Click here to load reader
Upload
dangtu
View
212
Download
0
Embed Size (px)
Citation preview
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
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
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.
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.
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
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.