!:::,!1!::!:11:!::!1111:!!!!::1,1 :.:;!wir..,! 87% Emphasis on Academics 68%! ffAr/./IgfA r. 3rGYZ7/. !Me; YZ. 68%; 111.,o :ii1;111; ;MI! !!: 11::;H11111:!!illii;:H!! !!.H: 890, High Expectations 67%1 '729 '/PZ; ~7ff ZO%i75%

85% Frequent Monitoring 63% 67%!

111111!111111'1111i!,,,!!!)11::::!!!Ii!!: 84% School Learning Climate 86% 55%

;!!1 1111!ffliiil:iii1:1;;;1!!85%

Home-School Relations 65% , .Z(M,4 rW:ge.4 63%

0% 25% 50% 75% 100% Survey conducted in school cent of favorable I El Students °Parents OStaff year ending 1997 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 549 Attendance and Absences Suspended: State ! 0.0% School Year 0 Standard NO SIOOOOSwere =Oradea at this 1995-96 1996-97 1997-98 1sr.*. Average Daily Attendance: % (higher is better) Class A: 0I 0.0% 95.9% 95.6% 95.9% 95 0%

Average Daily Absences: in days Class B: 00.0% (lower is better) 7.2 7.6 7.2 9 Class C:0 10.0%

Class D: 00.0%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

279 Gustave H. Web ling Elementary School Fall 1998

.". . . Outcomes: Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm

Above Average 40.2% EMU 57.3% MEM MEM NUM RUM MUM Average MEE MEM MEIN MIME MUM MEM MEN MEM MENUUUR MEM 36.5% MM. MIME MUM MEM MEM Below Average <8.0%

1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

230 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Pearl City Elementary School Grades K-6 School Status and ImprovementReport Focus On School lalContent To improve the quality of public schooling and the educational opportunities it affords to Hawaii's children,we must have regular, Focus on understandable accounts of our schools' progress. This School Statusana P. 1 Improvement Report has been prepared as part of the Department's Sethnni Comprehensive Assessment and Accountability System, and inaccordance with §302A-1004, Hawaii Revised Statutes, which requiressystematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

281, BEST COPYAVAILABLE Pearl City Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 2' 0.3%

Black18 Fall enrollment 570 609 r 654 Chinese 21

Filipino 217 Number and percent of students 545 557 580 enrolled for the entire school year Hawaiian13 95.6% 91.5% 88.7% PenHawaiian 85 Number and percent of students 224 249 r 277 Japanese 67 receiving free or reduced-cost lunch 39.3% 40.9% 42.4% Korean 9 5 1.4%

Portuguese14nil 2.1% Number and percent of students 43 57 55 in Special Education programs Hispanic 17 S 2.6%

7.5% 9.4% 8.4% Samoan 18 r4 27%

White 110 Number and percent of students 40 39 43 with limited English proficiency Indo-Chinese 3 0.5% 7.0% 6.4% 6.6% Al Others 62 nitinpue 9.5%

0.0% 10.0% 20.0% 30.0% 40.0%

Community ProfileBased on t1 et 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College 12.1% Average family size 3.1 3.6 Graduate 21.1%

Percent of households with 31.2% 31.8% school age children (4-19)

31.0% Median household income $32.453 $38.829 Some College A29.9% Per capita income $12.755 $15.770

37.4% Percent of households with 3.1% 6.8% High School Public Assistance income

Percent of children (3-19 years) 6.5% 11.6% below poverty level Less than High 19.5% School Percent of children (4-59 years) 0.0% r 2.1% 16.6% who are at-risk' Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is riot a high school graduate. is single. divorced or separated, and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 282 Pearl City Elementary School Process: School Priorities Fall 1998

Information about a school's School Year #1School Curriculum performance is most useful if Ending 1996 #2Educational Technology schoolwide priorities are first #3School/Community -Based Management identified. This rank ordering of school improvement goals provides a concise School Year #1Student Achievement and clear sketch of this school's SchoolEnding 1997 #2School Curriculum Improvement Plans over the past three #3Educational Technology years. A description of school improvement priorities and activities School Year#1Title ISchoolwide Project during the school year just completed isEnding 1998 #2EducationalTechnology given below. #3 Hawaii Content and Performance Standards(Alignment) Priority 1: Title I Schoolwide Project

Last year, we received approval to become a Title I school and therefore have been ableto work towards improving student achievement. Our Title Igoals continue to focus on: a) improving instruction; b) providing professional math and reading development in integrated technology;and c) improving parent involvement in supporting student learning. Our current school programs also havein common this foci. Over a five year period, selection criteria forthree of our core subject (1997) language arts program, programs: Harcourt Brace Jovanovich Addision-Wesley/Scott Foresman (1998) mathprogram, and our Scott Foresman (1994) science program have in common the following features: 1) Standards-basedcurriculum, 2) Multidisciplinaryactivities, 3)Interactive technology, 4) Performance-basedassessment, 5) A kindergarten through grade 6 comprehensiveprogram that accommodates the accelerated remedial learner, 6) Divergent thinking lessons, as well as the and 7) A parent involvement component.As a result, over the past five years our reading and mathtest scores have climbed and our student has improved. behavior and attendance

Priority 2: Educational Technology

All students including special education students have weekly computer instruction.The faculty and staff have met their goal of having 100% of the staff to be computer literate. About one third of the staffare also comfortable with using multi-media presentations to enhance core subject curriculumcoverage. Through the Goals 2000 grant, two-thirds of the staff have been trained on integrating technology (ie.e-mail, intemet, web-page building...) into the curriculum. This past schoolyear, through the 'Future Kids Technology' curriculum grant and a School to Work grant, the faculty have been trained in usinga comprehensive curriculum technology program. Thisyear, the faculty will refine their technology skills core subject activities. to support their All classrooms have computers and haveaccess to using multi-medial equipment. Closed circuit viewing and a weekly video broadcast allows heterogeneousgroups of students to participate in its production. Parents and communitymembers have also been instrumental in enhancing our technology. and updating

Priority 3: Hawaii Content andPerformance Standards (alignment) Last year was our first year of training a few teachers in performance standards alignment.During an intensive summer course, teachers were able to develop lesson units with a focion aligning essential knowledge and skills within each discipline. The objective of this phase of facultyorientation to

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 283 Pearl City Elementary School Fall 1998 se

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 34.5

Regular Instruction, FTE 25.0 Total FTE

Special Education, FTE 6.51

Supplemental Instruction, FTE 3.0 Regular FTE Total number of persons 35 assigned to teaching,

Teachers with 5 or more years 18 experience in this school Special Education FTE

Teachers' average years of experience 14.8

Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.4

Special Education 8.5 Administrative and Student Services Staff Total Headcount

Administration*, FTE 2.0 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this School Counselors. FTE 1.0

Number of principals at this 1 school in the last five years 0 10 20 30 40 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 37 State Standards Number of classrooms short (-) or over (+) 0 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 3 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go od 0.0% 1011M61 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

234 Outcomes: Vital Signs

1 . Zorti7ZAVX07. eXr..ff/7.#11:MA

WAM2 7/7. 3

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7%7: eff. 07/

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State Standard

94.8% 95.6% 94.6% 95 0%

9.2 7.7 9.6 9 I

II I

I . I

. - -

- e. -

. t1 . .. ..

6 Pearl City Elementary School Fall 1998 0 I Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%-, 1111111 9.5% 1111111 1111 I 11.5% 90% 20.0% 17.5% MEM Above MUM Average II I I 36.1% 80% 'III IIMMM MINME NMEI MUM 70% NM MEM MIME MEM M. ME MEM 60% EM EMU NM MN MEM 57.5% 73.0% 67.2% 50% Average 54.0% 71.3% MEM Mu ME .42.6% MEM 40% MUM MN MN MEM MUM MEMNE ME MEM MEM MEM UUUU MEM 30% UMW MN MEM.M MMEM NM ME MINNIE 20% MINIM 25.0%. Below 10% 21.3% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

tTh 2 3 G Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Moanalua Elementary School Grades K-6 School Status and Improvement Report Focus On School =Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on p.1 Improvement Report has been prepared as part of the Department's Sehnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Pmfile population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the + Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnell collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Moanalua can trace its origins to 1884 when it was a one-room Effective School building located nearby along the old Kamehameha Highway. It : Student Conduct served as a recreational center for soldiers when World War II broke out in 1941. The present facility opened in 1961 adjacent to Moanalua Gardens Statewide between Fort Shafter and Tripler Regional Medical Center. The attendance School area includes Moanalua Gardens, Moanalua Valley, Tripler military housing, .and certain portions of the Salt Lake subdivision. In February 1997, approval was received from the Department of Education to School Address: implement School/Community-Based Management (SCBM). The SCBM Moanalua Elementary School Council is currently studying various educational issues. The school also is 1337 Mahiole Street strongly supported by a very active Parent Teachers Association (PTA) which, among other activities, traditionally sponsors a community-wide Fun Honolulu. HI 96819 Fair in December. Some of the school's special student projects include peer mediation, chorus, student council, partnership activities with Tripler Hospital, and an upper grade strings orchestra.

. -281:c Moanalua Elementary School Fall 1998 Context: School Setting

Student Profile Student Ethnicity Distribution, School Ter Ending 1998. School year ending 1996 1997 1998 Native American

Black 20 2.7%1 Fall enrollment 779 749 725 Chinese 51 6!,8%

Number and percent of students 741 720 714 Firipino 9.7% enrolled for the entire school Hawaiian 1.2% Year 95.1% 96.1% 98.5% 9

Part-Hawaiian 53 711% Number and percent of students 112 134 110 Japanese 302 40.5% receiving free or reduced-cost e lunch 14.4% 17.9% 15.2% Korean 30 4.04

Portuguese 5 0.7% Number and percent of students 17 18 22, in Special Education programs Hispanic9 1.2%

2.2% 2.4% 3.0% Samoan 00.0%

White 87 11.7% Number and percent of students 9 7 14 with limited English proficiency L Indo-Chinese2 0.3% 1 1.2% 0.9% 1.9% AO Others 105

0.0% 10.0% 20.0% 30.0%40.0% 50.0% .

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level .-T,721- CoUege 27.7% Average family size 2.9 3.6 Graduate A21.1% Percent of households with 29.0% 31.8% school age children (4-19)

30.1% Median household income $58.333 $38.829 Some College 79.9%

Per capita income $21.261 $15.770

, _ ,29.5s Percent of households with 2.5% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 0.9% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% 2.1% 1,8.6% who are at-risk' Graduate

0.0% 10.0% 20.0A 30.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of HawaiiEl School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE 283 Moanalua Elementary School Process: School Priorities Fall 1998

Information about a school's School Year#1Staff Development performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year#1Success Compact and clear sketch of this school's SchoolEnding 1997 #2Educational Technology Improvement Plans over the past three #3Staff Development years. A description of school improvement priorities and activities School Year #1School Renewal during the school year just completed isEnding 1998 #2Success Compact given below. #3EducationalTechnology

Priority 1:School Renewal Waiver days provided needed time for the school to continue transitionto the Focus on Learning (FOL) for school improvement. The leadership process team, assisted by the state specialist andthe School Renewal Specialist. guided the staff through initialsteps. Data was collected for a student/school draft of expectations for all students profile and teachers developeda the Expected Schoolwide LearningResults (ESLRs): students will be responsible, literate, collaborative, problemsolvers, and contributing members of various school initiatives society. Curriculum areas and were analyzed regarding relevance to student needsand the extent to which they address the ESLRs. Teachers beganto more clearly articulate the interrelationships between school efforts suchas Success Compact, math and scienceimprovements, technology, School-to-Work, Studies training (CTAPS), content Tribes, Asian and pacific and performance standards, studentassessment, and the required curriculum content areas. The team also continued with planning for the next phases of the FOLprocess. Priority 2:Success Compact The Third year of this initiative has focused on continued assistance to grade levels in integratedunit planning. All teachers attended fall district gradelevel workshops which provided framework for unit plans to ensure needed guidance in using a more thorough links between learning outcomes, learningexperiences, and assessment. Teachers from two grade levels volunteeredto work intensively with the district plan lessons which were implemented resource teacher to develop unit with students and served as demonstrationmodels for other teachers. Be second semester grade levels completed unitsand obtained supplemental able to test lessons in their classes, making resource materials. Some teachers were follow-up adjustments as needed. Springgrade level workshops gave teachers the opportunity to share ideas andexperiences among schools and to receive balanced reading strategies. As additional assistance on a result of Success Compact efforts, teachers havenoted increased students abilities in word recognition, vocabulary, higherlevel thinking skills, and comprehension. Priority 3:Educational Technology The staff continued building technology skills by completing schoolwide administrativeand communication tasks through the computer network system suchas e-mail, lunch count, staff bulletin, requisition for supplies, library requests, and scheduling of custodial work and activities and facilities use. Additional hardwareand software were purchased to upgrade and increase capabilities.Teachers were provided further training ClarisWorks, web sites as resources, and the in Hyper-Studio. use of technology in accomplishing curriculum goalsin the various content areas. Grade levels were givensome assistance on the use of technology in their Student skills were built through integrated unit plans. computer class lessons and special projects. School-to-Workgoals related to technology were developed and teachers participatedin Moanalua Complex meetings regarding media project plans. As skill and comfort level future multi- increases, teachers are more confident about usingtechnology as a tool to enhance the curriculum and studentlearning.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

BEST COPYAVAILABLE 2,39 Moanalua Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 36.5

Regular Instruction, FTE 31.0 Total FTE Special Education, FTE 2.5

Supplemental Instruction, FTE 3.0 Regular FTE Total number of persons 37 assigned to teaching,

Teachers with 5 or more years 30 experience in this school Special Education FTE

Teachers' average years of experience 20.1

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.7

Special Education 8.8 Administrative and Student Services Staff Total Headcount

Administration. FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 2.0

Number of principals at this 2 school in the last five years 0 10 20 30 40 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 36 State Standards Number of classrooms short (-) or over (+) 0

School facilities inspection results Inadequate Idananal steward Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration Building exterior 2

Building interior 3 Library Equipment/Fumishings 2

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

290 Outcomes: Vital Signs

MPZ,072:4 W. 592./a I.

P7i2 W/Ai VA 3 v.. /74WAP"..97/A0/2

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. State I Standard

96.5% 96.7% 96.6% 95 0% St I

6.2 5.7 6 9

.5 I

I - Moanaiva Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% MEM MEMO 70% MEM MEM MIME 60% MEMMEM MEMIOMMIN MUM MEM MEM MEMMEM MEM 50% MEMMM. MEM MEMMEM MEMAverage 54.0% MEMMEM MEM MEMMEM MEM 40% MEMMEM MEM 51.5% 55.7% 52.3% 46.8% 53.4% 30% MEM MUM 39.4% MEM MEMMEM MEM MEM UNEMEM MM. MEM MEMINMEM MEM MEM 20%MEMMEM MEM. MEM MEMMIME MEM EMI MEMMEMOMEM MEM EINEMBelow 10%MEMMEMO ME!. Average ; 8.7%; 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

292 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Wahiawa Elementary School Grades K-6 School Status anctImprovement Report Focus On School liPContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, Focus on understandable accounts of our schools' progress. This School Status and P. 1 Improvement Report has been prepared as part of the Department's Schnni Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai i Revised Statutes, which requires systematic School P. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report Process: on School p. 4 Performance and Improvement in Hawaii, which analyzesour schools Schnell collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describeour Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Signs Wahiawa Elementary School serves students of varied ethnic and Effective School socio-economic background and a variety of special needs. : Strident Cnnduct The professional and personal attributes of the faculty and staffare highly Statewide commendable. Parents, the military and the Wahiawa communityare very School supportive, contributing greatly to the positive school climate.Wahiawa Elementary School is operatingunder SchooVCommunity-Based School Address: Management. Wahiawa Elementary School 1402 Glen Avenue Wahiawa, HI 96786

293 Wahiawa Elementary School Fall 1998 ft 0

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native Arnencan00.0% Black 41 Fall enrollment 547 531 544 Chinese 5

Number and percent of students 499 L 480 507 Filipino 127 22.8% enrolled for the entire school year 91.2% 90.4% 93.2% Hawaiian 32

Part-Hawaiian 121 r .,--.. r .rA .... .r .., -...1 21.8% Number and percent of students 337 324 419 receiving free or reduced-cost Japanese 45 . ... ,r 1 8:1% lunch 61.6% 61.0% 77.0% Korean7 1.3% ,

Portuguese 14 p 2.5% I Number and percent of students 70 I, 62 63 in Special Education programs Hispanic 35 ." 1 6381,, 12.8% 11.7% 11.6% Samoan 31 5.6%;

White 53 p e .., , .41 9.5% Number and percent of students 66 59 64 with limited English proficiency Indo-Chinese 00.0% I 12.1% 1 1 .1% 11.8% AD Others 45 to' .." .., s' 1 8:1%

0.0% 10.0% 20.0% 30.0% I

Community ProfileBased on the TM U.S. Census

School State of Community Educational Attainment Community Havrai'l Level College 11.1% Average family size 3.4 3.6 Graduate7 21.1%

Percent of households with 30.5% 31.8% school age children (4.19)

40srmmianmmvxm 20.9% Median household income $34.461 $38.829 Some College 29.9%

Per capita income $13.292 $15.770

.1.41,{1111="MSW.011ail OSKI:8,1111.80.. nuemensvmmmweeesseeusewessasolaser 1100110UsirammmUK041100m00111000.KEW41.5% Percent of households with 12.0% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 26.5% 11.6% below poverty level Less than High "1.., 26.5% School Percent of children (4-19 years) 1.1% 2.1% 18.6% who are at -risk' Graduate

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BESTCOPYAVAILABLE: 294 Wahiawa Elementary School Fall 1998 a a

Information about a school 's School Year#1Title I Schoolwide Project performance is most useful if Ending 1996#2 Student Achievement schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year#1Trtle I Schoolwide Project and clear sketch of this school's SchoolEnding 1997#2 Student Achievement Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed is Ending 1998#2 Title I Schoolwide Project given below. #3 Educational Technology

Priority 1: Student Achievement

Wahiawa Elementary School continued its modified year-round schedule fora second year. Continuing to work with Success Compact Strategies, grade levels utilized articulation sessions to complete unitplanning in Language Arts and other areas. We have incorporated an alternative assessment instrument intoour testing battery for grades 4 and 5 (CTB) and continue to use a modified Work Sampling SystemReading Checklist to gather data for grades K-6.Staff members worked on aligning our science curriculum using Eisenhower Grant Funds. We have begun to involve ourselves in the complex School-To-Work initiatives and in developing an organized STW curriculum for grades K-6. School effortsare also being focused on implementation of the Focus on Learning (FOL) process for school improvement/student achievement. Priority 2:Title I Schoolwide Project

In its 3ni year, Wahiawa Elementary School has continued to revise/refine its Title I SchoolwidePlan. Our articulation/relationship model has been utilized to facilitate grade level planning. We continueto explore alternative assessment possibilities, in addition to the tri-yearly use of our K-6 Reading Checklistand annual CTB tests for grades 4 and 5. As part of our Parental Involvement effort, the Title I staff,counselor, and community resource personnel have continued to refine and provide cycles of parenting issues/skillsclasses for interested parents who are also involved in working actively in their children's classrooms.The Book Nook mobile library has expanded to provide even more literacy materials and activities forparents to use with their children. Priority 3: Educational Technology

Wahiawa Elementary School has finally expanded our local-area network (LAN) and wide-areanetwork (WAN) to all of our classroom buildings by completing the necessary wiring to all classroom buildingsusing volunteer assistance (staff, teachers, parents, and community, including our Army partner).

Our focus continues to be on the use of computers in all classrooms. We have addedcomputers to our Special Education classrooms, and are adding to the number of computers in each classroomas funds become available. Our teachers take advantage of inservice opportunities in technology skills andcomputer applications as provided by our staff and by outside experts. Classes at all grade levelsare using computers in their classrooms and in the lab to create projects and reports. Our 5th and 6th grade students studyscience and social studies via interactive television courses, and our students are also able to takepart in activities of an interactive weather station system. Staff members this year also created a web page for our school.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 295 Wahiawa Elementary School Fall 1998 Pr cess::School Resources'

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 34.5

Regular Instruction, FTE 22.0 Total FTE Special Education, FTE 9.0

Supplemental Instruction, FTE 3.5 Regular FTE Total number of persons 35 assigned to teaching,

leathers with 5 or more years 29 experience in this school Special Education FTE Teachers' average years of experience 21.4 Students per Teaching Staff Member Supplemental FTE Regular Instruction 18.9

Special Education 7.0 Administrative and Student Services Staff Total Headcount

Administration', FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this

Counselors, FTE 1.0 School

Number of principals at this 2 school in the last five years 0 10 20 30 40

Administration includes Principals, Vice-Principals, Student Activity Coordinators. Registrars, and AthleticDirectors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 41 State Standards Number of classrooms short (-) or over (*) 4

School facilities inspection results Inadequate Margirol Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 15

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 1 Man 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

296 Wahiawa Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

76% Instructional Leadership

87% Emphasis on Academics

:!, it I! 1 78% High Expectations 76% Mr OZ,O.M7:4 PW7:07..7./M,M.%69%

11 IH:;11!;i"Illil illiinii1H11111{11 83% Frequent Monitoring 65% A VA P.74 9.ZOZAWZMOZ4 a' 66% Wj';, 11111:1Hill School Learning Climate

88% Home-School Relations 4% efff.-zeorzzzo2 r/z{:oz/ff.//zo7,60%

0% 25% 50% 75% 100% Survey conducted in school 0 Students eParents 0 Staff1.°°11f of favorable year ending 1997 responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended' 538 Attendance and Absences Suspended: p 1 .1% State 6 School Year Standard These6 students were responsible for these 7 1995-96 1996-97 1997-98 7suspensions. Average Daily Attendance: % (higher is better) Class A:00.0% 93.7% 94.3% 92.0% 95.0%

Average Daily Absences: in days Class B:00.0% (lower is better) 10 14.2 9 Class C:00.0%

Class D:7

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

AVAILABLE 297 BESTCOP/ Wahiawa Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% 15.5% 21.4% Above 111EMU MMAverage 80% -EMU E ME MIMEEMU MUM 70%MEREMEM E EEMU 60% MUM EMU 50% -!MUM 64.8% MEM Average 54.0% MIME EMU MUM 40%MIME E ME EE EMU 30% - ME EIEEE 20% M

Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

'298 Fall 1998 Comprehensive Assessment and Accountability System SchoolYear 1997-98

Mililani Uka Elementary School Grades K-6 School Status and ImprovementReort Focus On School =Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status aria Focus on P. 1 Improvement Report has been prepared as part of the Department's Schnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004. Hawaii Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and P. 1 Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Settina 98 school year.Context information includes a profiling of the student population and school community.Process information describes the Sttitiant Profile school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance, suspensions, standardized test results, and school completion (for high Process: schools). School P- 3 This report complements The Superintendent's Annual Report on School Process: Performance and Improvement in Hawaii, which analyzes our schools Schnnl p. 4 collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance.

Outcomes: PP. 5-6 School Description Vital Sians Established in 1974, Mililani-uka Elementary School is located in a Effective School predominantly middleclasssuburbancommunity. Over1,200 Stiitiont Cnneilint students are housed on two campuses, approximately 1/3 mile apart, Statewide separated by a major thoroughfare and park. Mililani-uka has a tradition of :* School excellence (it was Hawai'i's Blue Ribbon elementary school in 1991-92), and its programs emphasize high academic standards, positive learning Fine arts, performing arts, and School Address: environment, and parental involvement. technology are infused into its curriculum. The Hui O'Mililani Uka (parent, Mililani Uka Elementary School teacher organization) is very active and provides funds to supplement the 94-380 Kuahelani Avenue schoolbudget. Mililani-uka Elementary Schoolisoperating under Mililani, HI 96789 School/Community -Based Management.

COPYAVAILABLE BEST 299 Mililani Uka Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School _Year Ending 1998 School year ending 1996 1997 1998 Native American 4 g 0.3% Black 54 1=1 4.3% Fall enrollment 1244 1268 1255 Chinese 26 2.1%

Filipino 142 11.3% Number and percent of students 1187 1203 1173 enrolled for the entire school Hawaiian 20 0 1.6% year 95.4% 94.9% 93.5% PanHawaiian 99 7.9%

Number and percent of students 170 212 235 1 Japanese 323 1 25.8% receiving free or reduced-cost lunch 13.7% 16.7% 18.7% Korean 25 tA 2.0%

Portuguese 28 Number and percent of students 57 62 75 in Special Education programs Hispanic 27

4.6% 4.9% 6.0% Samoan 8

White 270 21.5% Number and percent of students 14 15 16 with limited English proficiency Indo-Chinese 00.0% L 1.1% 1.2% 1.3% All Otters 228 .s . .1113.2%

0.0% 10.0% 20.0% 30.0%

Community Profile Basedon Me 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level College 34.3% Average family size 3.6 L Graduate

Percent of households with 53.3% 31.8% school age children (4-19)

X2CUUUM=MMUMUUTMVN,42112121=1.1== 36.0% 7:272dtISSZMICARIMMUM2.530BUCVMX=F0 Median household income $59.162 $38.829 Some College 29.9% Ai

Per capita income $18.341 $15,770

233% Percent of households with r 1.6% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 0.6% 11.6% below poverty level Less than High School Percent of children (4-19 years) 58.6% 0.0% 2.1% Graduate who are at-risk

cob% 10.9% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age, who are not highschool graduates. living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. lifIState of Hawaii 0 School Community !

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

300 Mililani Uka Elementary School Fall 1998 Process: School Priorities

Information about a school's School Year #1 Hawaii Content and Performance Standards (Assessmen performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 School Curriculum identified. This rank ordering of school improvement goals provides a concise School Year#1 Hawaii Content and Performance Standards (Assessmen and clear sketch of this school's School Ending 1997#2 Educational Technology Improvement Plans over the past three #3 School Curriculum years. A description ofschool improvement priorities and activities School Year#1 Hawaii Content and Performance Standards (Assessmen during the school year just completed isEnding 1998#2 School Curriculum given below. #3 Educational Technology

Priority 1: Hawaii Content and Performance Standards (Assessment)

In addition to the Standard Achievement Test, the faculty implements performance-basedassessment in mathematics on all grade levels.The assessments are problem based, cumulative and require students to explain their thinking.Rubrics that describe the adequacy of student responses are used schoolwide. Students are assessed at least quarterly. Samples of superior, capable and limited responsesare collected. The performance standards addressed by each problem assessed are identified.Thus the levels of proficiencies can be identified at each grade level through the exemplars of student responses.

Priority 2: School Curriculum

Throughout the curriculum, teachers' instructional strategies more frequently include complex problem based approaches that integrate subject areas and require hands-on application of concepts.Instructional strategies include cooperative learning, recent research on the brain and multiple intelligence, student self- assessment and the integration of technology as well.The faculty recently attended workshops in these areas. Additionally, students are learning to assess the quality of their own work through the application of rubrics that identify criteria for excellence.Teachers are drafting an articulated K-5 curriculum which outline expected student learning results for each grade level. Priority 3: Educational Technology

Internet access to the individual classrooms was the top priority of our three-year technology plan. Therefore, planning and installing our local area network was the focus for the 1996-97 school year.In 1997-98, ever classroom on the main campus was networked with six data connections along a fiber backbone; one video line which will enable our classrooms to receive better closed circuit broadcasts and later, with adaptations, to transmit student presentations from the classroom; and one telephone line which will eventually become as part of the Norstar telephone system currently used in the new administration building.Each classroom is already equipped with at least one multimedia computer with an ethernet connection and printer. Internet use policy is in place. Inservice training in intemet basics were conducted for faculty members and individual classes with the emphasis in curriculum integration. All teachers havee- mail addresses. Electronic communication is rapidly becoming the vehicle for general communication. The Technology Committee drafted a K-5 three year plan and identified expected student application of technology. Staff development activities in technology is a focus area.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 301 Mililani Uka Elementary School Fall 1998 -

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 62.0

Regular Instruction. FTE 50.0 Total FTE Special Education, FTE 7.0

Supplemental Instruction, FTE 5.0

Total number of persons 62 Regular FTE assigned to teaching,

Teachers with 5 or more years 49 experience in this school Special Education FTE Teachers' average years of experience 17.8

Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.5

Special Education 10.7

Administrative and Student Services Staff Total Headcount

Administration, FTE 3.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors, FTE 3.0 School

Number of principals at this 2 0 20 40 school in the last five years 60 80 Administration includes Principals, Vice-Principals, Student. Activity Coordinators. Registrars. and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 50 State Standards Number of classrooms short (-) or over (+) -8 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 2

Health/Safety 2

Sanitation 2 Cafeteria/ Auditorium Total 12

For each category: 1 = Unacceptable: 2 = Satisfactory: 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

302 .. :sewoomo suBrs

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1 Uka Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above 28.8% Average 80% 38.07 43.6% MIME MEM 70% MEM MEER MUM MOM 60% - MIME MMII 50% 59.4% Average MEM MEM 40% MUM MEM. MEM 63.2% MEM 53.1% MEM63.0% MEM MEM ,47.2% 30% MIME MEMO MEM MUM MIRE 20% 40.3%

Below 10% 19.4 %: Average

0% 1 7% .3.9%, 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

304 Fall 1998 vkhiliCit 440 Comprehensive Assessment and Accountability System School Year 1997-98

if*iisTiax Mauka Lani Elementary School Grades K-6 School Status andImprovement-Report Focus On School V(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Status and Focus on P. 1 Improvement Report has been prepared as part of the Department's School Comprehensive Assessment and Accountability System, and in accordance with §302A-1004. Hawaii Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Description P. 1 collectively.

Context: p. 2 This report includes a description of the school and provides information on School Setting the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student :* .Sturiant Pmfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effective schoolpractices,attendance. Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools School collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our :* Certified schools to help us judge them against our evolving State and national + Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Mauka Lani Elementary School is located on the Makakilo hillside in *:* Effective School the Leeward District. The fast-growing school has an enrollment of + Snicked Conduct over 700 students in grades K-6.With strong support from an active Statewide school-community and a dedicated faculty and staff, Mauka Lani students School strive toward the vision of becoming contributing members of society. Mauka Lani is operating under School/Community-Based Management. School Address: Mauka Lani Elementary School 92-1300 Panana Street Kapolei, HI 96707

BEST COPY AVAILABLE 305 Mauka Lani Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American

Black15 2.1% Fall enrollment 656 656 L 709 Chinese 11 1.6%

Filipino 127 A' A J 180% Number and percent of students 590 599 636 enrolled for the entire school Hawaiian17 2.4% year 89.9% 91.3% 89.7% in Part-Hawaiian 136 r Ze 4119.3% Number and percent of students 154 189 197 Japanese 56 I 7.9% receiving free or reduced-cost , lunch 23.5% 28.8% 27.8% Korean 12 1.7%

Portuguese 10 0 1.4% Number and percent of students 24 19 1 34 in Special Education programs Hispanic 20 F3 2.8%

3.7% 2.9% 4.8% sampan 4.0%

Mite 174AlP2.2PrairAISHEIV.MilrAr.24.6% Number and percent of students 18 25 30 with limited English proficiency Indo-Chinese5 Q 0.7% 2.7% 4.2% L 3.8% All Others 91 ..r of 12.9%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

Sawa! State of Community Educational Attainment Community Hawaii Level College ,191% Average family size 3.0 3.6 Graduate 21.1%

Percent of households with 37.4% L 31.8% school age children (4-19)

Median household income $50.707 $38.829 Some College

Per capita income $15,452 $15,770

Percent of households with L 4.2% 6.8% High School Public Assistance income

Percent of children (3-19 years) 2.4% 11.6% below poverty level Less than High School Percent of children (4-19 years) 2.6% 2.1% who are at-ris Graduate

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

BEST COPY AVAILABLE

300 Mauka Lani Elementary School Fall 1998 Process: School Priorities

Information about a school 's School Year #1 Student Behavior performance is most useful if Ending 1996 #2 Parent Involvement/Community Relations schoolwide priorities are first #3 School/Community-Based Management identified. This rank ordering of school improvement goals provides a concise School Year#1 Hawaii Content and Performance Standards (Alignment) and clear sketch of this school's SchoolEnding 1997 #2 Student Behavior Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed isEnding 1998 #2 School Curriculum given below. #3 Parent Involvement/Community Relations

Priority 1:Student Achievement

Priority 2:School Curriculum

Priority 3:Parent Involvement/Community Relations

All three priorities are a part of Mauka Lani Elementary's total effort to facilitate studentlearning. Simultaneous focus on all three areas will support student achievement. All school staff will be involved in developing effective instructional strategies through staff development and classroom implementation.The curriculum focuses at Mauka Lani are literacy and math, with the use of technologyas a tool for learning. All students will be responsible for their learning and achievements with help from teacher,parents, and other students. Our entire school-community is working to support all students in our focusareas.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

307 Mauka Lani Elementary School Fall 1998

Certified Staff Schoolyear ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 37.5

Regular Instruction, FTE 30.0 Total FTE ...... ,---...7.,.....7.,_... 7.5 Special Education, FTE 2.5

Supplemental Instruction, FTE 5.0 .._--gzis:-°:,ziszmt:30 Total number of persons 38 Regular FTE ,,,,4'._,-,:tz:..t,2:0 assigned to teaching,

. . Teachers with 5 or more years 23 experience in this school Special Education FTE 2.5 : Teachers' average years of experience 9.8 Students per Teaching Staff Member Supplemental FTE .-. 5 Regular Instruction 19.3

Special Education 13.6 Administrative and Student Services Staff Total Headcount 8

Administration', FTE 2.0

Teachers with 5 or More .,.. Librarians, FTE 1.0 Years Experience in this ,,, 23 , Counselors, FTE 2.0 School

Number of principals at this 5 school in the last five years 0 10 20 30 40 Administration includes Principals, Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 29 State Standards Number of classrooms short (-) or over ( +)

School facilities inspection results ! Inadequate Marginal Standard .1 Score (below 70%) (70.99%) (100% and above) i

2 3

Grounds 2 Administration

Building exterior 2 Building interior 2 r Library Equipment/Fumishings I I 2 HealtIVSafety 2

Sanitation 2 Cafeteria/ Auditorium Total 12

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very G od 0.0% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

308 Outcomes: Vital Signs

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95.3% 94.7% 94.5% 95 0%

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I. - - Mau Ica Lani Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% ME ME 70% E EMUEMIME MEM E MM.MUM MUM MEMOMINIM MMM 60% ME MEMO MUME 48.1% MEE 50% MEMUM ME Average EE. 56.5% 69.1% 40% MEMEM 60.8% 61.2% E E MEM E ME MIME 57.0% MIN 30% -! EEM MIME MEN EMMUM E MUM E MIME 20%MIME MUMM E MOWN MEM E Below 10% E E E Average 7.4% 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

30 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Mililani Waena Elementary School Grades K-6 School Status and ImprovementReport Focus On School =Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children,we must have regular, understandable accounts of our schools' progress. This School Statusana Focus on p.1 Improvement Report has been prepared as part of the Department's Snhnnl Comprehensive Assessment and Accountability System, and inaccordance with §302A-1004, Hawai'i Revised Statutes, which requires School systematic p. 1 reports to the people about the performance of schools, individually and Descriotion collectively.

Outcomes: PP. 5-6 School Description Vital Sians MIlilani Waena Elementary School is one of five elementary schools EffectiveSchool in the Mililani Complex. It serves a multi-ethnic population Shtriant Crinritint with many children of Caucasian, Indo-Chinese, Japanese, and Filipinoancestry, Statewide and smaller numbers of children with Black, Chinese, Hawaiian,Korean, : School Samoan, or Portuguese background. The school's achievement focusis reflected in the high proportions of children scoringaverage or above on School Address: standardized achievement tests in reading and mathematics. Mililani Waena Mililani Waena Elementary School Elementary School is operatingunderSchool/Community-Based 95-502 Kipapa Drive Management. Mililani, HI 96789

311 Mililani Waena Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School LYear Ending 1998 School year ending 1996 1997 1998 Native American6 U 0.6% Black 30Fi2.9% Fall enrollment 998 1011 1016 Chinese 20 nj 1.9%

Moira 125 Number and percent of students 845 961 975 12.1% enrolled for the entire school year Hawaiian 21 84.7% 95.1% 96.0% Part-Hawaiian 92 8.9% Number and percent of students 140 153 159 Japanese 223 receiving free or reduced-cost 21.6% lunch 14.0% r 15.1% 15.6% Korean 24 El 2.3%

Portuguese 11 Number and percent Of students 49 L 59 57 _1 in Special Education programs Hispanic 13

4.9% 5.6% 5.8% Samoan 10

White 171 16.6% Number and percent of students 20 24 1 20 with limited English proficiency Indo - Chinese 1 2.0% 2.4% 2.0% All ()Viers 285 27.6%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased o n the 1990 U.S Census

SChool State of Community Educational Attainment Community Hawaii 1 Level witssraisingiviss. 4042rwiasa.*30.5% Average family size College 3.1 3.6 1 Graduate 21.1%

Percent of households with 43.6% 31.8% scnool age children (4-19)

37.9% Median household income L $53.194 $38.829 Some College 292%

Per capita income $18,453 $15,770

zallairtssrastaataimaSoliNe2.434. 253% sitsalaikaikasitompar Percent of households with 1.7% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 3.0% 11.6% below poverty level Less than High 6.116: School Percent of children (4-19 years) 0.9% 2.1% 186% who are at-risk' Graduate

0.0% 40.0% 'Children 4 to 19 years of age. who are not high school graduates. 10.0% 20.0% 30.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level.

0 State of Hawaii['SchoolCommunity ' .

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

312 Mililani Waena Elementary School Fall 1998 hoof: Priorities-

Information about a school's School Year#1 Hawaii Content and Performance Standards(Alignment) performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Staff Development identified. This rank ordering of school improvement goals provides a concise School Year#1 Accreditation and clear sketch of this school's School Ending 1997 #2 School Curriculum Improvement Plans over the past three #3 Staff Development years. A description of school improvement priorities and activities School Year #1 Accreditation during the school year just completed isEnding 1998 #2 School Curriculum given below. #3Staff Development

Priority 1:Accreditation

Focus on Learning Mililani Waena continues to work through the FOL (Focuson Learning) process. The staff formed five focus groupsLeadership Team, Organization forStudent Learning, Curriculum and Instruction, for Student Personal and Academic Growth, and Support Resource Management and Development. Together,the philosophy, vision, and mission statements will be rewrittento reflect the input from the total school community. As the school moves forward through FOL,action plans will be developed for each major content arealanguage arts, social studies, math and sciencetodetermine next steps to insure that students are achieving.

Priority2: School Curriculum

The curriculum at Mililani Waena is currently beingrestructured. Teachers continue to design and implement integrated theme-based curriculum units.Additionally, these units reflect an incorporation of Success Compact, Hawaii Content and Performance Standards(HCPS) and School to Work. The goal isto develop a K-6 continuum for all subject areas raising teachingstrategies and students' expectation to higher order level of thinking and application. Priority3: Staff Development

Mililani Waena Elementary School teachersare continuously upgrading their knowledge and skills to insure that current practices for effective teaching and learningare utilized. For school year 1997-98, monies were spent for inservice training in Success Compact, School to Work,TRIBES, and other technology workshops. As monies become available in 1998-99, effort to inserviceteachers in the above areas will continue.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

313 Mililani Waena Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (Fit) 50.0

Regular Instruction, FTE 41.0 Total FTE Special Education, FTE 5.0

Supplemental Instruction, Fit 4.0

Total number of persons 51 Regular FTE assigned to teaching,

Teachers with 5 or more years 39 experience in this school Special Education FTE

Teachers' average years of experience 18.1 Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.3

Special Education 11.8 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this Counselors. FTE 1.0 School Number of principals at this school in the last five years 0 20 40 60

Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars,and Athletic Directors Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 44 State Standards Number of classrooms short (-) or over (+) -4 School facilities inspection results Inadequate Marginal Standard Sccire (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Building interior 3 Library Equipment/Fumishings 2

Health/Safety 3 Sanitation 3 Cafeteria/ Auditorium Total 15

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

314 Mililani Waena Elementary School Fall 1998

Effective School Practices Effective Schools Survey

48% Instructional Leadership 55% ..01717 ffeaffe?/1T//!/ /O52%

ili 92% Emphasis on Academics 70°0 73%

82% High Expectations 66% "ZMM. 7,09%M7M 'M "ZOMMO,78%

85% Frequent Monitoring 64% VX VA WAr./Aff/:Md %. ,74% 82% School Learning Climate 81% // 59%

!:! 87% Home-School Relations 69°G A WZMMX".Ze//. 65% 25% 0% 50% 75% 100% Survey conducted In school El Students El Parents 0 Staffscent of favorable year ending 1997 ' responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 1015 9% Attendance and Absences Suspended: 0.1% State 1 School Year Standard This student was resporisibie for thh. 1995-96 1996-97 1997-98 suspension. Average Daily Attendance: % (higher is better) Class A: 1 96.0% 95.9% 96.0% 95.0%

Average Daily Absences: in days Class B: 00.0% (lower is better) 6.9 1 7 7.1 9 Class C:00.0%

Class D:00.0%

0.0% 20.0%40.0%60.0% 80.0%100.0%

Class A: Burglary, robbery, sale of dangerous drugs Examples of class of Class 13: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPYAVAILABLE 315 Mililani Waena Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above 28.0%Average 33.3% 80% EM 70% -; MUM MEMUM 60%MEM MUM MIME KNEE EMU ME 50% EM Average EM MIME MEE 40% EM 62.1% MIME 56.2% 45.8% 62.5% 55.3% E 30% MIME EMU UBE MIME 20% MEM MISER Below 10% z7.0 Average 10.2% ;9.8%.? 0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

316 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Alvah A. Scott Elementary School Grades K-6 School Status and-trniDrovementReport lgiContent Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children,we must have regular. Focus on understandable accounts of our schools' progress. This SchoolStatus ana p.1 Improvement Report has been prepared as part of theDepartment's School Comprehensive Assessment and Accountability System, and inaccordance with §302A-1004, Hawaii Revised Statutes, which requiressystematic School reports to the people about the performance of schools, individually and Description F. 1 collectively.

Outcomes: pp. 5-6 School Description Vital Mans Scott School serves a multi-cultural, highly transient population of *:* Effective School military dependent children. The school has an integrated reading Student Conduct program with a strong emphasisinliterature.Scott School offers Statewide supplementary programs: computer education, language enrichment, music, :* School and physical education. In sixth grade, the school has implemented learning technology with computers. Scott School also offers studentgovernment, School Address: Telecast News Team, and yearbook. Alvah A. Scott ElementarySchool is Scott Elementary School planning for School/Community-Based Management. 98-1230 Moanalua Road 'Aiea, HI 96701

317 Alvah A. Scott Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 2 0.3%

Black12 1.7% Fall enrollment 825 819 717 Chinese8 U 1.1%

Number and percent of students 768 759 664 Filipino 128 if I 17.8% enrolled for the entire school year 93.1% 92.7% 92.6% Hawaiian 15 la 2.1% PanHawaiian 122 le . .0 . 17.0% Number and percent of students 229 242 .1 receiving free or reduced-cost 222 Japanese 138 Fr e e .1 19.2% lunch 27.8% 29.5% 31.0% Korean 27 Ea 3.8%

Portuguese9 1.3% Number and percent of students 28 46 44 in Special Education programs Hispanic 13 1.8% 3.4% 5.6% 6.1% Samoan 16 Ull 22%

Vitae 99 Number and percent of students 13.8% 23 30 31 with limited English proficiency tIndochinese3110.4% 2.8% 3.7% 4.3% All Others 127 17.7%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased V* 1990 U.S. Census

School State of Community Educational Attainment Community Havrall Level

Average family size College 26.64x 3.0 3.6 Graduate r A.21.1% Percent of households with 23.3% 31.8% school age children (4-19)

302% Median household income $46,002 $38,829 Some College 29.9%

Per capita income $18,810 $15.770 1.7 4.1=Erterns....e?..4 Percent of households with .1f1V359OSIMACIO9.IMOCINglarfati7 3.6% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 4.4% 11.6% below poverty level Less than High

Percent of children (4-19 years) School I 3.0%1 2.1% who are at-risk Graduate

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 30.0% 40.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii13 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

318 Alvah A. Scott Elementary School Fall 1998 Process.. .School Priorities,

Information about a school's School Year #1 School Curriculum performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Student Achievement identified. This rank ordering of school improvement goals provides a concise School Year #1 Hawaii Content and PerformanceStandards (Alignment) and clear sketch of this school's SchoolEnding 1997 #2 Student Behavior Improvement Plans over the past three #3 School to Work years. A description ofschool improvement priorities and activities School Year#1School to Work during the school year just completed isEnding 1998 #2 Educational Technology given below. #3 Hawaii Content and Performance Standards(Alignment) Priority 1: School to Work Participated in the Aiea Community School to Work Partnership-Building a Learning Community1" Annual Statewide Technology in Education Conferencein Honolulu. Applied for and received three Schoolto Work mini grants totaling $2,800. Developed the Aiea Complex School to Work Standards and Strategies for grades K-6 whichincluded content areas: Interpersonal, Intrapersonal Skills, Work Skills,and Consumerism. With a minigrant of $1,000 and support from Scott PTA, we opened the Scott Logo Storeon campus. Our objective was to provide our students with an awareness of how a business is started and maintainedwhile providing them with Scott logo items. Also,a Christmas craft fair, featuring items crafted by the students of Scott School, was held in the store in December. Aiea Complex "Believe You Can Fly" Fair at Aiea High School featured students from Scott andalso our store.

Priority 2: Educational Technology Initiated a networking plan for Scott Elementary school which included the installation of thetechnology infracture scheduled for June 1998. Goals for the 1997-98 school year included: D Network and connect library circulation throughoutthe entire school. D Consolidate information on the server. D Set up a mini lab. D Explore the Information Super Highway (the Internet)accessible to all students. D Continue to have student/teacher inservicingactivities. D Explore the use of disks, CD ROMS, and videotapes. Fundraiser to support technology allowed the schoolto purchase 5 additional Power Mac Intoshes with CD- ROM capabilities, and a printer for use in the librarymulti-media section and also in the computer lab.

Priority 3: Hawaii Content and PerformanceStandards (Alignment) Aligning and implementing the school's curriculum in accordance with the Hawaii Contentand Performance Standards (HCPS) Continue to participate in major activities and productsfor the curriculum alignment which included conducting in-depth, systematic, disciplined reviews of HCPSfor language arts, developing high quality school or classroom instructional modules (lessons, units,projects), and developing high quality school of classroom student assessments.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 319 Alvah A. Scott Elementary School Fall 1998 Process:- School Resources

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) f 38.0

Regular Instruction, FTE 30.0 Total FTE Special Education, FTE 4.0

Supplemental Instruction, FTE 4.0 Regular FTE Total number of persons 39 assigned to teaching.

Teachers with 5 or more years 37 experience in this school Special Education FTE

Teachers' average years of experience 17.1

Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.8

Special Education 11.0 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors. FTE 2.0

Number of principals at this 2 school in the last five years 0 10 20 30 40 50 Administration includes Principals, Vice-Principats, Student Activity Coordinators, Registrars, and Athletic Directors

1 2 3

Grounds 2 Administration

Building exterior 1 2

Building interior 1 2 Library Equipment/Fumishings 3

Heatth/Safely 2

Sanitation 3 Cafeteria/ Auditorium Total 14

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Go 0.0% 1012.01% 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report 3 0 Alvah A. Scott Elementary School Fall 1998

Effective School Practices Effective Schools Survey

; 87% Instructional Leadership 54% APAVAWA9727.7.M7.619MMP7.4V 59%

Ij !I 1 1 1 iii 111;11111!III!!!!i1iii! ! ! ' 89% Emphasis on Academics 62% A2PliffOgf./i,f/AM78% , ; ! II 1 1 1 ! 88% ' II! i I I; I! Hi! ; High Expectations 68% AVM''Z.O".M7AFM''Zff/AVAWff.WZZW.10,78%

I ili! :till ,it 91% Frequent Monitoring 62% AWAVZ&MMWAY.W.M6M76% 83% School Learning Climate 72% 51%

!WI .. :::!!!! 86% Home-School Relations 68%, ./.%Mie/./X,1,7..47.,M/AV;feM65%

0% 25% 50% 75% 100% Survey conducted in school I 'cent of favorable year ending 1997 fa Students el Parents 0 Staff ' responses Student Conduct School Suspensions, School Year Ending 1998 Non-suspended: 709 kiggitigMifte4iggreagf il9% Attendance and Absences Suspended: State ji 1.1% School Year 8 Standard These 8 students were 1995-96 1996-97 1997-98 responsible for these 8 7suspensions. Average Daily Attendance: % (higher is better) Class k 00.0% 95.1% 94.9% 94.8% 95.0%

Average Daily Absences: in days Class B:7 (lower is better) '511.NegggP2ligI---..-'4_:,M 87.5% 8.6 8.9 9.2j 9 Class C: 00.0%

Class D: 1 125%

0.0% 20.0% 40.0% 60.0% 80.0%100.0%

Class k Burglary, robbery, sale of dangerous drugs Examples of class of Class B: Disorderly conduct, trespassing suspension: Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco)

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE 3.21 Alvah A. Scott Elementary School Fall 1998 Outcomes: Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm

16.5% Above 29.1% Average

44.0% EMU Ern

UUSU MEM

50.0%Average 54.0% MEM MMEN 61.0% MEM 56.7% 47.1% MEM 46.8% MEM. MIME

Below Average 10.6% 9.9%

1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

322 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Kekaha Elementary School Grades K-6 School Status antilmprovement Report Focus On School (Content To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular. understandable accounts of our schools' progress. This School Statusana Focus on p. 1 Improvement Report has been prepared as part of the Department's Snhnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawai'i Revised Statutes, which requires systematic School P- 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides informationon School Setting the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Student Prnfile population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffective schoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high School p. 3 schools). Process: This report complements The Superintendent's Annual Report on School p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Signs Kekaha is a rural plantation community that serves civilian and Effective School military families from Barking Sands and Kokee and workers in the Student Cnruittet tourist industry. Established in 1888, Kekaha School is set on 7.2acres, 2 Statewide blocks north of the ocean on Kekaha Road. Kekaha Elementary School is School operating under School/Community-Based Management. Principal was nominated as Kauai Elementary Principal 97-98.Past 5 School Address: years school received $345,000 in federal and state grants. 30% of students Kekaha Elementary School in grades 4-6, earn academic scholar recognition (Principal List, Honor P.O. Box 580 Roll, Honorable Mention). By grade 4, 90% of studentsare reading at Kekaha, H196752 grade level using the Qualitative Reading Inventory.

.323 Kekaha Elementary School Fall 1998 0

Student Profile Student Ethnicity Distribution, School _Year Ending 1998 School year ending 1996 1997 1998 Native American 4 LI, 1.1% ,

Filipino Number and percent of students 351 322 321 91 25.9% enrolled for the entire school year Hawaiian 49 r 114.0% 93.9% 93.1% 90.7%

Part-Hawaiian 95 .0 .4 ./P' I27.1% Number and percent of students 222 222 213 Japanese 10f a 2.8% receiving free or reduced-cost lunch 59.4% 64.2% 60.2% Korean 1 I 0.3%

Portuguese6 la 1.7% Number and percent of students 25 28 38 in Special Education programs Hispanic9 E3 2.6%

6.7% 8.1% 10.7% Samoan 2 10.6%

Mite 68SEirdanir 119.4% Number and percent of students 63 60 73 with limited English proficiency Indo-Chinese fa0.9% 16.8% 17.3% 20.6% Alt Others7 Fl 2.0%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level

Average family size College 3.3 3.6 Graduate 21.1%

Percent of households with 43.2% 31.8% school age children (4-19) 71',,w,T,""r",r-rv'..,-rt 23.5% Median household income $33.791 $38,829 Some College 29.9%

Per capita income $12.650 $15,770

33.5% Percent of households with 8.1% 6.8% High School Public Assistance income A'30.4%

Percent of children (3-19 years) 17.6% 11.6%1 below poverty level Less than High 33.9% School Percent of children (4-19 years) 1.1% 2.1% who are at-rise Graduate

0.0% 10.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. 20.0% 30.0% living with mother who is not a high school graduate, is single. divorced or separated, and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

324 Kekaha Elementary School Fall 1998 Process: School Prioritie.s

Information about a school's School Year#1 SchoolCurriculum performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Parent Involvement/Community Relations identified This rank ordering of school improvement goals provides a concise School Year #1Student Achievement and clear sketch of this school's School.Ending 1997 #2Staff Development Improvement Plans over the past three #3Parent Involvement/Community Relations years. A description of school improvement priorities and activities School Year #1Student Achievement during the school year just completed isEnding 1998 #2Staff Development given below. #3Parent Involvement/Community Relations

Priority 1: Student Achievement

With Accelerated Reading (AR) training of all teachers and support staff, plus regular testing in reading, the data showed that by grade 3 an average of 88% of students read at grade level.By grade 5, 100% of students are at grade level in reading.Each year students enter the next grade level with more reading strategies and at a higher reading level. Emphasis must be at grades K (with 39% at grade level) and grade 1 (55% at grade level) to have more student reading at grade level at years end.

Priority 2: Staff Development

All staff implemented at least 3 AR reading and writing strategies within their classrooms.Staff aligned math, science, social studies, reading and writing with HCPS.

All staff used work Sampling System in literacy for grades 3-6, and literacy, social skills, math in grades K- 2.

All staff and students received training in Second Step Curriculuma Violence Prevention Program.

All staff read Allignton & Cunninghams Classroom that work and school implemented 5 strategies schoolwide.

Priority 3: Parent Involvement /Community Relations

Family Literacy Weekly Workshops attracted about 20% of K-2 parents and according to evaluations parents learned how to help their children become better readers/writers.

Only about 10% of parents attended Second Step parenting workshop for Second Step.85% parents attended parent/teacher conferences, though and about 90% attend Christmas & May Day Celebrations.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 325 Kekaha Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 20.5

Regular Instruction, FTE 13.0 Total FTE Special Education, FTE 3.0

Supplemental Instruction, FTE 4.5 Regular FTE Total number of persons 22 assigned to teaching,

Teachers with 5 or more years 19 experience in this school Special Education FTE

Teachers' average years of experience 18.6

Students per Teaching Staff Member Supplemental FTE Regular Instruction 18.1

Special Education 12.7

Administrative and Student Services Staff Total Headcount

Administration', FTE 1.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 1.0

Number of principals at this 1 0 5 10 15 20 school in the last five years 25 Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 21 State Standards Number of classrooms short (-) or over (+) 0

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 2

Building exterior 2 Building interior 21 Equipment/Fumishings

Health/Safety 2 Cafeteria/ Sanitation 1 40% Auditorium Total 11

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% OEMS 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

326 Outcomes: Vital Signs

=WA% r/ZeZAVZ 7./a7/- 3 PXIWAO

a= %.4 VAW.M.Z.,2P7 MW/"./) YAW. NW/2VA

MP/40Z "Z.4 V0°7. W7M)".

V WO" 07. iMIffe Vy;

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reee WAV. "..feWAVAW.d - 1 I. e..

I - .-

State Standard

I 94.1% 94.5% 94.5% 950%

111

10.4 9.6 9.6 9

I I . I

. . 1 .1

a. - - .

- - Kekaha Elementary School Fall 1998 o Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100% 5.3%

90% Above Average 80%

70% 52.2% 59.6% 60% 60.7%

57.6% 50% 57.8% Average 54.0%

40%

30%

20% Below 10% Average

0% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

3 23 Fall 1998 Comprehensive Assessment and Accountability System 0I School Year 1997-98 fi 46 2 vomPsago.411"1"00141At. (1-ticANiii repArie/27A

Elementary School Grades K-6 School Status and Improvement Report Focus On School 11ZIContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on Improvement Report has been prepared as part of the Department's Snhrtn1 Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School reports to the people about the performance of schools, individually and Descriotion collectively. Context: This report includes a description of the school and provides information on the context, process, and outcomes of education at the school for the 1997- School Settina 98 school year.Context information includes a profiling of the student Student Prnfila population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the :* Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata on effectiveschoolpractices,attendance. Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnnl collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national : Facilities standards for school and school system performance.

Outcomes: PP- 5-6 School Description Vital Skins ikahi School serves over 600 students from the 'Aikahi area and Effective School 'Athe Kane' ohe Marine Corps Air Station. In 1990 our school was named a National Blue Ribbon School and was one of eight schools in the Student CnnrItutt nation cited for excellence in the teaching of geography. 'Aikahi School also Statewide serves as the center for hearing impaired students in the Windward District. :* School Redbook Magazine recognized'Ailcahi with an "Overall School of Excellence" award in 1993. This was followed by the "Best of State" award in 1995. The Moanalua Gardens Foundation and the Outdoor Circle School Address: announced 'Aikahi as the recipient of the " Hawai i Needs Care" award for the 1995-96 school year. The award was based on the school's effort to 'Aikahi Elementary School increase student awareness and responsibility toward saving our islands' 281 Ilihau Street natural resources. Kailua, HI 96734 The Hawai'i Alliance for Art awarded 'Aikahi School the Arts Excellence in Education Award for 1997. 'Aikahi Elementary School is operating under School/Community-Based Management.

3 9 'Ailcahi Elementary School Fall 1998 Context: School Setting

Student Profile Student Ethnicity Distribution, School `0( ,ar Ending 1998 School year ending 1996 1997 1998 Native Americano

Black 4 0.6% Fall enrollment 612 584 628 Chinese 20 1E13.2%

Filipino 20 324t Number and percent of students 594 543 605 enrolled for the entire school Hawaiian13 2.1% year 97.1% 93.0% 96.3% 6

Part-Hawaiian 76 12.1%

Number and percent of students 73 56 55 Japanese 44 1;.0% receiving free or reduced-cost lunch 11.9% 9.6% 8.8% Korean6 1.0%,

Portuguese 10 1.6951 Number and percent of students 43 33 34 in Special Education programs Hispanic4 0.6%

7.0% 5.7% 5.4% Samoan 0 0.0%

White 349 , .0* 4' 4, ,',.., ,.., ,s- 1,," ..' A ..-I 55.6% Number and percent of students 5 4 3 with limited English proficiency Indo-Chinese00.0% i i 0.8% 0.7% 0.5% All Others B2 f." 4 ,....1 13.11 %

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

Community Profile Basedon the 1990 U.S. Census

Scnooi State of Community Educational Attainment Community Hawaii Level , assorantameasinmeraxamiumarlancacsvx College =mar otessisminow 43.0% Average family size 3.1 3.6 Graduate 21.1%

Percent of households with 34.6% 31.8% school age children (4-19) 11.14110.1.. WC= 41=7:1113111111101a119 37,1% 111441541111.1214=11111141[1:1=111111.1111II1S0 Median household income $60,142 $38,829 Some College 29.9%

Per capita income $22.260 $15,770

15215 Percent of households with 2.1% 6.8% High School Public Assistance income 4430.4%

Percent of children (3-19 years) 0.0% 11.6% below poverty level Less than High cnric4.7%, School Percent of children (4-19 years) 0.0% 2.1% 18.6% who are at-risk' Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 'Children 4 to 19 years of age. who are not high school graduates. living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. 0 State of Hawaii School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

30 'Aikahi Elementary School Fall 1998

Information about a school's School Year #1 School Curriculum performance is most useful if Ending 1996 #2 Educational Technology schoolwide priorities are first #3 Student Attitude identified. This rank ordering of school improvement goals provides a concise School Year#1 School Curriculum and clear sketch of this school's SchoolEnding 1997#2 Educational Technology Improvement Plans over the past three #3 Student Attitude years. A description of school improvement priorities and activities School Year#1 Success Compact during the school year just completed isEnding 1998#2 Educational Technology given below. #3 Student Attitude

Priority 1: Success Compact

A district resource teacher conducted staff development sessions on the Word Recognition, Comprehension, and Relationship Models. Effective teaching and learning strategies were demonstrated and implemented which integrated reading, writing and literature. The entire staff visited the Teacher Learning Center and teachers from other schools visited Aikahi. Priority 2: Educational Technology

Aikahi students have become quite well versed with the new technologies. Students are able touse digital cameras and camcorders to create their own videos, slide shows and projects. They use scanners to import their photos, artwork and written work into research projects, brochures and papers. They can use all facets of ClarisWorks word processing, drawing and painting and Hyperstudio to create these projects. They have become avid users of the Internet for research and classroom projects and their CD Roms, as well. The new lab offers them connection on more computers as well as using multimedia for their projects. A new network now connects the office and library and labs and the classrooms can share files and email throughout the school.

Priority 3: Student Attitude

Aikahi developed and implemented the Skills for Success program since the 1995-96 school year. The Skills for Success program centered on monthly themes that addressed the development and improvement of social skills and values of students and adults. These values included respect, responsibility, caring, fairness, self- discipline, trustworthiness, and citizenship. Teachers integrated these themes into their regular classroom lessons. The school and community provided reinforcement of lessons through adult modeling. A task force of teachers and parents wrote and sent out monthly bulletins with activities and titles of books on the theme.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

331 'Aikahi Elementary School Fall 1998

Certified Staff Schoolyear ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 32.5

Regular Instruction, FTE 25.0 Total FTE Special Education, FTE 4.5

Supplemental Instruction, FTE 3.0 Regular FTE Total number of persons 33 assigned to teaching,

Teachers with 5 or more years 25 experience in this school Special Education FTE

Teachers' average years of experience 12.7

Students per Teaching Staff Member Supplemental FTE Regular Instruction 21.2

Special Education 7.6 Administrative and Student Services Staff Total Headcount

Administration. FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FTE 1.0

Number of principals at this 0 10 20 30 40 school in the last five years Administration includes Principals. Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 32 State Standards Number of classrooms short (-) or over (+)

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 3 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total:

6-8 = Unacceptable; 9-15 = Satisfactory; 16.18 = Very Go 0.0% 101 Itnifft. 200.0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

332 Outcomes: Vital Signs

MVZ4VAP.7Z,47A3P..J..074X7.0M. :

,:. dVAVAW. 0.00/4WW.APZAZAW, ff/4

W./AM 7 ".7. ,1%*".' 7 : - . 470 './.M

I . .

- : - WI

State Standard

I 95.7% 95.5% 96.6% 95 0%

- I

7.6 7.9 6 9

I II

. I I

: - -

: . s . I

. - .-....

tf. -

1 'Aikahi Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80%

70% MEM 60% MEM EMU MM.MEM MEM MEM MEM MEM 50% MEM MEM Average MEM MEM. MEM MEM 40% MEM. 60.0% 59.2% MUM 58.5% 30% MUM 56.3% 50.7% MEM MEM48.8% MEM MEREIMMEM 20% MEM MEMMEM MUM MEMMEM MEM MEMMUM MEM MIMEMEMBelow 10% MEM MEM Average MINIMM MEMMUM 0% 1.3% 3.7% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

334 Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Holomua Elementary School Grades K-6 School Statu.s- and Improvement Report_ Focus On School. 14(Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on P- 1 Improvement Report has been prepared as part of the Department's Sethnnl Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Outcomes: PP- 5-6 School Description Vital Skins Holomua Elementary School opened on August 2, 1996 as Leeward's *:* Effective School first "high tech" and first designed Year-Round Multi-Tracked : Student Cnnthict School on O'ahu. Holomua will begin a multi-track schedule in July Of c Statewide 2000. Each classroom houses 5-6 computers on a local area network. Our :* School staff has made a strong commitment to provide a positive climate for learning in which all students can reach their fullest potential in academics, attitudes,health the School Address: and artsthroughHolomua LiteracySystem, Technology, Thematic IntegratedUnits, Guidance Programs, Library Holomua Elementary School Program, and Parent/Community Involvement. The school community 91-1561 Keaunui Drive includes residents from Summerhill, West Loch Estates, West Loch 'Ewa Beach, HI 96706 Fairways and 'Ewa Gentry East. Holomua Elementary School is planning for SchooUCommunity-Based Management.

335 Holomua Elementary School Fall 1998 ontext:-School Setting

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 1 0.1% Black16 ta 2.3%, Fall enrollment 0 453 674 Chinese 28 E3 4.1%

Filipino 305 4.. .or Number and percent of students 0 445 656 41 44.5% enrolled for the entire school Hawaiian 17 2.5%; year 98.2% 97.3%

Part - Hawaiian 91 ..13.3% Number and percent of students 0 102 154 Japanese 49 7ji1 % receiving free or reduced-cost lunch 22.5% 22.8% Korean6 p 0.9%

Portuguese 12 El 1.7% Number and percent of students 0 14 29 in Special Education programs Hispanic11 5 1.6%

3.1% 4.3% Samoan8 12%

White 74 10.8% Number and percent of students 0 42 72 with limited English PrOfidef1cY Indo-Chinese0 0.0% 9.3% 10.7% An Others 68 771 9.9%

0.0% 10.0% 20.0% 30.0%40.0% 50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community riawarl Level

mom I College 10.1% Average family Sae 3.4 3.6 Graduate 21.1%

Percent of households with 40.0% 31.8% school age children (4-19)

aenraanownsso=1C4IIISAULD211=1111MXICIOSIMICOII...n 29.4% Median household income $49,856 $38,829 Some College 29.9%

Per capita income $13,439 $15,770

anwarwasconautensnisaasternanassuoiturnsona Icommussnamwmainissvireammansufsiamusa36.4% Percent of households with 9.4% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 6.9% 11.6% below poverty level Less than High 24.1% School Percent of children (4-19 years) 0.0% 2.1% 18.6% who are at-risk Graduate

0.0% 10.0% 20.0% 30.0% 40.0% 'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate, is single, divorced or separated, and is below the poverty level. 12IState of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

33f; Holomua Elementary School Fall 1998 Process: SchoolPriorities

Information about a school 's School Year#1 No priority selected performance is most useful if Ending 1996 #2 No priorityselected schoolwide priorities are first #3 No priority selected identified. This rank ordering ofschool improvement goals provides a concise School Year #1 Student Achievement and clear sketch of this school's SchoolEnding 1997 #2 School Curriculum Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year #1 Student Achievement during the school year just completedisEnding 1998 #2 School Curriculum given below. #3 Educational Technology

Priority 1:Student Achievement Holomua's primary focus continuesto be Student Achievement. Teachers consciously use comprehensionand word recognition strategies along with universalconcepts to develop the total child. Our guidance program emphasizes values, school wide multi aged "families" character education and interpersonalskills.

Student Centered conferences allowsour students to review their work and survey, over 95% of our parents set and work on goals for improvement.In a gave a highly favorable responseto this type of conference. Achievement Test is given schoolwide to assess our students in The Metropolitan reading, language and math. Wealso use the Tahoma School District (Nancy Skerritt)Student Outcomes Assessment Directed Learner, Community Contributor, Profile (Complex Thinker, CollaborativeWorker, Self- Quality Producer and EffectiveCommunicator). Our current SAT reflect that the school is meeting thisobjective. scores

Priority 2:School Curriculum Holomua's curriculum is guided by SCANS (Secretary's Commissionon Achieving Necessary Skills), School-To-Work, and the Hawaii Content andPerformance Standards (HCPS). The core of our Language Arts program is"Success in Reading and Writing." Thisprogram integrates reading, writing and thinking, Our school developed and also meets individual students'needs. a scope and sequence of writing skills and iscurrently working on the development and social studies scopesequence. of our science

The school has a unique scheduleallowing for two hours of and community personnel articulation/planning time within the dayusing school to cover classes. This allows eachgrade level approximately I1 days of year. In addition, the school has five staff planning time per development days with out studentsand uses one Wednesdaya month for curriculum planning. This has enabledour teachers to develop school wide integrated Skerritt model. thematic units using the Nancy

Priority3: Educational Technology

Holomua is connected to the LocalArea Network (LAN) and the Wide Area Network (WAN). Each teacherhas a laptop. Kindergarten through third gradeare on IBM platforms. Fourth through sixth grade in service our staff are on MACs. We are continuingto on integrating technology into their classroominstruction. All classes are equipped student computers, videoout to television capability, voice mail, with five to six check on homework/announcements media retrieval and a telephone thatenables parents to and to leave messages for teachers.Multimedia projects developed by well as evaluation of integratedtechnology lessons have shown that students as Holomua's use of technology has beentremendously

Comprehensive Assessment andAccountability System Page3 School Status and Improvement Report 337 Nolomua Elementary School Fall 1998 re

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 36.5

Regular Instruction, FTE 29.0 Total FTE Special Education, FIE 4.0

Supplemental Instruction, FTE 3.5

Total number of persons 37 Regular FIE 29 assigned to teaching,

Teachers with 5 or more years 0 experience in this school Special Education FTE Teachers' average years of experience 8.3 Students per Teaching Staff Member Supplemental FTE 3.5 Regular Instruction 19.8

Special Education r7.3 Administrative and Student Services Staff Total Headcount 7

Administration*, FTE 2.0 Teachers with 5 or More Librarians, Fit 1.0 Years Experience in thit) Counselors, Fit School I 1.0I Number of principals at this school in the last five years 0 10 20 30 40

Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars,and Athletic Directors. Facilities School year ending 1998 Adequacy of Schools Space Compared with Classrooms available 22 State Standards Number of classrooms short (4 or over (4) -11 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior 3 Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 a Unacceptable; 9-15 = Satisfactory; 16-18 = Very Gc od 0.0% 100.0% 200 0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

338 r Outcomes: Vital Signs I

47A ". r

NM WyM67/A WZ.M.1 VA 3%

- WZA .MM ".?.7

. e.M:. 607.Wee%07:4 ff7,07:

M7y2 W772707A PMZA VMMI r

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II .

State Standard

I II 0.0% 94.8% 95.5% 95 0%

I II

0 8.8 7.8 9

.11

II - 1 -

1 . 1 - - - - .

v Ir. _

a Hotomua Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100% -.

90% 11 24.6% Above Average 80%liolomua Elementary School was new in 1996- 97. MINIM MUM 70% MEM 60% ME MIME 50% Average 54.0% EMI 60.9% 40% MM.MEM MEMMUM 30% MEMMOM. MEMM. 20%

E Below 10% Average 14.5%115-9% 0% 0.0% ao% WX9 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

34 Q Kivapa School Fall1998 Comprehensive Assessment and Accountability System School Year 1997-98

Kipapa Elementary School Grades K-6 School Status_and ImprovementRep Content Focus On School To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children,we must have regular. Focus on understandable accounts of our schools' progress. ThisSchool Status ana P. 1 Improvement Report has been prepared aspart of the Department's Sithnnt Comprehensive Assessment and Accountability System, andin accordance School with §302A-1004, Hawaii Revised Statutes, whichrequires systematic p. 1 reports to the people about the performance of schools, individuallyand Description collectively.

Outcomes: PP. 5-6 School Description Vital Sians Kipapa Elementary School was opened in the Fall of 1932.Being the :* Effective School oldest school in the Mililani school complex, Kipapa School : Student Condunt is rich in history and tradition.In providing a comprehensive educationprogram for Statewide the students, an integrated curriculum has been developedbased on the School Hawaii Content and Performance Standards, School To WorkOpportunities Program, and Kipapa's Reading Continuum. To further meet the School Address: educational needs of the students, Title I, a Federal supplementaryreading program, has also been implemented. With the opening of Mililani Middle IGpapa Elementary School School (grades 6-8) in SY 1998-99, Kipapa School will be 95-076 Kipapa Drive serving grade K- 5 students.Together with an experienced staff, supportiveparents and Mililani, Hl 96789 community, the students of Kipapa School will continueto achieve excellence in academics and social behavior skills.

341_ BEST COPY AVAILABLE Kipapa Elementary School Fall 1998 Context: School Setting

Student Profile Student Ethnicity Distribution, School Year Ending1998 School year ending 1996 1997 1998 Native American2 102% , Black 31 1=3 3.4% Fall enrollment 954 890 909 Chinese 20 El 2.2%

Filipino 189 o 20.5% Number and percent of students 897 845 849 .. enrolled for the entire school Havraian 34 MO 3.7% , year 94.0% 94.9% 93.4% Pan4lawanan 129 r 14.0% Number and percent of students 363 363 403 Japanese 132 14.3% receiving free or reduced-cost lunch 38.1% 40.8% 44.3% Korean 8

Portuguese 15 1.6% Number and percent of students 43 45 52 in Special Education programs Hispanic 32511513.5%

4.5% 5.1% 5.7% Samoan 30"alEi3.3%

White 115 12.5% Number and percent of students 51 1 56 54 with limited English proficiency Indo-Chinese 2 5.3% 6.3% 5.9% An Others 184 le I 19.9%

0.0% 10.0% 20.0% 30.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Level College 19.7% Average family size 2.7 3.6 vosuutivit.11 Graduate 21.1%

Percent of households with 39.9% 31.8% school age children (4-19) ortrameraweririikiRJAIditleoasamma, 220:460=12/72.1RIZIMIUMICAS3iSIS 34.4% iteVIIII/112=21516,16111=SWIZISINTIMIX Median household income $42,500 $38.829 Some College 29.9%

Per capita income $14,288 $15,770

1201.14.1114101011/110,*..... EL,1145114XtrIMIIM4111i1M111iteMMIIMIC7I 31.8% TIILIISKIMAICAZINWIRMICLEWLBMIPArldilliIIIII12 Percent of households with 4.4% 6.8% High School Public Assistance income 30.4%

Percent of children (3-19 years) 6.1% 11.6% below poverty level Less than High 14.0% School Percent of chddren (4-19 years) 2.8% 2.1% 18.6% who are at- risk* r Graduate

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

34 2

. Kipapa Elementary School Fall 1998 Proces.s: -School Priorities

Information about a school's School Year#1 Student Achievement performance is most useful if Ending 1996 #2 Staff Development schoolwide priorities are first #3 Hawai'i Content and Performance Standards (Alignment) identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school's School Ending 1997#2Staff Development Improvement Plans over the past three #3Educational Technology years. A description of school improvement priorities and activities School Year#1 Student Achievement during the school year just completed is Ending 1998#2 Staff Development given below. #3 Goals 2000

Priority 1: Student Achievement

The primary goal for this year has been to increase student achievement throughcurriculum modifications, staff development and test-wiseness activities. Continued workwas done by the staff to align the curriculum to the Hawai'i Content and Performance Standards. In addition, TRIBES inclusion activities andSchool to Work concepts have been integrated into the classroom curriculum.Special activities included a Moon party, Curriculum Fair, Space Camp, and Intercurriculum Study Tours. The Title I Program focusedon grades K-3 by providing the readers with extra help. The Educational Assistantalso helped by tutoring grade 3-4 students. PCNC activities such as Parent-Reading Workshops, communityRead-A-Loud, "Safe Passage" drug-free program and Parenting Workshops also stimulated andencouraged student achievement. Priority 2: Staff Development

In order to support student achievement and the curriculum, four waiver days providedteachers with time to align the Schoolwide Learning Outcomes and Assumptions about Learning with theIntegrated Curriculum; Comparing the Title I and Focus On Learning processes; Develop rubricsas presented by Dr. Meg Keller- Cogan; and share and analyze our school-wide "I Can" statements for reading. Prof. KathyAu of UHM College of Education, also provided inservice to all grade levels in the development andimplementation of Kipapa's Reading Continuum, teaching strategies and reading assessment. Technology workshopswere planned to provide the faculty with hands-on experiences in using thecomputers as part of classroom instruction and assessment, i.e. ClarisWorks, Netscape and e-mail.

Priority 3: Goals 2000

Kipapa Elementary School utilized its goals 2000 Title III grant for professional development andinservice training for teachers in the reading continuum. The teachers were ableto understand how the instructional strategies are interwoven with authentic assessment to insure thesuccess of every student. The teachers developed a checklist called the Classroom Implementation Checklistto assess their practices in the classroom.They also developed "I Can" statements that cover comprehension, attitudes, skillsand strategies to be used by the students to assess their progress in reading. The teachersconcentrated on developing the reading continuum this year and will begin working on the writing continuumnext year.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report 343 IGpapa Elementary School Fall 1998

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 44.0

Regular Instruction, FTE r35.0 Total FTE Special Education, FTE 5.0

Supplemental Instruction, FTE 4.0 Regular FTE Total number of persons 45 assigned to teaching,

Teachers with 5 or more years 44 experience in this school Special Education FTE

Teachers' average years of experience 19.9

Students per Teaching Staff Member Supplemental FTE Regular Instruction 22.0

Special Education 10.4 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 1 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors. FTE 2.0

Number of principals at this 2 0 10 20 school in the last five years 30 40 50 Administration includes Principals. Vice-Principals, Student Activity Coordinators. Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 47 State Standards Number of classrooms short (-) or over (+) 0

School facilities inspection results Inadequate Marginal standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 2 Administration

Building exterior 2

Budding interior 2 Library Equipment/Fumishings L 2 Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 14

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good Classrooms For Total:

6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very d 0.0% 10011012, 200 0%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

344 Outcomes: Vital Signs

7,:6MN07.67AWAY4WZOZOPM7Z6M-

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State Standard

. - -

94.9% 94.8% 94.9% 95 0% ES

9 9.1 8.8 9

. 1

_ 41

: s

I - - - - - t _ Kipapa Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results: Grade 6

I IAverage 1

Below =1=11=11=1 Average

1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

3 4 G Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Kalei'opu'u Elementary School Grades K-6 School Status and Improvement Report Focus On School tZIContent To improve the quality of public schooling and the educational opportunities it affords to Hawai'i's children, we must have regular, understandable accounts of our schools' progress. This School Status ana Focus on p.1 Improvement Report has been prepared as part of the Department's Schrtn1 Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively. Context: This report includes a description of the school and provides information on p. 2 the context, process, and outcomes of education at the school for the 1997- School Setting 98 school year.Context information includes a profiling of the student Student Prnfiln population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludesdata oneffectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools Schnell collectively and in comparison to those of other states. Together. individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians Kalei'opu'u Elementary School in Village Park, Waipahu, opened in Effective School September 1989. It began with one grade level, Kindergarten, in its Sturiant Conduct first school year. Growth in the populations of Village Park and the Royal + Statewide Kunia subdivisions has resulted in an increase in student enrollment to a School present level of approximately 1,030. The completion of the administration and library buildings in May, 1997 marked the end of the construction at School Address: our school. School/Community-Based Management (SCBM) is used at Kalei' op u' u Elementary. Kaleropu'u Elementary School 94-665 Kaaholo Street Waipahu, HI 96797

BEST COPY AVAILABLE 347 Kaleroptiu Elementary School Fall 1998

Student Profile Student Ethnicity Distribution, School Year Ending 1998 Native American School year ending 1996 1997 1998 511 0.5% ,

Black17 0 1.7% Fall enrollment 943 965 1017 Chinese 25 0 2.5%:

Number and percent of students 853 874 924 Filipino 425 41.7% enrolled for the entire school year Hawaiian 28 9 2.7%, 90.5% 90.6% 90.9%

PanHawaiian 153 15.0%

Number and percent of students 219 391 422 Japanese 101 9.9% receiving free or reduced-cost lunch 23.2% 40.5% 41.5% Korean2 02% :

Portuguese19 1.9% I Number and percent of students 47 52 77 in Special Education programs Hispanic20 2.0%1 5.0% 5.4% 7.6% [ Samoan52p 5*

White69= 6,8% Number and percent of students 63 66 72 with limited English proficiency Indo-Chinese0 0.0% ; 6.7% 6.8% 7.1% All Others 103 F-----110.1%

0.0% 10.0% 20.0% 30.0%40.0% 50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Hawaii Community Level zomvvioiviiikooiiioivo 21.6% College .ovesumoramoonessis Average family sae 3.0 3.6 Graduate 21.1%

Percent of households with 48.6% 31.8% school age children (4-19)

asciasargausswasarinrazza=42.4% azo avegermareeitausalresiestesumetaszeiceeser Median household income $56.155 $38.829 Some College 29.9%

Per capita income $16.022 $15.770

Percent of households with 2.2% 6.8% High School Public Assistance income

Percent of children (3-19 years) 1.7% 11.6% below poverty level Less than High School Percent of children (4-19 years) 0.0% L 2.1% 18.6% who are at-risr Graduate

00% 10.0% 20.0% 30.0% 'Children 4 to 19 years of age, who are not high school graduates. 40.0% 50.0% living with mother who is not a high school graduate, is single. divorced or separated. and is below the poverty level. 0 State of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

343 Kalei'opu'uElementary School Fall 1998 Process: School Priorities.

Information about a school's School Year #1 Student Achievement performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Educational Technology identified. This rank ordering of school improvement goals provides a concise School Year #1 Student Achievement and clear sketch of this school's SchoolEnding 1997 #2 School Curriculum Improvement Plans over the past three #3 Educational Technology years. A description of school improvement priorities and activities School Year #1 Student Achievement during the school year just completed is Ending 1998 #2 School Curriculum given below. #3 Educational Technology

Priority 1: Student Achievement

Student achievement is Kalei'opu'u Elementary's fast priority and primaryarea of focus.Our school's major emphasis is the development of our student's listening, thinking and problem-solving skills.Student centered instruction and learning is at the center of our integrated curriculum. Unitl,an Integrated Thematic Learning Unit designed to integrate and improve student thinking and learningwas used during the past school year. Also a Title 1, Targeted Assist Reading Program was implemented to helpour kindergarten to third grade students. Overall our students improved in all of the achievement and abilityareas noted above.

Priority 2: School Curriculum

Our school is developing, implementing and evaluating an integrated curriculum that addresses and improves the thinking skills and multiple intelligences of our students. The above is part of a schoolwide effort carried out in every class at each grade level. The Social Studies, Science and Language Arts curricula have been aligned both horizontally and vertically through the grade levels to insure that students developa well- articulated continuum of skills, knowledge and attitudes. The scope and sequence of these curriculumareas is in alignment with the Hawaii Content and Performance Standards (HCPS). The Readingscope and sequence is also being developed and aligned with HCPS.

Priority 3: Educational Technology

Computer technology continues to play an important and ever increasing role in the teaching, learning and functioning of our school. Our students use computers in projects that develop their writing, drawing and video production skills. These projects are part of integrated thematic units designed to improve their ability to think and solve problems. The student's projects were presented to other teachers in schoolwide sharing sessions. The technology IRA teacher and the Parent-Community Networking Center (PCNC) facilitator organized and carried out parent-child interactive activities focused on computer learning. The networking infrastructure has been installed in the administration, library and E buildings.Networking will be completed in G building in October, 1998.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

349 Kalei-opu'u Elementary School Fall 1998 Process: School Resources

Certified Staff Schoolyear ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 54.0

Regular Instruction, FTE 41.0 Total FTE Special Education. FTE 8.0

Supplemental Instruction. FTE 5.0 Regular FTE Total number of persons 54 assigned to teaching,

Teachers with 5 or more years 26 experience in this school Special Education FTE

Teachers' average years of experience 10.6

Students per Teaching Staff Member Supplemental FTE Regular Instruction 20.4

Special Education 9.6

Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0 Teachers with 5 or More Librarians, FTE 1.0 Years Experience in this School Counselors, FIE 2.0

Number of principals at this 0 20 40 60 school in the last five years Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with State Standards Classrooms available 48 Number of classrooms short (-) or over (+) -5

School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 2

Building interior 2 Library Equipment/Fumishings 3

Health/Safety 2

Sanitation 3 Cafeteria/ Auditorium Total 15

For each category: Classrooms 1 = Unacceptable; 2 = Satisfactory: 3 = Very Good For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200.0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

350 Kalei'opu'u Elementary School Fall 1998 Outcomes: Vital Signs' Effective School. Practices Effective Schools Survey

1111 ' 1:,:III1i 52% Instructional Leadership 64% .67/A1V.Z4ZarAV.Zar..te"..,f6.46%

:111 W1:1:1:11 =11.""'111111:ii1:1:89% 1 Emphasis on Academics 71% /AMOY .10.7Ar/7 72%

Ili1, :31111111 1 11:4'11 11 111[111:111;:i85% High Expectations 75% ffM7ZO'M'ZXO7ff'.MKVMMP7/AYA2.72%

fi 1172 85% Frequent Monitoring vAVA??7,077:0'ZAW/87..MZO7ZZer-Aff/...W

,4111111111 11111111111111IWIliliii1,111::: 185% School Learning Climate 82% 60%

1:1 1111111i111111W111.:;::.W ' 89°A Home-School Relations 70% AWZMWAF/AirariZZeWArt/M'M64%

0% 25% 50% 75% 100% Survey conducted In school 0 Students B Parents Et staffrcent of favorable year ending 1998 responses

Student Conduct School Suspensiops, School Year Ending 1998 Non-suspended: 998 1% Attendance and Absences Suspended: 1.9% State 19 School Year Standard These 19 students were respohsible for these 21 1995-96 1996-97 1997-98 461*suspensons. Average Daily Attendance: % (higher is better) Class A: 9 ;mai42.9% 95.4% 95.3% 95.1% 95.0% Average Daily Absences: in days Class B: 8 (lower is better) 8.1 8.2 8.7 9 Class C: 2

Class D:2

0.0% 20.0%40.0%60.0%80.0%100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

BEST COPY AVAILABLE 351 Kaleropu'u Elementary School Fall 1998 Outcomes: :`Vital Signs Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80%

55.3% 70%

60%

MM. 60.6% 50% Average54.0% 68.9% MM. 70.8% 40%MUM

30% 45.4% 43.0% 20% Below 10% Average 10.1% <7.1% 4.2% .... 0% -1 8 %%- 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

352 Fall 1998 Comprehensive Assessment and Accountability System School Year 1997-98

Pearl Ridge Elementary School Grades K-6 School Status and. Improvement Report. Focus On School (Content To improve the quality of public schooling and the educational opportunities it affords to Hawai' i's children, we must have regular. understandable accounts of our schools' progress. This School Status ana Focus on P. 1 Improvement Report has been prepared as part of the Department's School Comprehensive Assessment and Accountability System, and in accordance with §302A-1004, Hawaii Revised Statutes, which requires systematic School p. 1 reports to the people about the performance of schools, individually and Description collectively.

Context: p. 2 This report includes a description of the school and provides information on School Settina the context, process, and outcomes of education at the school for the 1997- 98 school year.Context information includes a profiling of the student Studeint Profile population and school community.Process information describes the school's priorities, plans, and action for improvement and indicates the : Community school's staffing levels and the quality and adequacy of facilities. Outcome informationincludes data on effectiveschoolpractices,attendance, Process: suspensions, standardized test results, and school completion (for high schools). School P. 3 This report complements The Superintendent's Annual Report on School Process: p. 4 Performance and Improvement in Hawaii, which analyzes our schools School collectively and in comparison to those of other states. Together, individual school reports and the summary Superintendent's Report describe our Certified schools to help us judge them against our evolving State and national Facilities standards for school and school system performance. Outcomes: pp. 5-6 School Description Vital Sians CC - 1- wertry-fIve 'Years of Excellenes- was the theme ore celebration held during the 1997-98 school year to commemorate the 25th anniversary of Pearl Ridge Effective School Elementary School. Faculty. scstr. sttsdenu and community members participeted in a brief prospnarn that highlighted events of the past and honored our former :* Studant Conduct edminitarrotors and founding teachers. .A. Curriculum Fair was held to showcase our seselerns. work and to share with our parents and community the kinds of Statewide learning experiences that arc ongoing in our classrooms. Other highlights of the year included the start of a modified year -round schedule School for Pearl Ridge students and staff. the planning of our new administration building. our partnership with Hawaiian Electric Company in which an air conditioning system was planned. developed. and installed for our Building C. the beginning of a now T-77-I (teacher- training) cohort group. and the first place award School Address: students.from the Panasonic Kid 'Witness News Program for a documentary produced by Organs awarded PRE at the end of the school year will allow our tutorial program Pearl Ridge Elementary School to continue and to make our library available to students after school and on designated evenings. anothergrant 98-940 Moanalua Road curriculum will provide funding for a performingarts skills. with a focus on improving our teaching and assessment of writing 'Aiea, HI 96701 ...gain. the support of our programs by the PRE SCOM Council. P-fa Board. and our Pan...s and community members has continued to make a significant impact on our students. our school environment and the teaching and learning that occurs at PR-E.

BEST COPY AVAILABLE 353 Pearl Ridge Elementary School Fall 1998 it Student Profile Student Ethnicity Distribution, School Year Ending 1998 Native American2 School year ending 1996 1997 1998 : i

Black9 13 1.5% , Fall enrollment 620 637 634 Chinese 26 4.5%

Number and percent of students 596 585 Filipino 54 < :9.2% enrolled for the entire school 562 year 96.1% 91.8% 88.6% Hawaiian9 13 1.5% Part-Hawaiian 52 0"-'118.9% Number and percent of students 85 106 126 receiving free or reduced-cost Japanese 224 0 .0 o 4.0 00 .0 0 0. /0 38.4% lunch 13.7% 16.6% 19.9% Korean 28 =1 4.8%

Portuguese 6 g1.05L Number and percent of students 19 in Special Education programs 22 18 Hispanic 6 ) 1.0% 3.1% 2.8% L 3'5% Samoan 6 b 1.0%

Number and percent of students White 69 to .00 40 .4 11.8% 20 16 with limited English proficiency 28 Indo-Chinese 2 0.3% I 3.2% 2.5% 4.4% All Others 91 J. ,o .0 01 15:6%

0.0% 10.0% 20.0% 30.0% 40.0%50.0%

Community ProfileBased on the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level Average family size College 34.6% 2.9 3.6 Graduate

Percent of households with 27.1% school age children (4-19) 31.8%

WILSSIYMIrEff&CAMMGraIINXICINNIZOifillar4+1, Median household income 7EZmaxammanmsmaaraWanwemmUnwarm $53.215 $38,829 Some College

Per capita income $23,090 515.770

Percent of households with 2.0% 6.8% High School Public Assistance income

Percent of children (3-19 years) 2.3% 11.6% below poverty level Less than High 4. =UZZISWS=ALUMS School Percent of children (4-19 years) 0.0% who are at-risk' 2.1% Graduate

'Children 4 to 19 years of age, who are not high school graduates. living with mother who is not a high school graduate. is single. divorced or separated, and is below the poverty level. 2IState of Hawaii 0 School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

. t 5 Pearl Ridge Elementary School Fall 1998 norities-

Information aboui a school's School Year #1Student Achievement performance is most useful if Ending 1996 #2Student Attitude schoolwide priorities are first #3Staff Development identified. This rank ordering of school improvement goals provides a concise School Year#1Student Achievement and clear sketch of this school 's SchoolEnding 1997#2Student Attitude Improvement Plans over the past three #3Staff Development years. A description of school improvement priorities and activities School Year#1StudentAchievement during the school year just completedisEnding 1998#2 given below. Staff Development #3Student Attitude Priority 1: Student Achievement Literacythrough reading, writing,speaking, thinkingcontinues at PRE. Success Compact strategies to be the main emphasis of thecurriculum and integrated unit planslink reading instruction and curriculum, learning experienceswith the Hawaii Content and content area assessment. Programs support the learning Performance Standards andstudent styles and needs ofour students include:Full inclusion for special needs students, Giftedand Talented program for students in grades 3-6, ESLL forlimited English speaking students, ACTS and OHAreading tutorial for students "looping" program, Comprehensive referred by teachers, a pilot"multi-year" or Student Support System forstudents experiencing learning difficulties in school.Classroom instruction continues or other to be supported by our CurriculumCoordinator, Counselor, Technology ResourceTeachers, Science Resource Teachers, Physical Education Teacher, Librarian, HawaiianStudies Teachers, and also district andstate resource personnel. Priority 2: Staff Development As believers in life long learning, PRE facultymembers participate in development activities as well numerous schoolwide staff as many attended on their own. Asa member of the Hawaii School University Partnership and a site forone of the UH teacher training cohort training of future teachers while programs, our faculty participates in the benefiting from the wealth ofnew ideas, hearing about new teaching strategies, participating in dialoguewith students and university faculty members. Schoolwide inservice activities have focusedon literacy, technology, TRIBES, and student support systems.Monies from successful grant writing efforts havemade it possible for teachers conferences, visit successful to participate in various workshopsand programs at other schools, and plan andconduct workshops meeting the of our faculty.These and other efforts continue needs to bring about the "simultaneousrenewal" of the curriculum at Pearl Ridge Elementaryand the professional growth and and faculty. development of our administration Priority 3: Student Attitude The preparation of our studentsto become caring and responsible citizens in another schoolwide goalat Pearl Ridge Elementary. Toreach this goal, teachers begin by having our student learn, understand,and demonstrate our "8 key wordsHonesty, Respect, Safety, Cooperation, Kindness."Through the TRIBES Responsibility, Pride, Fairness and process and by honoring our TribesAgreements, student sinevery classroom learn the importance ofteam building, cooperative learning, sharing others. and working effectively with Valuing each others' differences isvery much a part of our curriculum recognize and nurture the multiple as teaching strategies intelligences and talents ofour students. Our philosophy of full inclusion is evidenced by the full participationof all student sin curricular and appropriate for their age. Recognition co-curricular programs and activities programs identify special efforts and accomplishmentof our students.

Comprehensive Assessment and Accountability System Page 3 School Status and ImprovementReport

355 Pearl Ridge Elementary School Fall 1998 se

Certified StaffSchool year ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 33.0

Regular Instruction, FTE 27.0 Total FTE Special Education, FTE r2.0

Supplemental Instruction, FTE 4.0

Total number of persons 34 Regular FTE assigned to teaching,

Teachers with 5 or more years 22 experience in this school Special Education FTE

Teachers' average years of experience 15.1 Students per Teaching Staff Member Supplemental FTE Regular Instruction 19.9

Special Education 9.0 Administrative and Student Services Staff Total Headcount

Administration, FTE 2.0j Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this Counselors, FTE 1.0 School

Number of principals at this 1 school in the last five years 0 10 20 30 40

Administration includes Principals, Vice-Principals, Student Activity Coordinators.Registrars, and Athletic Directors Facilities School year ending 1998 Adequacy of Schools Space Compared with Classrooms available 27 State Standards Number of classrooms short (-) or over (+) -2 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70-99%) (100% and above)

1 2 3

Grounds 3 Building exterior 2

Building interior 2

Equipment/Fumishings 1 3 Health/Safety 3 1 Sanitation 1 3 Cafeteria/ Auditorium Total 16

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 200.0% 70100.0%%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

356 - Outcomes: Vital Signs

rz-A 7z.4 wzemzzem ;momr.:zA Rttior .

In . 79° rAPAP7'..4V.AW""Aff/ ...... /#7.ZA,./ile".#-ZZ4 WM7ffiMMV:7.7M7.0.%

WAV7.0M.ZOMO7.027.,/

W.7.A77niZ:c W.Z.4WAV''',.W.0M"...1 S..

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0. I e

State I Standard

Z. 0. I I 95.5% 96.3% 96.5% 95 0% - II

7.9 6.5 6.2 9

II .1 : I

II - r . . .

. gg

e. tr. Pearl Ridge Elementary School Fall 1998 0 Statewide Testing Stanford Achievement Test Results:Grade 6

Math National Reading Math Reading Math Reading 100% Norm

90% Above 30.3%Average 80% MM. 53.0% 70% EM OE MUM EM 60% EMU EM NEM MUM MVO MM. MIEN 50% MUM RUM MIME 65.5% EE Average 56.0% MEN MIME 40% 2 MIME57.6% 57.0% MIME IMIMMMEM 30% E MUM mos R.R. MOMMUM mum MIEN 45.5% MM. 20% MM 2222 MM. MMEM ME MIMEMIME 10% ME E Below MIME Average 10.1% MUM 0% 1 5% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and improvement Report

358 Fall 1998 Comprehensive Assessment and AccountabilitySystem School Year 1997-98

Mililani Mauka Elementary School Grades K-6 School Status andImprovement Report- =Content Focus On School To improve the quality of public schoolingand the educational opportunities it affords to Hawai'i's children,we must have regular, Focus on understandable accounts of our schools'progress. This School Status ana p. 1 Improvement Report has been prepared Stthnnl as part of the Department's Comprehensive Assessment and AccountabilitySystem. and in accordance School with §302A-1004, Hawai'i Revised Statutes,which requires systematic p. 1 reports to the people about the performanceof schools, individually and Description collectively. Context: p. 2 This report includes a description of theschool and provides informationon School Settina the context, process, and outcomes of educationat the school for the 1997- 98 school year.Context information includes a profiling ofthe student : Shirk:int Profile population and school community.Process information describes the school's priorities, plans, and action forimprovement and indicates the Community school's staffing levels and the quality andadequacy of facilities. Outcome information includes data oneffectiveschoolpractices,attendance, Process: suspensions, standardized test results, andschool completion (for high School P. 3 schools). Process: This report complements The Superintendent'sAnnual Report on School Schnnl p. 4 Performance and Improvement in Hawaii,which analyzes our schools collectively and in comparison to those of otherstates. Together, individual Certified school reports and the summary Superintendent'sReport describe our schools to help us judge them againstour evolving State and national :* Facilities standards for school and school system performance. Outcomes: PP. 5-6 School Description Vital Sians ililani Mauka Elementary School opened Effective School on September 1, 1993, with approximately 280 students in Shirietrit Cnnrhutt grades K through 6. The school is designed to be a 'complete school ofthe future,' being completely :* Statewide networked for voice, video, and data Theuse of technology to enhance School teaching-learning processes is integral to theschool's design and operation. The schooloffice,cafeteria,library,and otheradministrativeand School Address: instructional functions all use the latest intechnology. Mililani Mauka Elementary School Mililani Mauka operateson a modified year-round calendar andwas 95-1111 Makaikai Street accredited in 1998 by the Western Association Mililani, HI 96789 of Schools & Colleges fora period of six years with a mid-term review.Mililani Mauka is operating under School/Community-Based Management.

359 Mililani Mauka Elementary School Fall 1998 ontext School Settin

Student Profile Student Ethnicity Distribution, School Year Ending 1998 School year ending 1996 1997 1998 Native American 1

Stack9 11 1.0% I Fall enrollment 633 788 920 Chinese 64 2152 e!9%

Number and percent of students 633 765 873 Filipino 118 12.7t enrolled for the entire school year Hawaiian6 & as% 100.0% 97.1% 94.9%

PartHawaiian 68 713%

Number and percent of students 32 37 34 receiving free or reduced-cost Japanese 384 Fit 41.2% lunch 5.1% 4.7% 3.7% Korean 20 2.1%

Portuguese 16 1.7% Number and percent of students 18 36 48 1 in Special Education programs Hispanic11 1.2% 2.8% 4.6% 5.2% Samoan2 02% 1

White 120 Number and percent of students 6 8 7 with limited English proficiency Indo-Chinese 15 1.6% 0.9% 1.0% 0.8% All Others 97

0.0% 10.0% 20.0% 30.0%40.0% 50.0%

Community Profile Basedon the 1990 U.S. Census

School State of Community Educational Attainment Community Hawaii Level Cone Average family size 0.0 3.6 Graduate 21.1%

Percent of households with 0.0% 31.8% school age children (4-19)

0.0% Median household income SO $38,829 Some College 29.9%

Per capita income $0 $15.770

0.0% Percent of households with 0.0% 6.8% High School Public Assistance income M&22&2=13.- Percent of children (3-19 years) 0.0% 11.6% below poverty level Less than Higlx School Percent of children (4-19 years) 0.0% 2.1% $9.6% who are at-risk* Graduate

'Children 4 to 19 years of age. who are not high school graduates. 0.0% 10.0% 20.0% 10.0% 40.0% living with mother who is not a high school graduate. is single. divorced or separated. and is below the poverty level. la State of Hawaii G School Community

Comprehensive Assessment and Accountability System Page 2 School Status and Improvement Report

3 Mililani Mauka Elementary School Fall 1998 Process: School Priorities.

Information about a school's School Year #1 SchooVCommunity-Based Management performance is most useful if Ending 1996 #2 School Curriculum schoolwide priorities are first #3 Hawai'i Content and Performance Standards (Alignment) identified. This rank ordering ofschool improvement goals provides a concise School Year#1 Accreditation and clear sketch of this school's School Ending 1997#2 Assessment (General) Improvement Plans over the past three #3 Hawai'i Content and Performance Standards (Alignment) years. A description ofschool improvement priorities and activities School Year#1Accreditation during the school year just completed is Ending 1998#2Hawai'i Content and Performance Standards (Assessmen given below. #3Staff Development

Priority 1: Accreditation

Thisyear Mililani Mauka spent the better part of the year in preparation for the March, 1998 accreditation visitation. The final draft of the self-study report was completed in November, ready for printing, thensent to the visiting committee in early January.

The WASC accreditation committee visited the campus from March 2-5, thoroughly investigating allaspects of the school's operations, programs, staff, and community. WASC commission reported to the school in May, 1998 that Mililani Mauka had received a full six-year accreditation with a 3-year review.

A school Focus on Learning cadre has been organized to plan the follow-up procedures for the recommendations set by the visiting committee. The work on this follow-up will begin in fall, 1998. Priority 2: Hawaii Content and Performance Standards (Assessment)

In line with Focus on Learning, which emphasizes what student learn, how they learn, and how toassess what they have learned, Mililani Mauka has continued to work on assessment and evaluation. Through the support of two grants, Goals 2000 and Eisenhower funds, the staff has studied various means to assess student progress and consciously integrated these practices into their major thematic units and other instructional practices.

The curriculum committees in math, science, social studies, language arts, health and physical education continue to review and refine the alignment of Mauka curriculum to the HCPS.

Priority 3: Staff Development

Staff development activities in assessment, science instruction, FOL, and cognitive coaching continued during this year. These were in conjunction with the accreditation process and the alignment and assessment as described in priorities 1 and 2 above.

Using monies through Eisenhower grant, intensive staff development in improving science instruction continued for the second year. Teachers worked in their loop groups in developing and refining their lessons for specific science units of study.

Comprehensive Assessment and Accountability System Page 3 School Status and Improvement Report

3.61. Mililani Mauka Elementary School Fall 1998

Certified Staff Schoolyear ending 1998 Teaching Staff Teacher Counts

Total Full-Time Equivalent (FTE) 47.5

Regular Instruction, FTE 38.5 Total FTE -rzu. 47.5 Special Education, FTE 4.5

Supplemental Instruction, Fit 4.5

Total number of persons 49 Regular FTE 38.5 assigned to teaching,

Teachers with 5 or more years 19 experience in this school Special Education FTE14.5 Teachers' average years of experience 12.8

Students per Teaching Staff Member Supplemental FTE 4.5 Regular Instruction 20.3

Special Education 10.7 ,Z7 Administrative and Student Services Staff Total Headcount 49

Administration. FTE 2.0 Teachers with 5 or More Librarians. FTE 1.0 Years Experience in this Counselors, FTE 2.0 School

Number of principals at this 0 20 40 school in the last five years 60 Administration includes Principals, Vice-Principals. Student Activity Coordinators, Registrars, and.Athletic Directors

Facilities School year ending 1998 Adequacy of School's Space Compared with Classrooms available 43 State Standards Number of classrooms short (-) or over ( +) -1 School facilities inspection results Inadequate Marginal Standard Score (below 70%) (70.99%) (100% and above)

1 2 3

Grounds 3 Administration

Building exterior 3

Building interior Library Equipment/Fumishings 3

Health/Safety 3

Sanitation 3 Cafeteria/ Auditorium Total 18

For each category: 1 = Unacceptable: 2 = Satisfactory; 3 = Very Good Classrooms For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good 0.0% 100.0% 200 0% 70%

Comprehensive Assessment and Accountability System Page 4 School Status and Improvement Report

362 Militani Mauka Elementary School Fall 1998 Outcomes: Vital Signs Effective School Practices Effective Schools Survey

. : .iL:::::::::.:H:::: ' !::::::.w:::: ':::::: 95' Instructional Leadership MMMMMMMMMMMMMM MMMMMMMMMMMMMMMMM MMMMM MMMMMM 90./0 /MA V. ,P-A MIA V.'"A W: eA55%

;;:! i ;i :::lii::: ;;;I:1!:iiiii:1 i: HI: H;11;::;,. i! 99% Emphasis on Academics 77% A i4. 7. 7 /iV IV fff iff. A 82%

;,,,,.,; 1!;:ii; ;;;;ilill':Iili..!..:!;Iihlw!;;Wi::: , 96 High Expectations 82% '2:07. MM rilMdr#PM7/ffMM7ff ''ff 'M. 7.07A87% _

l'''1;iiii II! : !!.!1H11!:!iiill . ,1:' MM 1, , . 96 Frequent Monitoring ;74% 1 A VZ-As VZO. 7.07-# 0 77.. e g7.07:0 YAW. 07., 07ffie% 83%

0% School Learning Climate 92')/cH

/./ ./:M ...il../ .7. , 4 907-"/. N -'MM.81 %

11:0::1:;:iii HI:iiiH; IHiili Illi!::;11l.iiili iHi!' CI8% Home-School Relations 78% - ..:07-4 02 WA Wir /A FA WA W.Z.A WA 0: 81%

0% 25% 50% 75% 100% Survey conducted in school nt of favorable ime0 Students El Parents OStaff year ending 1997 responses

Student Conduct School Suspensions, School Year Ending 1998 Non-suspended .0% 920

Attendance and Absences Suspended: 0.0% State 0 School Year No students were Standard suspended at this 1995-96 1996-97 1997-98 scnoOl. Average Daily Attendance: % (higher is better) Class A: 00.0% 97.1% 96.4% 96.4% 95.0%

Average Daily Absences: in days Class B:00.0%

(lower is better) 4 5.1 6.3 6.4 9 Class C:00.0%

Class D:010.0%

0.0% 20.0%40.0% 60.0% 80.0% 100.0%

Comprehensive Assessment and Accountability System Page 5 School Status and Improvement Report

4 333 Mililani Mauka Elementary School Fall 1998

Statewide Testing Stanford Achievement Test Results: Grade 6

National Math Reading Math Reading Math Reading Norm 100%

90% Above Average 80% 40.8% 46.0% 47.7%

70% 67.5% 60% 79.4% 111 79.5% KUM 50% Average

40% MEMO MUM 30% 57.9% 52.4% 48.9%

20% Below 18.2% 10% 20.6% Average 1H III 2.6% 52.3% , 3.4% 0% 0.0%._1.6% 1.3% 1996 1997 1998

Comprehensive Assessment and Accountability System Page 6 School Status and Improvement Report

3 Ci 4 Appendix D

Tables from the Hawai`i State Department of Business, Economic Development & Tourism Data Book 1998

365 Table 9.37-- GOVERNMENT WORKERS, BY LEVEL OF GOVERNMENT, CIVIL SERVICE STATUS, AND MEMBERSHIP IN STATE RETIREMENT SYSTEM: 1940 TO 1998

[For earlier years, see Data Book 1987, table 324]

Government jobs (annual averages) State State Terr. or civil service retirement system Year All levels Federal State County workers 1/ members 2/

1940 22,136 11,139 6,245 4,752 2,616 8,352 1945 78,846 66,248 7,231 5,367 3,772 12,662 1950 33,140 18,891 7,955 6,294 5,280 16,120 1960 49,510 27,010 14,620 7,880 6,790 24,092 1970 73,640 33,380 30,600 9,660 10,166 38,912

1980 89,050 30,000 45,150 13,900 17,327 48,868 1990 105,600 34,150 57,050 14,400 20,654 53,509 1992 111,100 33,250 62,600 15,250 22,920 57,401 1993 111,600 31,800 64,250 15,500 24,267 59,518 1994 111,850 31,250 65,000 15,600 4/ 24,716 61,082 1995 111,400 31,050 63,950 16,450 4/ 24,138 60,687 1996 3/ 110,550 31,100 62,800 16,600 4/ 23,338 59,275 1997 111,650 30,650 64,250 16,750 4/ 23,133 59,500 1998 112,200 30,400 64,950 16,850 4/ 23,627 60,447

1/ December 31 through 1960 and June 30 thereafter. State or Territorial workers in civil service system. Data exclude county employees, also covered by civil service. 2/ June 30 through 1960 and March 31 thereafter. Includes State or Territorial employees, county employees, and inactive members (those no longer employed by the State, Territory, or counties who have remained in the System), but excludes pensioners. 3/ Revised on March 5, 1998. 4/ Method revised beginning in 1994 to count all active employees, on payroll and on leave without pay, employed greater-than-50 percent full-time equivalent and appointed for more than 3 months'duration. Source: Robert C. Schmitt, Historical Statistics of Hawaii (University Press of Hawaii, 1978), pp. 616- 617; Data Book 1978, p. 158; Hawaii State Department of Labor and Industrial Relations, Labor Force Data Book (annual); Hawaii State Department of Human Resources Development, records; Employees' Retirement System of the State of Hawaii, Comprehensive Annual Report (annual). Table 10.10-- CIVILIAN EMPLOYMENT IN THE AIR FORCE, ARMY, AND NAVY: ANNUAL AVERAGES, 1990 TO 1998

Year Total Air Force Army Navy

1990 19,350 2,300 5,600 11,450 1991 18,850 2,250 5,400 11,200 1992 18,100 2,200 4,800 11,100 1993 17,450 2,150 4,600 10,700 1994 16,850 2,000 4,600 10,250 1995 16,750 2,100 4,450 10,200 1996 16,800 2,100 4,850 9,850 1997 16,300 2,050 5,000 9,250 1998 16,050 2,050 4,900 9,100

Source: Hawaii State Department of Labor and Industrial Relations, Labor Force Data Book, May 1997, p. 11; ; and calculations by Hawaii State Department of Business, Economic Development & Tourism.

: '3 G 7 Table 10.04-- DEPARTMENT OF DEFENSE PERSONNEL AND DEPENDENTS: 1989 TO 1998

[As of September 30. Excludes Coast Guard]

Active-duty Dependents of shore-based active-duty Direct-hire military military civilian Year Total personnel 1/ personnel 2/ personnel 3/

1989 120,905 45,935 54,724 20,246 1990 113,471 41,887 51,727 19,857 1991 113,076 44,092 50,006 18,978 1992 110,428 44,864 47,671 17,893 1993 105,911 42,958 45,612 17,341 1994 99,188 42,161 39,989 17,038 1995 114,139 38,172 58,788 17,179 1996 111,002 36,392 57,786 16,824 1997 109,762 34,826 57,720 17,216 1998 104,018 34,643 52,643 16,732

1/ Excludes Navy personnel afloat or temporary shore-based, e.g., 5,600 in 1995. 2/ Includes dependents of Hawaii residents stationed out of the State, if those dependents remained in Hawaii. 3/ Includes Army personnel performing civil functions. Source: U.S. Department of Defense, Washington Headquarters Services, Directorate for Information, Operations and Reports, Department of Defense Selected Manpower Statistics (annual), and at and at ; for 1997 , June 8, 1998. For 1998: Worldwide Manpower Distribution by Geographical Area, September 30, 1998 (p. 1) and

[Includes Navy, Marine Corps, and Coast Guard personnel afloat on a homeported basis. Data differ from similar series compiled by the Bureau of the Census and Department of Defense]

Military personnel 1/

Personnel and Aboard Dependents Military Date dependents Total Ashore ship in Hawaii families

1980: April 1 125,042 61,019 48,813 12,206 64,023 26,129 1981: July 1 125,865 61,521 46,255 15,266 64,344 25,893 1982: July 1 127,816 61,107 54,184 6,923 66,709 26,009 1983: July 1 125,273 59,021 53,755 5,266 66,252 26,791 1984: July 1 127,887 60,804 56,321 4,483 67,083 31,415 1985: July 1 122,286 58,005 53,848 4,157 64,281 29,997 1986: July 1 124,794 58,584 53,616 4,968 66,210 29,481 1987: July 1 125,127 60,277 56,322 3,955 64,850 32,038 1988: July 1 133,958 64,053 60,621 3,432 69,905 34,535 1989: July 1 116,644 56,370 53,263 3,107 60,274 31,652

1990: April 1 113,833 53,898 50,681 3,217 59,935 30,934 1991: July 1 117,141 53,813 51,197 2,616 63,328 28,655 1992: July 1 109,959 52,965 50,206 2,759 56,994 23,751 1993: July 12/ 107,603 45,437 44,152 1,285 62,166 25,952 1994: July 1 98,531 44,193 42,790 1,403 54,338 27,478 1995: July 13/ 92,490 45,971 43,839 2,132 46,519 21,700 1996: July 1 98,356 43,019 40,457 2,562 55,337 24,667 1997: July 1 4/ 97,344 41,769 38,884 2,885 55,575 22,996 1998: July 15/ 101,311 40,773 37,761 3,012 60,538 24,965

1/ Beginning in 1982, ship crews living ashore are included with the total ashore. 2/ Air Force and Marine Corps data for 1993 partly estimated. 3/ Coast Guard and Marine Corps data for 1995 partly estimated. 4/ Coast Guard and Marine Corps data for 1997 estimated. 5/ Air Force and Army data for 1998 partly estimated. Source: Hawaii State Department of Business, Economic Development & Tourism, annual survey of local commanding officers.

369 Appendix E

Selected Newspaper Articles from The Honolulu Advertiser

37 0 PAGE A19*

SUNDAY FEBRUARY 13, 2000

The brawl follows more "We get called to all the schools thane year of serious events in our district some time or anoth- Campbell at:the school, including a pa- er, nothing more than others at lice.4tandoff with an armed Campbell," Young said "It's a large student, bombs exploding on school so incidents do happen." violence ,eaaus and several compiit- According to state Department er.thefts. Parents complainof Education statistics, Campbell 'that the administration has has about 2,300 students. It has a alarming lost control of the campus; below-average daily attendance of and some have kept their 86 percent and below-average SAT children home from schoolscores, but an improving gradua- to many because they fear for theirtion rate of 97.1 percent as of the safety. 1997-98 school year. In response, Principal The school suspended 261 stu- By lames Gonser Louis Vierra has hired extra dents during that school year, most- ADVERTISER LEEWARD BUREAU Security guards and brought ly for disorderly conduct and tres- Continuing violence atin off-duty police officers. - passing, according to state figures. JamesCampbellHigh Vierra said the school does Some parents have complained School has left teachers, par-have problems, but they that a group of boys calling them- ents and students searchinghave been blown out of pro- selves the Ewa. Beach Boys, or for answers at the Ewaportion. EBB, have contributed to an atmos- Beach campus. "I've been told that the per- phere of fear on campus. The school suspended 25ception is the reality," Vierra Police,say the EBB is a gang, but students after a Feb. 2 brawlsaid. "Look at ColumbineMena is not so sure. outside the cafeteria thatand the tragedy there. They "Every community has bad boys sent two students to the hos-will always be known forwith chips on their shoulders," .pital. The suspended stu-that shooting. Unfortunately, Vierra said. "If you ask their par- dents returned to class Fri-we have had some high pro= ents if the kids arein a gang, they day. file incidents at Campbellwill deny it. They say it is just and they stay in people's friends hanging out together. minds. It's sad." District 8's police com- mander, Maj.Gordon Young,agreed. He said Campbell is not a particular problem area for officers despite the recent events. Part 1 of 2

BEST COPY AVAILABLE 371 "Football and basketball playersLisa Suan, president of ..theRecent incidents hang out with each other. The EwaCaMpbell Parent Teacher. Student Beach Boys are from the sameAssociation, said parents considerat Campbell, High neighborhood. The problem comessafety issues to be an even higher when they push things farther thanpriority than curriculum. )Feb. 7 Policearrested a 16- they should. If they are challenged, `'Noone entityadministration,year-old student:for punching and breakinganothei student's nose it could cause a ruckus, that is whatleathers, parents, can solve this during a fight. . happened." problem on theirOwn," Suan said. Rep. Willie Espero (D -Ewa Vierra met with about 50 parents >. Feb. 2 Two students Were. Beach) met with a group of Camp-Wednesday during a PISA meet- treated for injuries after a lunchtime bell students last week to hear theiri4g,,. telling parents the school is fightinvolving about two dozen stu- woiking to control, contain and re. dents outsidethe cafeteria.Several concerns aboutcampus safety. . teachers were allegedly struckwith "I assured the students. I Wont&*Ave the problerns: , : .. 'The bottnniqinais:rliildreri, canchairs. The school suspended 25 stay on top of the situation and : every . make sure their questions are an- he )Ticijoeiehismbe. swered," Espero said "Some stu-raid:.liff--11Yist.PparimOtr'sChoal i!.:i.,:ntyd7inin,'" r.1999 to Jeritiary 2000 dents are really scared." that Chnikericataiotleartillearful." -- Thirty-one iMac computers worth to more than $50,000 were stolen Vlerra.has asked AertCheis Espero said the Legislature is over three weekends.. looking into security issues at lat-forma task force with Military fain. er schools this session, but saidflies; parents and students. :- . )1,- January 1999 Ahomemade dealing with problem' students "We want to come up with an ac- 'sparklerbomb" exploded in a stair- must be resolved. "We don't wantdon plan to preventthis,typeof well at the math/science building to tell anyone 'You can't have anthingfromitappertingagain, Mena and injured 13 students, one suffer- education,' but if youcross that lineSaid. "Not just looking at this year, ing permanent hearintioss. Three students were arrested. there will be consequenCes." bUt into the future. We feel we are Sen. Brian Kanno (D-Ewa Beach,getting the *Players involved." September 1998 A 17-year- Makakilo, Kapolel) has been get- old senior witha gun threatened the ting calls from parents concerned vice principal, teachers and other students and then barricaded him- about safety . "I've heard it's calmed down self inside a portable classroom. some; but an 'uneasiness persists. The boy eventually surrendered and We need broader community dis- was arrested. cir.ssions with parents to see how to improve the situation. A number of parents have told their children not to attend school," he said. Part 2 of 2

3 7 9 She said Cody, who started Mother of beaten boyat Kale= in the seventh grade, has often been the u provoked target of bullies. at odds with school Sgt. Robert Fernandez, the supervisor for the Maui Po- By Mike Gerdes lice Department's juvenile ADVERTISER STAFF WRITU section, said the Kalama parents are not focusing on the The mother of. aMaui whole pichne. eightinrader Who was hospi- He said the four alleged of- talized after a vicious beating fenders; now in the custody by four dassmides said yes- of their patents, will appear terday that school officials before a Family Court judge. have not taken the incident 4". If found guilty, they face seriously enough. penalties from probation to But Maui police say the in:alteration. boys a 13-year-old and "All the schools have their three l4-year will face share of fights," Fernandez assault charges in. Family said "Kids have disagree- Court And the Maui school ments. But I can't say that district Superintendent said lialama is a violent school." the boys may face other ozon- Brown said that the five- seqtnnces. CODY: Remains in guardedday suspension "was just an *Our internal investigation, condition in hospital initial consequence based on which should be completed Four teenage boys kicked what we knew at the time." by Friday, will determineCody in the stomach so hard Brown said he would contin- 'What further consequencesm Nov. 17 that his pancreas ue to assess the situation as oecur,' Maui district Su-$ swollen to three times its the police investigation pro- perintendent Paul Brownformal size. Cody's doctors gresscs. said yesterday. It's certainlytry he wfflgybe hospi- "We have to consider that not over." idized for six vveeks some of the boys may have Lynn Avrai-Tavares, whose Klima Principal Stephen just been witnesses," Brown Cody in guardedfauna& suspended the boys said "There may be a range at Kapiolani Med-br five days. Yamada could of consequences.' Center for Women andtot be reached for comment . said sheand other osterday. believelcalama Inter- 'The school is still saying it ediate is a dangerous i a blue-ribbon school, it is :At- a :PTA meeting of a violent campus," Awai- uesday night on Maui, more Wares said "My feeling and 101) people gathered for veryone else's, is obviously it vocal, sometimes -con- is violent' ,thscussion of the

BEST COPY AVAILABLE

373 The Honolulu Advertiser

SUNDAY DECEMBER 12, 1999 Bullying problem worries schools Experts suspect severity of incidents rising

By Alice Keesing bullying in Hawaii schools, consequences, accordihg ADVERTISER EDUCATION WRITER althoughincidentsareto Meredith Monteville;i Bullying is an insidiousincluded in Department of counselor at Aiea Intemied/: problem that can makeEducation harassment re-ate School, and Adrienne school an everyday miseryports. Those show 895 cases Valdez, a labor education for children. Hawaii educa-of harassment statewidespecialist at the Center for tors say it's time to stopduring the 1998-99 schoolLabor Education and Re- sweeping the issue under the,year, down from 1,115.two search, at the University of carpet .as something that is years before. . Hawaii-West Oahu. "just a part of growing up." ,. Education expertssuspect They are two of only eight It is an issue that ',hasIliat!while the mit:abet' ofpeople in the country trained gained attention inthe wake bullying itiCidents is not rig-by the National Education of what .happened ..to 13- .in& their*YeritY may tie:. Association to lead work- year-old Cody Tavel:ea; who Schools:alsoertreporlingshops showing teachers how lies in an Oahu hOipital bedA troublitighewlrenrk Stu-to"bully- proof" schools. In Febru- with a damaged pancreas dents wah court- issued tern=ary, they'll train a group of Hawaii .porary restraining ordersteachers to lead the workshops so after allegedly being beaten more can learn the techniques. by four classmates atRala- that prevent them from Victims of bullies often suffer ma Intermediate on Maui. approaching or contacting from low self-esteem and become .. What happened to Cody is other students. Melvin Seo, anxious about school, the experts an extreme case, but he had the Department of Educe-say. been the target of unpro-*Ws security chief, couldn't "They might dread lunchtime, .say how many restrainingdread recess time dread going to voked attacks before the in- the bathroom all those places cident three Weeks ago, ac-.:orders:have been issued tothat are unsupervised," said .cording to his mother, Lynn students, but he said theyValdez. "It interferes with their Awai-Tavares. Last weekare difficult for schools to right to get an education." she described how boys at:deali/Ui. On Friday, Monteville brought his school have tripped him' Whether it's name-callingtogether 14 seventh- and eighth - and shot paper clips at hiinor shoving in the hallways,'graders from Aiea Intermediate .School to talk about bullying The with enough force to cutbullying can have serious students agreed that dealing with bullies can be scary. They said they `There are no Statistics on fee a lot of teasing and pushing at school, but were hesitant to admit 'they had been bullied. Part 1 of 2

BEST COPY AVAILABLE 374 Being the target of bullies can Bullying in the school yard also leave them feeling helpless. can lead to more serious behavior. It seems like (adults) don't care, Research shows that one in four because they don't do anything bullies will have a criminal record

about it," said 13-year-old.Crystal before reaching age 30. Ishihara. "There's not one quick fix or one Turning to an adult also can right answer to resolving this com- niake the intimidation worse. plex issue," Valdez said "If the (bully) does get into trou- One answer is to show children ' '4ble, they just get more mad," said the right behaviors at a young age. 12-year-old Heather Burgo. The woiicshops instruct children to .Often. students areleft feeling imagine how others feel. If they .tthey have to deal with the situation feel empathy, they are less likely to on their own which can have bully and more likely to help if they !negative consequences. Last year, see someone else being bullied. .Aiea seventh-grader Teavailti Va'a The Department of Education said he had an older .boy threaten has produced an educational video to beat him up unless he handed on bullying, which it will distribute Lover money. The boy cornered to all intermediate and high schools tVa'a after school one.day, and Va'a as soon as money allows. And it is idought back Although the harass- revising its definition of harass- iment stopped, Va'awas -suspended ment to include the word "bully." for fighting. Meanwhile, Michael Victorino, Aiea Intermediate :Principal the Board of Education member :Clarence Delude said the amount from Maui, said he's talking to leg- ;of bullying at the school has islators about a law to establish :dropped since he came on board stronger consequences for violent :two years ago. behavior in schools. "Right now "We jump on it right away," he our laws and policies do not give paid. Bullies face suspension, but us enough measure of punishment also are helped with programs to fit the crime," he said Although the boys accused of such as peer mediation, he said beating Cody told school adminis- Bullying behavior oftenis trators the incident began with in- learned at home, said Monteville. nocent horseplay, two of them "It's all about power and con- were suspended for 10 days; the trol," she said. "The bully enjoys other two were suspended for five hurting these people. They think days. The punishment is in accor- that people deserve to be hurt for dance with department policies. whatever reason because Maui police are still investigating they're handicapped, because they the assault, and Awai-Tavares said don't wear nice clothes, because she is considering legal action they don't do well in schooL" against the state. Bullying peaks at the intermediate level, experts say, and is more likely to involve boys, although girls have their own form of intimidation. "They do exclusionary bullying," Monteville said. "Like, 'You can't be my friend,' or 'You can't be part of my club.' "

Part 2 of 2 The 1101 Sunda)

ALOHA SPIRIT Although there have beenSearch for curriculum no major racial problems since December, when the "It's a tough area to master and to teach, and it's possible to do a mother of an African-Ameri-Orally bad job," said Bill Hoshijo, Schools can student reported her sonekecutive director of the Hawaii had been harassed at Maui's Ovil Rights Commission, which is lao School, education officialsinvolved in the search for a solid are shopping around for aaiversity curriculum diversity program they hope Indeed, experts say teachingtoler- struggle ance entails more than celebrating will prevent such incidents. Martin Luther langJr. Day and hold- "Some of the high-profile ing a diversity workshop once a year. cases that hit the newspapers "We don't want to do a one-shot to teach and the TV like lao Schooldeal. We want to do something sort of gave the public a that is institutionalized," said Kevin Shollenberger, Hawaii regional picture that all is not well," director of the National Coalition tolerance said Tom Yamashita, director Building Institute, whose program of the civil rights complianceis being looked at by state educa- office at the state Depart-don officials. Racial incidentsment of Education. The institute, formed in Boston "We have been successfulto resolve conflicts between Jews and African Americans, is current. highlight need in stemming these things kr overseeing diversity programs at when they occur, but it's likeMaui's Lahainaluna School and putting out fires. We have towhoa Intermediate and High By Yasmin Anwar concentrate on not startingSchool on the Big Island. . ADVERTISER STAFF WRITER Plent" One challenge, Sholleriberger sgtkistreaking through Haivaii's For years, officials or The Board of Education proposed an amendment to a veneer Of interracial aloha, ,Which Hawaii's public school cam leads many to believe racism is not puses have quietly settle(state schools rule recently a problem here. that would Odell:re studenti who .7There may net be people binn- schoolyard and classroontaunt others because of do* sexu- spats sparked by bigotry ing crosses on people's lawns and iil will be the Subject'destroying synagogues;"- Shollen- leaving major conflicts to thiof public hearingslaterthIsYter ; berger said; "but I thin' k- discrimi- Department of Education': MeanwhileArtsteedriCatiOn.4,7.nation and racism is alive and civil rights compliance offiatrials are asser*or':rig eidatt,"agdiVersi, Mell." downtown. bi training Programs. ;"We den, Take the recent cases that But a rash of headlineaped to reinvent tire:W4eel,".01d spotlighted racism against blacks *wail Civil Rights Cairimisilorier in Hawaii schools: grabbing incidents in whiclraye Kennedy. African-American student: But finding the right program is were mocked or harassed bepot as simple as it sounds. cause of their race has force( the Department of Education to look more seriously at di versity education. Part 1 of 2 BEST COPYAVAILABLE

3 7 6, In 1997, two Kalaheo High stu- "The school system needs to be dents filed a $14 million federal suit against the Department of Ed- innovative, creative and open to ucation after a Kalaheo yearbook different ways of doing things," showed a photograph of African Moore said. "If we embrace the Americans accompanied by the parents and the children, we won't caption, "I like pigs feet! I like hog have the lawsuits." mollz! Where da collard greens?" The National Coalition Building The state paid $80,000 to settle the suit and agreed to require year- Institute takes a similarly gentle book advisors to undergo sensitivi- approach. ty training and to establish a racial- "We have learned that children ly sensitive publications code. who, themselves, have been op- The following year, Castle pressed are more likely to lash out High's yearbook made the news at others," said Devorah Kaplan, a after it showed a photo of a young man dressed in a Ku Klux Klan graduate of the institute who co- robe and hood. directs a prejudice-reduction pro- Then this January, the mother of gram at Pahott Intermediate and 14-year-old Philliep Knox filed a high School: ; civil rights complaint alleging her After. an-assembly introducing son had been verbally and physically harassed by Iao School stu- the idea of diversity, seventh-, dents and staff because he is black. eighth- andninth-graders volunteer The Knox family has considered to serve as team leaders for the pro- suing the school district, but is will- gram and by to meet weekly. ing to settle the case out of court, Through exercises, they explore Said Andre Wooten. the family's how they feel when they hear dis- paraging remarks made about Wooten said he supports the De their race, gender or culture; how partment of Education's attemptsto cope with conflicts brought to teach tolerance, but saidhe ex- about by teasing and how to find pects racism in' the schools Will common ground. continue as long as there is a bias "I had one kid who, during the in the teaching of world history. program, realized he had more in "Racism is fostered and engen- common with his 'enemies' than dered by ignorance," Wooten said. with his friends," Kaplan said "Until. a true and ac orate history Students are encouraged to take of Africa is taught, the school sys- pride in themselves so they won't tems will continue to perpetuate feel .the need to put down others, racism." but are discouraged from chauvin- ism, the belief that they are better Acknowledge bigotry than others. Yamashita of the Department of Educators warn that throwing Education civil rights compliance out inflammatory words like office said he is pleased to hear "racism" and "sexism" puts stu- that schools are undertaking such dents and parents on the defensive. programs. He said he deals with Laverne Moore, a veteranabout 15 complaints over the teacher and early childhood plan- sehcid year, and those are just "the ner, said she bore the stigma of tip of the iceberg." being called a half-breed as a child "There was a period of time because she is part-Hawaiian, part- when people said, 'We don't have a Portuguese. racial problem,' but now most peo- Today she uses that experience to ple realize we have a serious prob- encourage children and parents to lem," he noted. air their own feelings about bigotry. "There are lots of success stories we never hear about because the administration dealt with the problem, but sometimes it's allowed to continue with very detrimental results, including publicity." Part 2 of 2

3 7 7 The Honolulu Advertiser SUNDAY SEPTEMBER 12, 1999 Central school district wins anti-violence grant Fix.;.131akeman longbefore situations eruptprovide the model for all of iiivEritisri,STAFF WRrrER into violence. our schools." At the preschool level, it .Part of the money will be 7PIcentro, Oahu SchoolWill go to neighborhoodsused to help educators im- ,1),EStriCCWillliceiVe $5.4 Mil:. where there may be at-risk.plernent and assess whether ffo#0*.TiliTe0 Y4* Is asbitechildren. Middle school stu-they are helping their stu- of.54iTedpientS,Of a federal dents,betweenthe ages of 12dents to achieve standards gr*dt *Signed to combatto:15,-- whose needs are soset by the state in each acad- 0001violence different from those in eitheremic subject area. President Clinton an-elementary &high school A comprehensive mental notticadthe grantS yester-will benefit from after-schoolhealth and student support daY. programs designed to fitsystem, one that will offer The-,distriCt wail reieivethose needs, Hokama said readily available services annual'Paimerits of $1.8 Mil- Retired police officers areand an easily approachable lion for the programs. Theto be hired for each of thecontact team, is also includ- grant application was writ-high schools and intermedi-ed as part of the program. ten by former district super-ate schools. The officers will And, Hokama said, each intendent Aileen Holt:lima. help not only to provide se-part of the proposed pro, "Isn'titwonderful ?,"curity, but to educate the ed-gram has a self-assessment Itoicama said yesterday. "Aucators on how to spot element to it, so district ad- lot of ;lard work that finally students and respond toministrators will know im- paid Off." emergencies, Hokama said. mediately whether an initia- The money will be used to "It's an all-village approach," said Department oftive is working. benefit students in all grade "There are a lot of educa- levels, with much of it fun-Education spokesman Greg neled toward efforts to rec Knudsen. "We'll be lookingtors out there trying to take ognize problems and re-.at the Central district's per-this sort of initiative," Holm- spond to student concernsformance, and hoping it willma said "We were lucky."

37a Thursday MARcH 2,2000 Retired officers assigned to schools Samuels, who applauded the 'Safety managers' program. The recent elementary to provide security school shooting in Michigan and a rash of burglaries and vandalism at Kallua, JAnikai By, Brandon fdasuoka and Hauula elementary ADVERTISER STAFF WRrrER schools have underscored Retired law enforcement the need for additional safe- officers will be placed in 12 ty and security but were not Honolulu, Leeward and the reason for the program, Windward, publichigh officials said schools beginning March 15. Schools Superintendent to provide additional securi- Paul LeMahieu said "the is- ty and safety. sue of safety on campus is a The Department of Educa- pressing concern," and Hon- tion's School Safety Manage- olulu Police Assistant Chief miant .Program will provide Henry Lau said "every child trained retired officers, with should be able to .go to at least 20 years of law eh- school feeling safe." fircement experience, for all The program will be paid interested Hawaii schools. for with federal money with The unarmed officers, yearly payments of $8,000 called "school safety man- from high schools and agers," will function as on- $5,000 from intermediate site consultants and provide schools. Officers wffi be paid on-call, 24-hour security ex- $2,200 to $2,400 a month. pertise. The officers also will Former city prosecutor be placed at 11 middle Keith Kaneshiro's security schools in August firm won the bid to provide "If a student doesn't feel the security officers. safe, they can't learn," said Hilo High School junior Joel

3 7 9 The Honolulu Advertiser MARCH6,2000 Schools listen to base families Superintendent Paul "Without the forum,' this mon- LeMahieu, who is co-chair-ey would end up the state's Forum addresses man of the forum, said the.hands, and the state would use it group provided informationin whatever way it 'saw fit, but., militaryconcerns last fall.thathelped Hawaii'snot neceSsarily,wifh0i0-ifltrut or under the:direction 'of a body about education, congressional delegation, especially Sens Daniel Inouye,that included the military itself," LeMahieu said secure a share of the current "What you wouldn't have is By: Mike Gordon federaldefense budgetthe direct and explicit 'input of ADVERTISER STAFF WRITER specifically for educationthe community itself' looking at needs here. the priority list" It sounds like another edu- "there is little doubt in my The forum has met once a cation task force with toomind that having, the:unifiedmonth, but only recently got to a . many syllables, but thevoice and speaking.about thepoint where it was ready to tack- fledgling Joint Venture Edu-same concerns andproblemsle real work. LeMahieu said he cation Forum already has se-made it possible for the sena-plans to evaluate its progress in cured $18 million in federaltor to do his good work onMay. money to improve publicour regard;" LeMahieu said There are 28,000 Military chil- schools with large numbers About $13 million willdren in Hawaii's public. schools; serve special education chil-and education has become a key of students from military quality of life issue for their par- familif:S. dren and program development The remaining $5thil-ents. . The fonim, a partnership 'Within the armed forces, a lion will go toward construc- between local military lead- perception that Hawaii's school ers and the state Department tion and maintenance, andsystem is inferior, to those at oth- LeMahieu said he has chal-er duty stations long has existed. of Educa-lenged forum members toIt had become such a *concern tion,wasfind the best way to spend thethat officials of Marine Corps' created lastmoney, which only can beBaseHawaii Kaneohe June to dis-used at schools with large en-arranged for meetings in Janu- pel miscon- rollments of military children. ary between school' officials and ceptions He gave the forum com- military career counselors. about the prised of 16 military officers and "I think what has been histori- publicstate educators a list of i5cally a vague quality-of-life issue school sys- needy schools and asked foriunhas, for the last.two to three LEMAHIEU: tem,helpmembers to prioritize a repairyears, really comet° a head as a' Encourages newstu- list that totaled $25 million. make-or-breakmatterfor joint effort dents adjust .whether. or not folks want. to and make serve.here," LeMahieu said. the best of federal education The forum was created to deal. money. 'with the.bigger picture, such -as 'policy issues that would affect. the *system or several of-its schools.:.- Part 1 of 2

13ESTCOPY AVAILABLE 380 Although many schools. have "Across the United States, The forum also would like to enjoyed long and happy.rela-there is increasing interest in ed-conduct "exit surveys" of military tionships -with military posts-in.ucation,".'McClain said. "In the.families who are moving on to their communities, the larger Military; it's considered .a quali-another assignment, but hasn't ..sues. were not being dealt with,ty-of-life issue. It's one of-Mosedecided if that should be done by said Air Force Col. K.C. Mc-things that 'cancauseyou to sep-the schools or the military. . Clain, co-chairman of-the forumaMte from the service.".. "We're trying to get to the and director of manpower, per- Solutions from the forum in-ground truth of people's experi- sonnel and administration forclude informational. videos, Webence here," McClain said the U.S. Pacific Command. sites and e-mail communication Lea Albert, the DOE's Wind "What we realized we did notwith children and parents whoward. District Superintendent, is have was. a group to work theare already familiar with specifica member of the forum. About over-arching issues," she said.Hawaii schools, McClain said 2,000 of the 19;000 children in "We also didn't haveany interac- "One of the things we areher district are military. tion with DOE." looking at doing, particularly By creating better communica- One of the originalproblemswith teenagers,, is. the ability fortion, the forum will do more than was how to give cbildreri andthem to talk directly to each oth-offer a welcome wagon, she said their parents accurate infonna-er, especially since everyone "Hawaii's schools have too tio4About life and learning inSeems to have e- mail; "' she saidmany misperceptions about Hitivaii; she said Even though"We're trYing.to lOok for ways tothem;" she said.wlhey are solid nulitary families can move as of-eliminate the unknown and easeschools. And they are only going teri,a.Sseven times in'a typical4the transition." to get better. This group can get career; it never.gets easier, espe-" She noted the success of athe real,picture of where our cially as children grow older. Worldwide Array program beingschools are throughout the used at Schofield Barracks.world." Teenagers there volunteer for the Youth Sponsorship Program and help new arrivals via e-mail and letters.. Part 2 of 2

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