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Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

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Page 1: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Fall 2000Comprehensive Assessment and Accountability System

School Year 1999-2000

Elementary School Grades K-5

Nahi`ena`ena

Princess

816 Niheu StreetLahaina, HI 96761

Nahi`ena`ena Elementary School

School Status and Improvement Report

Focus on School

p. 1

p. 2

School Description

Context:School Setting

Student

Community

p. 1

Process: School

Process: School

Certified Facilities

Outcomes: Vital Signs

p. 3

p. 4

pp. 5-6

Effective School Student ConductStatewide School

v

v

v

v

v

v

v

v

Content

School Address:

School Description

Focus On School his School Status and Improvement Report has been prepared as part of theDepartment’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 schoolyear. Context information includes characteristics of the student populationand the school community. Process information describes the school’spriorities for improvement and indicates the school’s staffing levels and thequality of its facilities. Outcome information includes survey data on effectiveschool practices, attendance, suspensions, standardized test results, and schoolcompletion (for high schools).

This report complements The Superintendent’s Annual Report on SchoolPerformance and Improvement in Hawai‘i, which analyzes our schoolscollectively and in comparison to those of other states.

T

rincess Nahi‘ena‘ena Elementary School, 12 years old, welcomes 700students into its educational setting for SY00-01. Located on a hill

overlooking Lahaina town with a panoramic view of the Pacific ocean,students from pre-school through Grade 5 enjoy their lessons in 40classrooms and computer lab in a totally computer-networked school.

Our school has an active School/Community Based ManagementCouncil and PTSA closely connected to all aspects of student life. Currentinitiatives include: a new Hawaiian Immersion K-i class, Directed Readingin K-2, Career Day, Junior Achievement, School-To-Work, K-12articulation within the Lahaina complex, increased and focused staffdevelopment, a well-planned facilities management program, a new K-5Language Arts Program (which includes training over 2 years, an updatedsafety plan, improved ESLL services, computer training and a curriculum atall grade levels aligned to state standards.

P

Page 2: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Princess Nahi`ena`ena Elementary SchoolFall 2000

School year ending 1998 1999 2000

698 694 651

656 662 628

94.0% 95.4% 96.5%

261 224 261

37.4% 32.3% 40.1%

41 42 34

5.9% 6.1% 5.2%

159 199 127

22.8% 28.7% 19.5%

Community Profile Based on the 1990 U.S. Census

School Community

State of Hawai`i

2.9 3.6

44.5% 31.8%

$47,865 $38,829

$11,992 $15,770

9.1% 6.8%

2.5% 11.6%

4.5% 2.1%

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

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

Percent of children (4-19 years) who are at-risk*

*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.

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

Median household income

Per capita income

Percent of households with Public Assistance income

Number and percent of students receiving free or reduced-cost lunch

Number and percent of students in Special Education programs

Number and percent of students with limited English proficiency

Average family size

Context: School Setting

Student Profile

Fall enrollment

Number and percent of students enrolled for the entire school year

Student Ethnicity Distribution, School Year Ending 2000

8.3%

0.0%

6.0%

0.2%

4.5%

0.9%

0.3%

4.3%

18.7%

4.9%

51.3%

0.2%

0.2%

0.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

All Others 54

Indo-Chinese 0

White 39

Samoan 1

Hispanic 29

Portuguese 6

Korean 2

Japanese 28

Part-Hawaiian 122

Hawaiian 32

Filipino 334

Chinese 1

Black 1

Native American 2

Community Educational Attainment Level

18.6%

30.4%

29.9%

21.1%

35.8%

34.7%

21.1%

8.4%

0.0% 10.0% 20.0% 30.0% 40.0%

Less than HighSchool

Graduate

High School

Some College

CollegeGraduate

State of Hawai'i School Community

Page 3: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Princess Nahi`ena`ena Elementary SchoolFall 2000

School Year #1 Student AchievementEnding 1998 #2 Staff Development

#3 Parent Involvement/Community Relations

School Year #1 Student AchievementEnding 1999 #2 School Curriculum

#3 Parent Involvement/Community Relations

School Year #1 Student AchievementEnding 2000 #2 Hawai`i Content and Performance Standards (Alignment)

#3 School Safety

Comprehensive Assessment and Accountability System School Status and Improvement Report

Process: School Priorities

Page 3

Information about a school’sperformance is most useful ifschoolwide priorities are firstidentified. This rank ordering of schoolimprovement goals provides a conciseand clear sketch of this school’s SchoolImprovement Plans over the past threeyears. A description of schoolimprovement priorities and activitiesduring the school year just completed isgiven below.

Priority 1: Student Achievement

Further defined to focus on improving reading comprehension and math skills. School provided with CRposition for Directed Reading in K-2; IRA position used for reading remediation in grades 3-5; and IRAposition used as Technology Coordinator to enhance LA program. Strengthened Literacy & Math Cadresand led staff to align curriculum to standards. New K-5 Language Arts and Math programs purchased toenhance current practices. Worked towards building vocabulary through all content areas. Continued toimplement Positive Action Program to increase self-esteem. Expanded an exemplary bilingual program withcluster groupings in Grade One and Two since we have the largest ESLL program in the Maui District andhave achieved a high degree of success with student acclimation.

Priority 2: Hawaii Content and Performance Standards (Alignment)

Allotted time during the school day and on waiver days for staff to review and align all curricular areas toHCPS; initiated articulation with secondary schools in complex to share teaching strategies and createsmoother transitions. Obtained support from State, District and other schools. Used Title II funds to permitgrade level chairs to fine tune Standards Implementation Design after development by staff on waiver day.Complex grant permitted release time to work on HCPS; Lahaina Complex 2000 K-12 articulation in allsubject areas and development of lesson plans for assigned subjects.

Priority 3: School Safety

Collaborate with faculty; PTA; SCBM Council; police and fire departments; private industries such as MauiElectric Company, Westin Hotel, and Goodfellow Brothers; and other schools to improve and implement ourschool’s safety plan.

Page 4: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Princess Nahi`ena`ena Elementary SchoolFall 2000

Certified Staff School year ending 2000

Teaching Staff

Total Full-Time Equivalent (FTE) 40.0

Regular Instruction, FTE 29.0

Special Education, FTE 4.0

Supplemental Instruction, FTE 7.0

40

20

Teachers' average years of experience 8.5

Students per Teaching Staff Member

Regular Instruction 17.1

Special Education 8.5

Administrative and Student Services Staff

Administration*, FTE 3.0

Librarians, FTE 1.0

Counselors, FTE 2.0

2

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

Facilities School year ending 2000

Classrooms available 33Number of classrooms short (-) or over (+) -3

School facilities inspection results

Score

1 2 3

Grounds 3

Building exterior 2

Building interior 2

Equipment/Furnishings 3

Health/Safety 3

Sanitation 3

Total 16

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

Teachers with 5 or more years experience in this school

Total number of persons assigned to teaching, headcount

Number of principals at this school in the last five years

Process: School Resources

Teacher Counts

20

40

7

4

29

40

0 10 20 30 40 50

Teachers with 5 or MoreYears Experience in this

School

Total Headcount

Supplemental FTE

Special Education FTE

Regular FTE

Total FTE

Adequacy of School's Space Compared with State Standards

99%

113%

32%

33%

0.0% 100.0% 200.0%

Classrooms

Cafeteria/Auditorium

Library

Administration

School facilities are considered inadequate if below 70% of the state standard and marginal if between 70% and 99% of the state standard.

Page 5: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Princess Nahi`ena`ena Elementary SchoolFall 2000

Effective School PracticesEffective Schools Survey

Student Conduct

1997-98 1998-99 1999-2000

Average Daily Attendance: %(higher is better)94.5% 93.9% 94.5% 95.0%

Average Daily Absences: in days(lower is better)

9.7 11.2 9.8 9

Class A: Burglary, robbery, sale of dangerous drugsClass B: Disorderly conduct, trespassingClass C: Class cutting, insubordination, smokingClass D: Contraband (e.g. possession of tobacco)

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

Examples of class of suspension:

Survey conducted in school year ending 1998

Percent of favorable responses

Outcomes: Vital Signs

School YearState

Standard

Attendance and AbsencesThese 7 students were responsible for these 7 suspensions.

63%

41%

74%

79%

66%

46%

68%

79%

62%

67%

70%

62%

74%

68%

77%

73%

80%

47%

0% 25% 50% 75% 100%

Home-School Relations

School Learning Climate

Frequent Monitoring

High Expectations

Emphasis on Academics

Instructional Leadership

Students Parents Staff

School Suspensions, School Year Ending 2000

0.0%

0.0%

42.9%

57.1%

1.1%

98.9%

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

Class D: 0

Class C: 0

Class B: 3

Class A: 4

Suspended: 7

Non-suspended:644

Page 6: Elementary School Grades K-5arch.k12.hi.us/PDFs/ssir/2000/Maui/SSIR429.pdf · Elementary School Grades K-5 Nahi`ena`ena ... Filipino 334 Chinese 1 Black 1 ... Supplemental Instruction,

Princess Nahi`ena`ena Elementary SchoolFall 2000

Statewide TestingStanford Achievement Test Results: Grade 5

School Completion

Graduates and Completers 1997-98 1998-99 1999-2000 Hawaii State Test of Essential Competencies

Number of Seniors 0 0 0 Seniors Passing HSTECSchool Year Number Percent

Diploma graduates 0.0% 0.0% 0.0%

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 School Status and Improvement Report

Outcomes: Vital Signs

Page 6

Certificate of Course Completion

Individually Prescribed Program

30.6% 29.6%23.0%

55.6% 59.3%

54.0%

13.9% 11.1%

23.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100% Math Reading

National Norm

2000

AboveAverage

BelowAverage

Average

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

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.