Comprehensive Assessment and Accountability System Year 1999-2000 Hale`iwa Elementary Grades K-6 Focus on Description Context: Setting Student Community Process: Process: Certified Facilities Outcomes: Vital Signs Effective Student Conduct Statewide Hale`iwa Elementary 66-505 Hale`iwa Road Hale`iwa, HI 96712 Status and Improvement Report Content Address: p. 1 p. 1 p. 2 p. 3 p. 4 pp. 5-6 Focus On T his Status and Improvement Report has been prepared as part of the Department s educational accountability system to provide regular, understandable accounts of our schools performance and progress, as required by 302A-1004, Hawai i Revised Statutes. The report includes a description of the school and information on the context, process, and outcomes of education at the school for the 1999-2000 school year. Context information includes characteristics of the student population and the school community. Process information describes the school s priorities for improvement and indicates the school s staffing levels and the quality of its facilities. Outcome information includes survey data on effective school practices, attendance, suspensions, standardized test results, and school completion (for high schools). This report complements The Superintendent s Annual Report on Performance and Improvement in Hawai i, which analyzes our schools collectively and in comparison to those of other states. Description H ale`iwa Elementary, surrounded by one of the best surfing, fishing and rural residential areas on the island of O`ahu, services approximately 360 children, preschool through grade 6. Dedicated staff and parents work hand-in-hand to meet the needs of all children. If the old adage, "it takes an entire village to raise a single child," is true, then the Waialua-Hale`iwa community is an important partner with the school in providing Education that is second-to-none to every child at Hale`iwa Elementary. In the last few years, political, social and economic shifts have produced inevitable pressures on community businesses, families and children. The present population of students at Hale`iwa Elementary will be citizens leading very different lifestyles from their parents. With the dawn of the new millennium, schoolwide goals are reflections of the necessary knowledge, skills, processes and attitudes students must achieve in order to lead successful lives in the 21 st Century. Major educational improvement efforts have been identified for the next three years (2000-2003). These goals and school-wide efforts to improve the educational, emotional, physical and social growth of all children will be sustained by a strong commitment of resources, personnel and expertise.
Student Profile year ending 1998 1999 2000 Fall enrollment Context: Setting 412 349 344 Hale`iwa Elementary Student Ethnicity Distribution, Year Ending 2000 Native American 1 Black 3 Chinese 2 0.3% 0.9% 0.6% enrolled for the entire school year 372 330 297 90.3% 94.6% 86.3% Filipino 100 Hawaiian 20 5.7% 28.7% Part-Hawaiian 106 30.4% receiving free or reduced-cost lunch 253 216 188 61.4% 61.9% 54.7% Japanese 18 Korean 1 5.2% 0.3% in Special Education programs 35 37 53 Portuguese 4 Hispanic 7 1.1% 2.0% 8.5% 10.6% 15.4% Samoan 6 1.7% with limited English proficiency 56 58 34 13.6% 16.6% 9.9% White 38 Indo-Chinese 4 All Others 39 1.1% 10.9% 11.2% 0.0% 10.0% 20.0% 30.0% 40.0% Community Profile Based on the 1990 U.S. Census Average family size Percent of households with school age children (4-19) Community State of Hawai`i 3.0 3.6 34.1% 31.8% Community Educational Attainment Level College Graduate 17.9% 21.1% Median household income $38,376 $38,829 Some College 27.9% 29.9% Per capita income $13,926 $15,770 Percent of households with Public Assistance income 10.1% 6.8% High 30.4% 35.9% Percent of children (3-19 years) below poverty level Percent of children (4-19 years) who are at-risk* 8.1% 11.6% 3.1% 2.1% Less than High Graduate 18.3% 18.6% *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. 0.0% 10.0% 20.0% 30.0% 40.0% State of Hawai'i Community Comprehensive Assessment and Accountability System Page 2 Status and Improvement Report
Process: Priorities Hale`iwa Elementary Information about a school s performance is most useful if schoolwide priorities are first identified. This rank ordering of school improvement goals provides a concise and clear sketch of this school s Improvement Plans over the past three years. A description of school improvement priorities and activities during the school year just completed is given below. Year Ending 1998 Year Ending 1999 Year Ending 2000 #1 Student Achievement #2 Parent Involvement/Community Relations #3 Success Compact #1 Student Achievement #2 Parent Involvement/Community Relations #3 Educational Technology #1 Student Achievement #2 Parent Involvement/Community Relations #3 Educational Technology Priority 1: Student Achievement The school's selection of a comprehensive school reform model, the DIRECT INSTRUCTION MODEL, served as an important basis for: a) addressing Hawai`i's content and performance standards; b) improving student achievement; and c) developing better readers and thinkers. READING MASTERY PROGRAM is a school-wide reading program which requires multi-age, small instructional groups by reading abilities. Explicit instructional time is void of all interruptions and occurs daily. Instructors include all FTE staff members and part-time teachers from regular education as well as SPED/ESLL. Scripted, well scaffolded lessons are delivered daily, providing consistency and strong framework for building and expanding reading and comprehension skills. Children are assessed for placement in an appropriate reading ability group; staff members are trained in delivery system along with important strategies embedded in well-prepared and highinterest instructional materials. Results: SAT9, Total Reading for Gr. 3 students with scores in Stanines 4-9 doubled as compared to 1998-99 SAT8 scores; every student is receiving daily, focused instruction in reading; every student's reading ability has been identified and instruction and materials used and selected are appropriate to his/her reading level. Priority 2: Parent Involvement/Community Relations LIGHTSPAN, ACHIEVE NOW! is a PLAYSTATION component. The highly interactive visual and auditory learning programs provide reinforcement to LARTS, MATH, SCIENCE and SOCIAL STUDIES content concepts, skills and processes. Programs are on CD, are portable and part of a well-prepared learning kit. Each kit has been assigned to every SPED child/family. The CD is kept at home for approximately two weeks. Within the time period, the child must achieve mastery of each and every level of activities available on the particular CD before he/she can progress to next CD program or area of difficulty. Parent-child learning activities have been highly successful in our SPED families. Results: increase in student motivation to learn, responsibility to one's own learning, and improvements in rates of task completions. The program has expanded to include ESLL and A+Program students. KULIA PROJECT (meaning "to reach out") was initiated by off-ratio staff members who were seeking ways to assist families with adjustment issues. Through the volunteering of off-ratio staffers, families new to the area and/or school were invited, contacted and treated to dialogue sessions over lunch, and/or at the convenience of the family members. Results: volunteer staff were able to provide information about our school, programs, services, procedures and staff contacts; family members gained an initial contact that personalized the school; participants (families as well as school staff) experienced smoother transitions from old to new living quarters; new students were better prepared for school climate/environment. Priority 3: Educational Technology 's development of a multi-year technology plan has helped the entire staff and community to focus on determining the impact technology will/has played in the learning experiences of all students. Staff development opportunities, equipment upgrades, and infrastructure preparations on campus have moved the entire school towards preparing students for the 21 st century. Sequential delivery and consistency in delivering skills and processes as identified in HCPSII-Educational Technology must be determined within content area units of study. Results: Thanks to E-RATE, a federally sponsored supplementary budget program, a Conduit infrastructure has been laid out and fixed to mostly all buildings; cables, connectors, servers and hubs are currently being purchased to link classrooms and buildings to mainframe in Administration building; upgrade of electrical system to support current and future technological needs is currently a CIP project to commence Summer 2000. Comprehensive Assessment and Accountability System Page 3 Status and Improvement Report
Process: Resources Hale`iwa Elementary Certified Staff year ending 2000 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 25.0 Regular Instruction, FTE 13.0 Special Education, FTE 5.0 Supplemental Instruction, FTE 7.0 Total FTE 25 Total number of persons assigned to teaching, headcount 25 Regular FTE 13 Teachers with 5 or more years experience in this school Teachers' average years of experience 15.5 18 Special Education FTE 5 Students per Teaching Staff Member Regular Instruction 14.6 Supplemental FTE 7 Special Education 10.6 Administrative and Student Services Staff Total Headcount 25 Administration*, FTE 2.0 Librarians, FTE 1.0 Counselors, FTE 1.0 Teachers with 5 or More Years Experience in this 18 Number of principals at this school in the last five years * Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors 1 0 10 20 30 Facilities year ending 2000 Classrooms available 30 Number of classrooms short (-) or over (+) 4 Adequacy of 's Space Compared with State Standards facilities inspection results Score Administration 89% 1 2 3 Grounds 3 Library 104% Building exterior 3 Building interior 3 Equipment/Furnishings 3 Cafeteria/ Auditorium 250% Health/Safety 3 Sanitation 3 Classrooms 178% Total 18 For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good 0.0% 100.0% 200.0% facilities are considered inadequate if below 70% of the state standard and marginal if between 70% and 99% of the state standard. For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good Comprehensive Assessment and Accountability System Page 4 Status and Improvement Report
Effective Practices Outcomes: Vital Signs Effective s Survey Hale`iwa Elementary Instructional Leadership 57% 71% 78% Emphasis on Academics 69% 72% 90% High Expectations 72% 85% 80% Frequent Monitoring 68% 78% 86% Learning Climate 67% 83% 90% Home- Relations 64% 74% 88% 0% 25% 50% 75% 100% Survey conducted in school year ending 1997 Students Parents Staff Percent of favorable responses Student Conduct Attendance and Absences Year 1997-98 1998-99 1999-2000 State Standard Average Daily Attendance: % (higher is better) 93.7% 93.8% 93.6% 95.0% Average Daily Absences: in days (lower is better) 11 11.2 11.6 9 Suspensions, Year Ending 2000 Non-suspended: 344 Suspended: 0.0% 0 Class A: 0.0% 0 Class B: 0.0% 0 Class C: 0.0% 0 100.0% No students were suspended at this school. Class D: 0.0% 0 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 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) Comprehensive Assessment and Accountability System Page 5 Status and Improvement Report
Statewide Testing Outcomes: Vital Signs Stanford Achievement Test Results: Grade 5 Hale`iwa Elementary 100% Math Reading National Norm 90% 80% 70% 60% In 1999-2000, an abbreviated version of the Stanford Achievement Test 9th edition was used; this test is not directly comparable to the versions used in 1997-98 or 1998-99. Therefore, only 1999-2000 test data are shown in this report. 11.1% 11.1% 61.1% 41.7% Above Average 23.0% 50% Average 54.0% 40% 30% 20% 47.2% 10% 27.8% Below Average 23.0% 0% 2000 Completion Prior to 1996, graduation from Hawai`i public schools required successful completion of course and credit requirements and demonstration of mastery of 15 competencies through certification on the Hawai`i State Test of Essential Competencies (HSTEC). The number of competencies tested on HSTEC was increased to 16 beginning with theclass of 1997, The HSTEC requirement was suspended beginning with the Class of 2000, pending development of standards-based assessments of competency. Graduates and Completers 1997-98 1998-99 1999-2000 Hawaii State Test of Essential Competencies Number of Seniors 0 0 0 Seniors Passing HSTEC Year Number Percent Diploma graduates 0.0% 0.0% 0.0% Certificate of Course Completion Individually Prescribed Program 0.0% 0.0% 0.0% 1997-98 0 0.0% 0.0% 0.0% 0.0% 1998-99 0 0.0% Total school completers 0.0% 0.0% 0.0% 1999-2000 n/a n/a Comprehensive Assessment and Accountability System Page 6 Status and Improvement Report