Comprehensive Assessment and Accountability System Year 1999-2000 Wai`anae High Grades 9-12 Focus on Description Context: Setting Student Community Process: Process: Certified Facilities Outcomes: Vital Signs Effective Student Conduct Statewide Wai`anae High 85-251 Farrington Highway Wai`anae, HI 96792 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 W ai`anae High is a comprehensive high school, emphasizing the importance to preparing students to be contributing citizens of the world. The school offers its students a wide range of opportunities for coursework as well as co-curricular activities. Many Wai anae High students participate in co-curricular activities such as, sports, clubs, student government and other activities. Students are primarily of Hawaiian, Part-Hawaiian, or Filipino ancestry and maintain a strong interest in their cultural backgrounds. There are curricular programs focusing on enhancing cultural awareness that have proven very successful. Students participating in these programs have won a number of awards and recognition. Wai`anae High underwent a visit by the Western Association of s and Colleges and received a six-year term of accreditation, from 1999-2005. The school continues to be actively involved in /Community-Based Management and utilizes the process to involve all segments in schoolwide decisions.
Student Profile Context: Setting year ending 1998 1999 2000 Fall enrollment 2164 2150 2111 Wai`anae High Student Ethnicity Distribution, Year Ending 2000 Native American 6 Black 15 Chinese 14 0.3% 0.7% 0.6% enrolled for the entire school year 2046 2063 2027 94.5% 96.0% 96.0% Filipino 297 Hawaiian 248 13.8% 11.5% Part-Hawaiian 852 39.5% receiving free or reduced-cost lunch 909 1093 1192 42.0% 50.8% 56.5% Japanese 54 Korean 3 2.5% 0.1% in Special Education programs 358 392 429 Portuguese 84 Hispanic 71 3.9% 3.3% 16.5% 18.2% 20.3% Samoan 165 7.6% with limited English proficiency 90 109 86 4.2% 5.1% 4.1% White 138 Indo-Chinese 4 All Others 207 6.4% 0.2% 9.6% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 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 2.8 3.6 47.5% 31.8% Community Educational Attainment Level College Graduate 9.3% 21.1% Median household income $31,718 $38,829 Some College 23.8% 29.9% Per capita income $10,216 $15,770 Percent of households with Public Assistance income 19.9% 6.8% High 30.4% 38.0% Percent of children (3-19 years) below poverty level Percent of children (4-19 years) who are at-risk* 22.8% 11.6% 38.1% 2.1% Less than High Graduate 18.6% 29.0% *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. 0.0% 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 Wai`anae High 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 to Work #3 Accreditation #1 Student Achievement #2 to Work #3 Restructuring #1 Hawai`i Content and Performance Standards (Alignment) #2 to Work #3 Restructuring Priority 1: Hawaii Content and Performance Standards (Alignment) This past school year, Wai anae High dedicated waiver days to address HCPS II The faculty was provided with inservice and departments were given the time to address their curriculum by developing and aligning it with HCPS II Next school year, standards will continue to be addressed schoolwide, along with performance-based assessments for students. Project-based learning will be explored as a way to have students demonstrate that they have met high expectations/high quality standards. Priority 2: to Work Wai anae High continues to be a part of the Wai anae Community -to-work Partnership, which includes Wai anae Complex administrators, teachers/counselors, students, community, representatives of labor organizations, employers, and post secondary educational institutions. The goal of the partnership is to work towards the betterment of the Wai anae Community and the future of its students. This school year, Wai anae High has joined the Leeward Partnership Consortium, which includes representation from businesses, community organizations, legislatures, D.O.E. administrators and school-towork coordinators. Our Work-Based Learning efforts will be further supported as Wai anae High continues to focus on the career development of our students. Priority 3: Restructuring This past school year, Wai`anae High had 2 out of 6 pathways implement and complete projects. This indicator will lead Wai anae High to examine various alternatives as to the direction Pathways will take for the next school year. Comprehensive Assessment and Accountability System Page 3 Status and Improvement Report
Process: Resources Wai`anae High Certified Staff year ending 2000 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 142.0 Regular Instruction, FTE 76.0 Special Education, FTE 41.0 Supplemental Instruction, FTE 25.0 Total FTE 142 Total number of persons assigned to teaching, headcount 142 Regular FTE 76 Teachers with 5 or more years experience in this school Teachers' average years of experience 8.5 62 Special Education FTE 41 Students per Teaching Staff Member Regular Instruction 16.7 Supplemental FTE 25 Special Education 10.5 Administrative and Student Services Staff Total Headcount 142 Administration*, FTE 8.0 Librarians, FTE 2.0 Counselors, FTE 9.0 Teachers with 5 or More Years Experience in this 62 Number of principals at this school in the last five years * Administration includes Principals, Vice-Principals, Student Activity Coordinators, Registrars, and Athletic Directors 2 0 50 100 150 Facilities year ending 2000 Classrooms available 102 Number of classrooms short (-) or over (+) -26 Adequacy of 's Space Compared with State Standards facilities inspection results Score Administration 108% 1 2 3 Grounds 2 Library 105% Building exterior 2 Building interior 2 Equipment/Furnishings 2 Cafeteria/ Auditorium 58% Health/Safety 2 Sanitation 2 Classrooms 87% Total 12 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 Wai`anae High Instructional Leadership 27% 50% 72% Emphasis on Academics 36% 49% 68% High Expectations 53% 52% 63% Frequent Monitoring 44% 46% 68% Learning Climate 21% 49% 57% Home- Relations 26% 50% 66% 0% 25% 50% 75% 100% Survey conducted in school year ending 1998 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) 71.7% 87.8% 88.5% 95.0% Average Daily Absences: in days (lower is better) 48.1 21.4 21.1 9 Suspensions, Year Ending 2000 Non-suspended: 1845 Suspended: 266 Class A: 43 Class B: 154 Class C: 157 12.6% 11.7% 42.1% 42.9% 87.4% These 266 students were responsible for these 366 suspensions. Class D: 12 3.3% 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 100% Outcomes: Vital Signs Stanford Achievement Test Results: Grade 10 Math Reading 7.0% 7.5% Wai`anae High 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. 42.4% 52.7% Above Average 23.0% 50% Average 54.0% 40% 30% 50.6% 20% 39.8% 10% 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 384 371 414 Seniors Passing HSTEC Year Number Percent Diploma graduates 89.1% 85.7% 96.1% Certificate of Course Completion Individually Prescribed Program 4.4% 9.2% 0.0% 1997-98 342 89.1% 4.2% 2.7% 2.2% 1998-99 319 86.0% Total school completers 97.7% 97.6% 98.3% 1999-2000 n/a n/a Comprehensive Assessment and Accountability System Page 6 Status and Improvement Report