Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability system to provide regular, understandable accounts of our schools' performance and progress, as required by 302A-1004, Hawai'i Revised Statutes. Focus on Standards Description Setting p. 1 p. 1 p. 2 This report describes the school and its setting; provides information about the school's administrators, teachers, students and facilities; summarizes progress made based on the school's improvement plan, and reports student achievement results along with other vital signs. Description Student Profile Community Profile Improvement Summary of Progress Resources Certified Staff Facilities Vital Signs Quality Survey Student Conduct Retention or Completion Hawaii State Assessment Program Other p. 8 Information Address: Hokulani Elementary 2940 Kamakini Street Honolulu, Hawaii 96816 p. 3 p. 4 pp. 5-7 Hokulani Elementary is strategically located between the University of Hawaii-Manoa and the lower Kaimuki business district serving approximately 360 students in preschool/kindergarten (P/K) through grade 5. Built in 1958, Hokulani attracts approximately 69% of its student population from neighborhoods outside of its school boundary. Of the student population, 4% are identified special education, 15% have limited English proficiency and 17% receive free or reduced-price meals. The hallmarks of the school are excellent teachers delivering effective standards-based instruction using an innovative, comprehensive school curriculum in caring classrooms and environments which enable students to attain high achievement and personal growth. Believing all children can learn, the staff continually strives to enhance the school s curriculum with enriching and differentiated learning activities which integrate concepts across content areas. Along with the teachers high expectations for student achievement is the staff s commitment to provide personalized support for any student who has difficulty in learning and/or with school adjustment. The school s comprehensive student support system enables all students to benefit from the array of academic and social support services. In the school implemented an after school tutoring programs using CompassLearning and extra-curricular music and sports programs funded by the 21 st Century Community Learning Center grant. For the past five years, Hokulani has been honored as a Distinguished school with an overall status of Exemplary with an NCLB AYP category designation of In Good Standing, Unconditionally. In 2005, Hokulani was recognized as a NCLB Blue Ribbon. Teachers implement an exemplary standards-based educational program across content areas. Hokulani is a peace-centered school promoting global citizenship through Tribes, a group process that promotes cooperative learning, social skills development, and taking responsibility. Since 1993, our students annually participate in a cultural exchange program with their peers from Japan. Also, our 4 th and 5 th graders will travel to Philadelphia and Washington D.C. to personally experience American government and history in action in the fall of. Family participation and involvement are actively encouraged through Aikane O Hokulani, the PTO which organizes fundraising efforts and supports many special events at the school. Our partnerships bring parents, school staff and community members together to reinforce our commitment to excellence. We continue to provide our students with a balance of academic rigor with enriching extracurricular opportunities and service learning opportunities. Hokulani Elementary 12/11 Page 1 of 8
Setting Year -11 Student Profile year 2008-09 2009-10 -11 2008-09 2009-10 -11 Fall enrollment 358 368 362 Number and percent of students in Special Education programs 12 19 15 3.4% 5.2% 4.1% Number and percent of students enrolled for the entire school year 342 324 347 Number and percent of students 47 33 47 95.5% 88. 95.9% with limited English proficiency 13.1% 9. 13. Number and percent of students receiving free or reduced-cost lunch 50 59 61 14. 16. 16.9% Percent of Kindergartners who attended preschool 96% 94% 98% Student Ethnicity, Year -11 Native American 0 Black 4 Chinese 71 Filipino 26 Native Hawaiian 47 Japanese 133 Korean 16 Portuguese 4 Hispanic 2 Samoan 3 Indo-Chinese 6 Micronesian 2 Tongan 0 Guamanian/Chamorro 0 White 26 White two or more 0 Other Asian 5 Other Pacific Islander 0 Pacific Islander two or more 0 Asian two or more 3 Multiple, two or more 18 1.1% 19.4% 7.1% 12.8% 4.4% 1.1% 0.5% 0.8% 1.6% 0.5% 7.1% 1.4% 0.8% 4.9% 36.3% 2 4 6 8 10 n = 366 Community Profile Census Data not available at this time. Hokulani Elementary 12/11 Page 2 of 8
Improvement Year -11 Summary of Progress Academically, the major goal is to support all students in their literacy and numeracy development to enable each child to accomplish age-appropriate literacy and math benchmarks. In order to provide appropriate personalized instructional support, the staff continued to focus on using a systematic schoolwide process for standards implementation that 1) aligns curriculum, instruction, and assessment at every grade level in math, language arts, science and social studies; and 2) fosters staff articulation within and across grade levels to ensure that curriculum maps in writing and math are aligned and that coordinated lessons/learning activities are delivered in a timely manner to maximize student academic success. Our teachers received training on a variety of web-based programs to enhance literacy and math instruction for students. The web-based programs such as Achieve 3000, Kidbiz, CompassLearning, Discovery Education, Visual Thesaurus, and Xtramath increased, augmented and enhanced the instructional repertoire of the teachers. The teachers were also trained in the use of PD360, the online professional development website, which enables them to view videos of master teachers demonstrating effective, research-based strategies, approaches and techniques. The K-2 grade teachers received initial training on the Common Core State Standards (CCSS) in reading and math. Last year, the school initiated the implementation of the World-Class Instructional Design and Assessment (WIDA) in support of our national origin ELL students. Instead of pulling out our ELL students to assist them in acquiring English language skills and transferring their prior content knowledge and understanding from their native language to English, ELL staff push-in intervention services were used in the ELL student s mainstream class. The push-in intervention approach enabled the ELL to listen to all of the instructions about the learning target and see their teachers demonstrations and examples. Another way we helped our students succeed in the classroom was via our Advancement Via Individual Determination (AVID) implementation in our 4 th and 5 th grade classes. AVID is a fourth through twelfth grade system to prepare students in the academic middle for four-year college eligibility. Teachers are in their second year of implementing AVID strategies. At the elementary level, we focused on organizational tools that helped students build a foundation of structure that will enable them to be successful in school. Students were able to maintain a daily schedule as well as making sure all their work is filed in an organized manner. We also introduced the State-Evidence-Explanation (S-E-E) process into more grade levels. The process helps our students think critically and make their thinking visible through a clearly articulated statement. This response format can be used in various contexts and across content areas. Our CSSS process has been refined to systemically implement Response to Interventions (RTI) across all grade levels. Our teachers initiate and implement interventions at the classroom level for all students who require more personalized support. Our teachers understand the importance of implementing classroom modifications and adjustments in a timely way. Through ongoing analysis of our summative HSA, Terra Nova, and SAT data with our formative assessment data (DSI, DIBELS and other classroom assessments), teachers make informed decisions when to modify their instruction as needed so youngsters can comprehend better and develop targeted skills. At our quarterly student awards assembly, Hokulani continues to recognize students who model the GLO and TRIBES agreements, as well as those who improve in areas designated by the classroom teacher. Students are recognized for quality work and their achievements are celebrated in the staff newsletters and monthly parent bulletins. Our Community Council (SCC) continues to be an active force in our school s decision making process and success. Monthly newsletters, evening events, daily communication by our teachers and our PCNC s hard work allow for parents to share their concerns and for the school to communicate important dates, events, and information. Beginning with our teachers, professional learning communities (PLCs) allow us to collaboratively discuss issues, make decisions and share effective strategies to help move our school forward. We continue to explore ways to involve more parents and to increase our volunteer base. Hokulani Elementary 12/11 Page 3 of 8
Certified Staff Teaching Staff Resources * Students per Teaching Staff Year -11 Total Full-Time Equivalent (FTE) Regular Instruction, FTE 87.2% Special Instruction, FTE 10.3% Supplemental Instruction, FTE 2.6% Teacher headcount Teachers with 5 or more years at this school Teachers' average years of experience Teachers with advanced degrees Professional Teacher Credentials Fully licensed 100. 19.5 17.0 2.0 0.5 20 17 15.2 3 20 Regular Instruction Special Instruction Administrative and Student Services Staff Administration, FTE * Librarians, FTE Counselors, FTE 19.8 7.5 * Regular instruction includes both regular and supplemental teaching staff and does not include mainstreamed special education students. Therefore, these figures do not indicate class size. 2.0 1.0 1.0 Provisional credential 0. 0 Number of principals at this school in the last five years 2 Emergency credential 0. 0 * Administration includes Principals, Vice-Principals, Student Activity Coordinators, Student Services Coordinators, Registrars, and Athletic Directors Facilities Adequacy of 's Space Year Ending State Standard Classrooms available 21 Number of classrooms short (-) or over (+) 0 Administration 91% facilities inspection results Library 59% From the school year school facilities inspection data are no longer available at the state level. Department schools are still required to do an annual assessment of its facilities in the following areas: Grounds, Building exterior, Building interior, Equipment/Furnishings, Health/Safety and Sanitation. All department schools should have their annual inspections completed by the second quarter of the school year. Caf eteria/ Auditorium Classrooms 167% 11 Historically the majority of the department schools attained inspection assessment points in the following ranges, 9-15 earning a "Satisfactory" rating and 16-18 points earning the highest "Very Good" rating. 10 20 facilities are considered inadequate if below 7; marginal if between 7 and 99%; and in excess of state standard if above 10. population is placed into size categories and is used in formulas to determine State standards for space. Graph does not display capacity exceeding 20. Hokulani Elementary 12/11 Page 4 of 8
Quality Survey Vital Signs Year -11 The Quality Survey (SQS), administered periodically by the System Evaluation and Reporting Section, is used for strategic planning and to comply with state accountability requirements. Percent of Positive Responses * Quality Survey Dimensions Teachers Parents Students State State State Standards-Based Learning 98.9% 92. 88.6% 76.2% 81. 98.4% 92.6% 75.7% 80. 80.9% 76.3% 77.3% Quality Student Support 93.3% 81.9% 87.6% 76.4% 77.5% 90.5% 80.3% 79.9% 78.6% 77.8% 70.3% 71.5% Professionalism & System Capacity 92.6% 85.9% 86. 79.2% 94.4% 89.6% 85.7% 70.2% 81.4% 86.8% 87.8% 88.5% Coordinated Team Work 88.2% 75.4% 76. 66.5% 84.5% 77.9% 78.6% 75.5% 69.6% 71.1% 88.1% 79.5% Responsiveness of the System 95.1% 85. 81.3% 88.9% 84.2% 72.7% 70.8% 72.6% There are no student items for this dimension Focused & Sustained Action 96.6% 84.5% 78. 64.1% 89.8% 90.5% 83.2% 66.9% 67.7% 88. 81.4% 82.4% Involvement 94.1% 78.6% 80.3% 70.9% 65.4% 87.5% 77.6% 71.9% 72.1% 68. 69.7% 69.5% Satisfaction 96.1% 78.3% 80.3% 74.9% 84.4% 79.6% 88.9% 77.5% 81.3% 79.3% 81.7% 81.4% Student Safety & Well Being 93.3% 85.6% 90.4% 77.8% 76.1% 69.2% 90.5% 83.4% 84.8% 79.8% 75.9% 70.5% ** Survey Return Rate 85. 70.1% 41.1% 37.6% 100. 93. 66.7% 70.7% 40.5% 39. 94.2% 92.6% * State Teacher and Parent positive response figures are one of 4 grade spans (Gr. K to 5/6, Gr. 6/7 to 8, Gr. 9 to 12, and Multi-level) that best correspond to this school's grade span. The Student positive response figures for the State and this school are those of the highest grade level surveyed at this school. ** State Return Rate for Teachers, Parents, and Students are for one of 6 grade spans (i.e., Gr. K to 5/6, Gr. K to 7/8, Gr. K to 12, Gr. 6/7 to 8, Gr. 6 to 12, and Gr. 9 to 12) that correspond to this school's grade span. Hokulani Elementary 12/11 Page 5 of 8
Year -11 Student Conduct Vital Signs Attendance and Absences Year 2008-09 2009-10 -11 Average Daily Attendance: % (higher is better) State Standard Non-suspended: 362 Suspended: 0 Suspensions, Year - No students were suspended at this school. 10 96.7% 97.3% 96.8% 95. Class A: 0 Average Daily Absences: in days (lower is better) 5.9 4.5 5.7 9 Class B: 0 Class C: 0 Class D: 0 0. 20. 40. 60. 80. 100. Examples of class of suspension: Class A: Burglary, robbery, sale of dangerous drugs Class B: Disorderly conduct, trespassing Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco) Retention Retention for elementary schools include students in all grades except kindergarten who were retained (kept back a grade). Retention for middle/intermediate schools include only eighth graders who were not promoted to ninth grade. Starting in 2004, eighth grade retention calculations that conform to NCLB requirements are used. Retention 2009 Total number of students 280 304 295 Percent retained in grade Note. " -- " means missing data. " * " means data not reported to maintain student confidentiality (see FERPA). Hokulani Elementary 12/11 Page 6 of 8
Year -11 Vital Signs Hawaii State Assessment Program HCPS Reading HCPS Mathematics 5 66% 9 5 58% 78% Grade 4 67% 83% Grade 4 61% 81% 3 65% 94% 3 63% 9 2 4 6 8 10 Percent Proficient 2 4 6 8 10 Percent Proficient HCPS Science Grade 4 43% 8 2 4 6 8 10 Percent Proficient The HCPS Science assessment is given in grades 4, 8 and 10. State A school's bar may not be shown to maintain student confidentiality (see FERPA). Grade TerraNova, 2nd Edition Percent Average and Above Reading National Norm is 77% Mathematics National Norm is 77% State State 3 10 8 10 85% 4 91% 84% 95% 89% 5 97% 85% 97% 9 The TerraNova is a national norm-reference assessment with 9 stanine levels. Scores in stanines 1 to 3 represent "Below Average," and scores in stanines 4 to 9 represent "Average and Above." Note. From 2006-2007, the Hawaii Content and Performance Standards (HCPS) III and TerraNova assessments were used. " -- " means missing data. " * " means data not reported to maintain student confidentiality (see FERPA). Hokulani Elementary 12/11 Page 7 of 8
Other Information Year -11 Published on December 2,. System Evaluation and Reporting Section, Systems Accountability Office, Office of the Superintendent, Honolulu, HI: Hawaii State Department of Education. Hokulani Elementary 12/11 Page 8 of 8