SUBJECT: Educational Assessment and Accountability; Annual ... · SUBJECT: Educational Assessment...

SUBJECT: Educational Assessment and Accountability; Annual Reports REFERENCE: Section 302A-1004, Hawaii Revised Statues, states as follows: “(c) The department shall submit to the legislature and to the

governor, at least twenty days prior to the convening of each regular session, an educational status report that includes but is not limited to the following:

(1) Results of school-by-school assessments of educational

outcomes; (2) Summaries of each school’s standards implementation

design; (3) Summary descriptions of the demographic makeup of the

schools, with indications of the range of these conditions among schools within Hawaii;

(4) Comparisons of conditions affecting Hawaii’s schools with the conditions of schools in other states;

(5) Other such assessments as may be deemed appropriate by the board; and

(6) Any other reports required by this session.” ACTION REQUESTED: That the Department of Education submit a report to the Legislature

and the Governor containing the required accountability information.

DOE REPORT: Two reports, the School Status and Improvement Report (SSIR)

and the Superintendent’s Annual Report have been prepared annually since 1990 by the staff of the Department of Education’s assessment and accountability system. The SSIR is a report on individual schools. A report is prepared for each regular public school in the State and for public charter schools that choose to participate. For the 2009-10 school year, 258 School Status and Improvement Reports have been prepared.

The second report, the Superintendent’s Annual Report, is a

statewide summary of performance and progress made in the Hawaii public school system. Both the SSIR and the Superintendent’s Annual Report include multi-year data wherever relevant and possible, and both provide contextual background for educational outcomes in reporting and analyzing educational indicators. The Superintendent’s Annual Report also includes state-by-state data for comparable analyses of Hawaii’s educational system.

The specific educational assessment and accountability information requested by the Legislature, together with reference to the report containing that information, is as follows:

Results of school-by-school assessments of educational

outcomes. Attachment A, School Status and Improvement Report,

pp. 6-71 (For summaries, see Superintendent’s 20th Annual

Report, pp. 6-9, 19-24, 26-35) School Improvement progress summaries, in place of

the standards implementation design summaries. Attachment A, School Status and Improvement Report, p. 3

Summary of demographic makeup of schools

Attachment A, School Status and Improvement Report, p. 2 (For summaries, see Superintendent’s 20th Annual Report, pp. 6-7, 19, 26)

Comparisons of conditions affecting Hawaii’s schools with those of schools in other states. Attachment B, Superintendent’s 20th Annual Report, p.20

Compact discs containing all 258 SSIRs for 2009-10 are enclosed. These reports are also posted online at: http://arch.k12.hi.us Sample drafts of three SSIRs are attached.

The 2009-10 Superintendent’s 21th Annual Report is in preparation at this time and upon completion will be posted online at: http://arch.k12.hi.us As a sample, the Superintendent’s 20th Annual Report is attached to this report.

1 Because of the volume of the reports and the cost of reproducing complete sets of the SSIRs (over 1,600 pages per set), samples are attached here. The complete set of SSIRs is available on Accountability Resource Center Hawaii website at http://arch.k12.hi.us

School Status and Improvement Report School Year 2009-10

Kekaha Elementary School

Focus On Standards

Contents

Focus on Standards

School Address:

p. 1

School Description

School Setting

Student Profile

Community Profile

School Improvement

Summary of Progress

School Resources

Certified Staff

Facilities

Vital Signs

School Quality Survey

Student Conduct

Hawaii State Assessment Program

School Retention or Completion

p. 1

p. 2

p. 3

p. 4

pp. 5-7

School Description

This School 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.

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.

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458

Kekaha, literally translated means “The Place.” Geographically, it is the most southwestern small town in the USA. Kekaha is the 4th largest community on the island of Kauai situated 17 nautical miles from the privately owned island of Ni’ihau that limits residency exclusively to the families of Native Hawaiians. Kekaha is a rural plantation community that serves civilian and military families from the Barking Sands and Kekaha areas. The school was established 1888, and is set on 7.2 acres, 2 blocks north of the ocean on Kekaha Road. Kekaha School is identified as a Title 1 school and qualifies for federal assistance. The Kekaha Elementary School Community Council (KESCC) was established in 2005 and remains a collaborative council focused on school goals and student achievement. Kekaha School has established focus groups (PLC). The focus is around 3 goals; standard based education, comprehensive student support, and school system performance. These focus groups review data, school wide assessments, and academic and financial plan to determine overall school strengths and areas of improvement. Positive Behavior Support services remain vital for student success. In 2010-2011, the focus will be on Math Investigations (second year of implementation), State Literacy for Learning initiative, project based learning, and excellence in instruction and supervision.

K-5Grades

Kekaha Elementary School Page 1 of 8

Other SchoolInformation

p. 8

School Code:

11/10

Kekaha Elementary School

8140 Kekaha Road

Kekaha, Hawaii 96752

School Year 2009-10School Status and Improvement Report

School Setting

Student Profile

Community Profile

Total population

Percentage of population aged 5-19

Median age of population

Number of families

Percentage of families with children under 18

Percentage of families with children headed by a single mother

Average family size

Median household income

Percent of households with Public Assistance income

Percent of families with children living in poverty

Based on the 2000 U.S. Census

School Community

State of Hawai`i

10,683

24.0%

38.5

2,683

45.8%

17.7%

3.3

$43,132

11.0%

12.5%

West Kauai Complex

1,211,537

20.6%

36.2

287,068

45.0%

18.3%

3.42

$49,820

7.6%

11.2%

Community Educational Attainment Level

15.4%

28.5%

29.9%

26.2%

24.4%

31.8%

30.0%

13.8%

0% 10% 20% 30% 40% 50%

Less than HighSchool

Graduate

High School

Some College

CollegeGraduate

State of Haw ai i School Community

Fall enrollment

Number and percent ofstudents enrolled for the entire school year

Number and percent ofstudents receiving free or reduced-cost lunch

Number and percent ofstudents in Special Education programs

Number and percent ofstudents with limited English proficiency

307

87.6%

52.4%

4.2%

304

93.4%

50.3%

340

93.2%

5.9%

57.4%

5.6%

269 284 317

161 153 195

13 18 19

School year 2007-08 2008-09 2009-10

Percent of Kindergartners who attended preschool

-- -- --

7.5% 7.6% 7.6%

23 23 26

Student Ethnicity, School Year 2009-10

5.3%

12.6%

1.2%

1.8%

1.8%

2.3%

50.4%

5.6%

16.4%

0.3%

1.8%

0.6%

0% 20% 40% 60% 80% 100%

Other 18

Indo-Chinese 0

White 43

Samoan 4

Hispanic 6

Portuguese 6

Korean 0

Japanese 8

Part-Hawaiian 172

Hawaiian 19

Filipino 56

Chinese 1

Black 6

Native American 2

n = 341

Kekaha Elementary School Page 2 of 8 11/10


Goal 1 Student Achievement: Enabling Activities Outcomes Implement systemic instructional strategies in reading comprehension and writing.

All teachers will be trained in Accelerated Reading and will use reading and writing strategies in their instruction. 100% of all students will use AR strategies in reading and writing

Strengthen School wide math program Continue articulation in curriculum and instruction by providing structured teacher articulation time. 80% of all students will meet end of unit assessments.

Provide afterschool tutoring for targeted students in reading.

Identify targeted students using student data, records, and observations. 100% of students receiving tutoring will show increase in lexile score.

Strengthen inquiry based learning Project based learning in all grade levels and increasing the number of teacher participation in Action Research. (Academy 21)

Goal 2 Comprehensive Student Support: Continue to provide supplemental range of services Provide targeted students with necessary support

to strengthen their social, emotional, academic or physical well being. All students receiving services will show an increase in academic achievement.

Increase opportunity for community partnerships and stakeholders in student learning

Increase parent and community meetings throughout the year. Show an increase in parent satisfaction rating based on School Quality Survey. (parent component)

Provide health and nutrition education Implementation of fruits and vegetable program by the end of 2nd quarter, and increase physical education and activities school wide. All students will receive healthy snacks and increase structured physical activities.

Goal 3 Continuous Improvement: Increase collaboration and articulation time for teachers to build common understanding regarding assessments, data, and instruction

All teachers will utilize best practices and strengthen instruction as measured by student scores and assessment data

Increase technology in instruction Increase student use of computers in lab, provide learning opportunities before and afterschool using school based tech programs and increase in student projects using technology.

Coaching and mentoring Support all teachers with curriculum and delivery of instruction. Provide feedback and mentoring for all teachers and the necessary professional development for academic improvement.

School Improvement

Summary of Progress



School Resources

Regular Instruction, FTE

Teaching StaffCertified Staff

Total Full-Time Equivalent (FTE)

Special Instruction, FTE

Supplemental Instruction, FTE

Teacher headcount

Teachers with 5 or more years at this school

Teachers' average years of experience

Teachers with advanced degrees

Students per Teaching Staff

Regular Instruction

Special Instruction

Administrative and Student Services Staff

Administration, FTE

Librarians, FTE

Counselors, FTE

Number of principals at this school in the last five years

9.7

20.0

16.0

3.0

1.0

80.0%

15.0%

5.0%

20

2

0

90.9%

9.1%

0.0%

18.5

8.7

6

7

2

22

2.0

0.5

1.0Fully licensed

Professional Teacher Credentials

Provisional credential

Emergency credential

*

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

*

* 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.

Facilities

School facilities inspection results

Total 15

Score

2

2

3

2

3

3

Grounds

Building exterior

Building interior

Equipment/Furnishings

Health/Safety

Sanitation

1 2 3

For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good

For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good

Classrooms available 22

Number of classrooms short (-) or over (+) 0

School Year Ending 2010

127%

254%

85%

83%

0% 100% 200%

Classrooms

Cafeteria/Auditorium

Library

Administration

Adequacy of School's Space

School facilities are considered inadequate if below 70%; marginal if between 70% and 99%; and in excess of state standard if above 100%. School population is placed into size categories and is used in formulas to determine State standards for space. Graph does not display capacity exceeding 200%.

State Standard



Vital Signs

The School Quality Survey (SQS), administered periodically by the System Evaluation and Reporting Section, is used for strategic planning and to comply with state accountability requirements.

Dimensions

Percent of Positive Responses

Teachers Parents Students

State

Standards-Based Learning

Quality Student Support

Professionalism & System Capacity

Coordinated Team Work

Responsiveness of the System

Focused & Sustained Action

Involvement

Satisfaction

Student Safety & Well Being

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

School StateSchool StateSchool

94.7% 80.4% 73.8%

95.4% ** 73.2%

77.5% 76.4% 63.8%

87.7% ** 69.2%

90.4% 78.8% 86.8%

95.5% ** 83.5%

69.2% 69.2% 77.6%

77.6% ** 78.9%

71.8% 71.4%

92.4% **

85.7% 66.5% 84.0%

96.1% ** 77.9%

67.3% 74.0% 66.9%

88.6% ** 70.4%

79.5% 78.4% 70.3%

93.9% ** 76.3%

90.1% 77.4% 63.2%

85.7% ** 68.9%

92.0%

91.2%

81.9%

80.0%

85.9%

84.8%

75.4%

73.7%

85.0%

83.3%

84.5%

82.3%

78.6%

76.6%

78.3%

74.4%

85.6%

83.7%

76.2%

**

76.4%

**

79.2%

**

66.5%

**

70.8%

**

64.1%

**

70.9%

**

74.9%

**

77.8%

**

76.3%

76.4%

70.3%

70.3%

87.8%

87.5%

77.9%

77.6%

81.4%

81.4%

69.7%

69.6%

79.6%

79.7%

69.2%

69.3%

There are no student items for this

dimension



Survey Return Rate 2009

2010 59.1% 37.9% 56.8%

57.9% ** 93.9%

70.1% 37.6% 93.0%

76.8% ** 91.1%***

**The Parents survey for the school year 2008-09 was cancelled.

*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.



Student Conduct

Vital Signs

Note. " -- " means missing data." * " means data not reported to maintain student confidentiality (see FERPA).

Retention

251

0%

Total number of students

Percent retained in grade

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.

School Retention

2009 2010

257

0%

245

0%

2008

Attendance and Absences

93.5%

11.6

94.1%

10.5

94.6%

8.8

School Year

Average Daily Attendance: %(higher is better)

Average Daily Absences: in days(lower is better)

State Standard

95.0%

9

2007-08 2008-09 2009-10

Examples of class of suspension:

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

23%

8%

69%

0%

3%

97%

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

Non-suspended: 329

Suspended: 11

Class A: 0

Class B: 9

Class C: 1

Class D: 3

Suspensions, School Year 2009-2010

These 11 students were responsible for these 13 suspensions.

11/10Kekaha Elementary School Page 6 of 8


Vital Signs

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).


HCPS Reading HCPS Mathematics

A school's bar may not be shown to maintain student confidentiality (see FERPA).

School State

75%

53%

30%

69%

63%

64%

0% 20% 40% 60% 80% 100%

3

4

5

Gra

de

Percent Proficient

58%

33%

24%

58%

50%

47%

0% 20% 40% 60% 80% 100%

3

4

5

Gra

de

Percent Proficient

31%

49%

0% 20% 40% 60% 80% 100%

4

Gra

de

Percent Proficient

HCPS Science

The HCPS Science assessment is given in grades 4, 6 and 10.

TerraNova, 2nd Edition

StateSchool

ReadingNational Norm is 77%

MathematicsNational Norm is 77%

StateSchoolGrade

Percent Average and Above

3 81%83% 78%76%

4 78%73% 77%77%

5 66%50% 80%76%

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."

11/10Kekaha Elementary School Page 7 of 8


Other School Information

Published on November 5, 2010.

System Evaluation and Reporting Section, Systems Accountability Office, Office of the Superintendent, Honolulu, HI: Hawaii State Department of Education.



Aiea Intermediate School

Focus On Standards

Contents

Focus on Standards

School Address:

p. 1

School Description

School Setting

Student Profile

Community Profile

School Improvement

Summary of Progress

School Resources

Certified Staff

Facilities

Vital Signs


Student Conduct



p. 1

p. 2

p. 3

p. 4

pp. 5-7

School Description



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201

Aiea Intermediate School (AIS) is located near the Pearl Harbor NavalBase on the outskirts of Honolulu and serves a diverse socioeconomic and ethnic population of seventh and eighth graders. The school community includes families from Aiea Heights, Aiea Kai, Enchanted Hills, Halawa Heights, Halawa Valley Estates, Hillside Terrace, McGrew Point, Newtown, Pearl Ridge, Puu Wai Momi, Royal Summit, Wailuna, and Waimalu. The school has established a School Community Council and has a supportive Parent Teacher Student Council. AIS provides multiple means to encourage parent and community involvement through annual “Open House,” “Pride Night,” student performances/exhibitions, and family fun nights. AIS continues to strive for student mastery of basic skills and providesopportunities for students to exceed standards through academic and enrichment pursuits such as History Day, Science Fair, Spelling Bee, Write in the Middle, and drama/visual arts performances. The school continuously reviews student data to revise and refine its curriculum, instructional strategies, and assessment practices in order to meet the needs of all students. The Focus on Learning accreditation process, the Hawaii Content and Performance Standards, and the Standards Implementation Design are used to modify school programs and guide the school improvement process. The faculty and staff provide academic support to facilitate student success. Co-curricular activities, clubs, and organizations serve a wide variety of student interests. These activities extend learning the classroom and foster student engagement in their learning process.

7-8Grades

Aiea Intermediate School Page 1 of 8


p. 8

School Code:

11/10

Aiea Intermediate School

99-600 Kulawea Street

Aiea, Hawaii 96701


School Setting

Student Profile

Community Profile

Total population



Number of families



Average family size





School Community

State of Hawai`i

41,276

18.2%

39.5

10,366

37.6%

17.2%

3.4

$61,817

4.8%

8.1%

Aiea Complex

1,211,537

20.6%

36.2

287,068

45.0%

18.3%

3.42

$49,820

7.6%

11.2%


15.4%

28.5%

29.9%

26.2%

12.3%

27.8%

31.1%

28.9%

0% 10% 20% 30% 40% 50%


Graduate

High School

Some College

CollegeGraduate


Fall enrollment





667

91.8%

36.4%

6.9%

588

94.6%

40.1%

583

95.9%

8.5%

42.4%

6.5%

612 556 559

243 236 247

46 50 38

School year 2007-08 2008-09 2009-10

10.8% 10.9% 12.2%

72 64 71


13.7%

1.5%

6.1%

7.2%

2.4%

1.4%

1.9%

15.9%

14.8%

3.6%

25.6%

2.9%

2.7%

0.3%

0% 20% 40% 60% 80% 100%

Other 80

Indo-Chinese 9

White 36

Samoan 42

Hispanic 14

Portuguese 8

Korean 11

Japanese 93

Part-Hawaiian 87

Hawaiian 21

Filipino 150

Chinese 17

Black 16

Native American 2

n = 586

Aiea Intermediate School Page 2 of 8 11/10


Summary of Progress Aiea Intermediate School’s Strategic Action Plan encompasses the Standards Implementation Design and creates the template for executing school improvement efforts. Progress towards the attainment of the school’s Standards Implementation Design is measured by achievement of benchmarks centered on three goals: 1) Improve student achievement through standards-based education; 2) Provide comprehensive support for all students; and 3) Continuous improvement of performance and quality. Continuing with the focus on improving classroom instruction, professional development sessions were designed to provide opportunities for teachers to expand their repertoire of practices. Sessions were implemented where teachers were able to learn new technology that became available on campus, experience hands-on problem-solving lessons from a student’s perspective, and visit off-campus sites that could lend themselves to a variety of course-related activities. Several teachers were able to incorporate learned technology and modified lessons into their classrooms. The school is continuing to build the amount and variety of technology available in the teaching and learning process. The Technology and Innovation Center (Tech Lab) has been established in a double classroom; it is an open lab with internet connected computers and a multitude of various activity packages and kits to enhance and stimulate the learning and application of math and science concepts. Interactive Promethean® boards were installed in the math classrooms to diversify instructional approaches and supplement student practice and feedback. This school year has been fraught with many challenges – budget constraints that resulted in reduced staffing, furloughs that resulted in loss of instructional time, and the relinquishing of four of six professional development days to gain back some instructional days. However, the staff continued to provide a balanced educational program that challenged students to expand their learning through venues such as the Science Fair, History Day, Write in the Middle, Project Change; visual, graphic, and media arts presentations and competitions, performances with the Band and through clubs such as Dance, Drama, Ukulele, Guitar, Hula, and Fashion Design; and various athletic opportunities.

School Improvement

Summary of Progress



School Resources






Teacher headcount





Regular Instruction

Special Instruction


Administration, FTE

Librarians, FTE

Counselors, FTE


9.8

37.0

30.0

7.0

0.0

81.1%

18.9%

0.0%

30

1

6

81.1%

2.7%

16.2%

17.1

10.1

13

21

1

37

4.0

1.0

3.0Fully licensed




*


*


Facilities


Total 15

Score

2

2

3

3

2

3

Grounds

Building exterior

Building interior


Health/Safety

Sanitation

1 2 3




Number of classrooms short (-) or over (+) -6


136%

172%

66%

103%

0% 100% 200%

Classrooms


Library

Administration



State Standard



Vital Signs


Dimensions



State







Involvement

Satisfaction


2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010


98.6% 77.7% 77.0%

99.1% ** 75.3%

93.8% 74.5% 69.2%

89.7% ** 68.2%

92.4% 73.2% 84.2%

94.6% ** 84.2%

93.8% 67.3% 82.6%

90.6% ** 80.9%

94.9% 64.4%

89.4% **

94.4% 60.5% 81.5%

91.1% ** 80.8%

90.2% 61.4% 67.5%

86.9% ** 63.7%

89.9% 78.2% 78.2%

86.5% ** 77.6%

93.2% 73.8% 66.8%

89.7% ** 66.0%

89.3%

88.4%

75.7%

74.5%

82.3%

78.4%

71.6%

69.7%

79.2%

76.7%

78.6%

75.2%

68.6%

66.2%

71.4%

68.7%

76.7%

76.0%

69.4%

**

66.0%

**

68.4%

**

58.5%

**

60.1%

**

55.5%

**

60.6%

**

69.5%

**

65.7%

**

63.7%

63.7%

50.2%

49.9%

67.2%

66.6%

65.0%

64.1%

65.9%

65.3%

55.7%

55.4%

59.5%

60.3%

49.8%

49.6%


dimension




2010 60.5% 24.4% 96.2%

92.5% ** 92.7%

61.1% 25.1% 87.1%

78.0% ** 86.4%***



*




Student Conduct

Vital Signs


Retention

262

0%

Total number of students

Percent retained in grade

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.

School Retention

2009 2010

281

0%

350

0%

2008


94.9%

9.1

95.4%

8.1

95.5%

7.4

School Year



State Standard

95.0%

9

2007-08 2008-09 2009-10



0%

0%

33%

67%

2%

98%

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

Non-suspended: 574

Suspended: 9

Class A: 6

Class B: 3

Class C: 0

Class D: 0



11/10Aiea Intermediate School Page 6 of 8


Vital Signs





School State

79%

83%

73%

72%

0% 20% 40% 60% 80% 100%

7

8

Gra

de

Percent Proficient

55%

60%

52%

44%

0% 20% 40% 60% 80% 100%

7

8

Gra

de

Percent Proficient

HCPS Science


There are no tested grade levels in this school


StateSchool



StateSchoolGrade


7 79%75% 75%74%

8 84%88% 77%82%


11/10Aiea Intermediate School Page 7 of 8


Aiea Intermediate School was accredited by the Western Association of Schools and Colleges for a period of six years with a mid-term review. This school's accreditation term expires in 2014.






Theodore Roosevelt High School

Focus On Standards

Contents

Focus on Standards

School Address:

p. 1

School Description

School Setting

Student Profile

Community Profile

School Improvement

Summary of Progress

School Resources

Certified Staff

Facilities

Vital Signs


Student Conduct



p. 1

p. 2

p. 3

p. 4

pp. 5-7

School Description



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•

146

RHS Vision Statement: Roosevelt High School will become a world-class center of educational excellence. Located in the heart of Honolulu, Roosevelt High School is a comprehensive public high school for grades 9 through 12 serving 1,375 students from six elementary schools, two middle schools, and one Hawaiian Immersion K-12 school. Roosevelt draws students from the Manoa, Makiki, Nuuanu, Papakolea, Pauoa, and Punchbowl neighborhoods, resulting in a culturally and ethnically diverse student population from a wide range of socio-economic backgrounds. The school provides programs to ensure a college-going culture for all students and is at the forefront of the move toward providing a quality education for its students through smaller learning communities (SLC’s). The SLC’s now include 9th- and 10th-grade CORE Teams, and four 11th-12th grade academies: the Arts & Communication Academy, Engineering and Technology Academy, Health Academy, and the Law and Leadership Academy. There are also two dedicated Learning Centers, the Instrumental Music Learning Center and the Media Technology Learning Center. In addition, there are specialized programs for English Language Learner (ELL) students, Inclusion for Special Education Students, Career and Technical Education programs – Building and Construction Academy and Culinary Arts, and a broad selection of co-curricular and athletic programs. Roosevelt has made a commitment to investing in technology to ensure that our students are given opportunities to work with the latest programs and equipment. There are multiple computer labs for students to use as well as online learning programs to support student learning. We have expanded our technologies to include Promethean boards that encourage student engagement and allow teachers to use innovative methods via the internet. The 2002-2003 WASC Accreditation of Roosevelt High School resulted in a three-year accreditation with a revisit extension in 2006, The Accreditation in 2009 resulted in a three-year accreditation with a revisit in three years. A change in school administration in 2007 has vastly changed and improved the way we conduct business at RHS. There is a more defined decision-making process and leadership structure with an Operations Team, Leadership Team and PLC Team. We will continue to seek innovative ways to increase student achievement through professional development, collaboration, community partnerships and improved support services in order to educate and prepare all students to be successful and productive citizens in the 21st century global society.

9-12Grades

Theodore Roosevelt High School Page 1 of 8


p. 8

School Code:

11/10

Theodore Roosevelt High School

1120 Nehoa Street

Honolulu, Hawaii 96822


School Setting

Student Profile

Community Profile

Total population



Number of families



Average family size





School Community

State of Hawai`i

60,707

14.7%

42.2

14,338

34.0%

22.1%

3.1

$52,797

4.5%

11.7%

Roosevelt Complex

1,211,537

20.6%

36.2

287,068

45.0%

18.3%

3.42

$49,820

7.6%

11.2%


15.4%

28.5%

29.9%

26.2%

11.9%

23.0%

24.7%

40.5%

0% 10% 20% 30% 40% 50%


Graduate

High School

Some College

CollegeGraduate


Fall enrollment





1654

86.9%

26.0%

7.3%

1483

93.1%

29.5%

1385

93.5%

11.1%

31.5%

7.1%

1438 1380 1295

430 438 436

121 164 99

School year 2007-08 2008-09 2009-10

10.8% 10.8% 9.7%

179 160 135


14.3%

1.9%

4.6%

1.5%

0.9%

0.7%

8.1%

23.8%

15.7%

4.1%

6.1%

16.6%

1.4%

0.4%

0% 20% 40% 60% 80% 100%

Other 195

Indo-Chinese 26

White 63

Samoan 20

Hispanic 12

Portuguese 9

Korean 110

Japanese 325

Part-Hawaiian 214

Hawaiian 56

Filipino 83

Chinese 226

Black 19

Native American 5

n = 1363

Theodore Roosevelt High School Page 2 of 8 11/10


Goal 1: Improve student achievement through standards-based education Rigor and Relevance Framework: We have continued to provide professional development for

the ICLE Rigor and Relevance Framework and development of Gold Seal Lessons. At this time, Roosevelt teachers have developed 28 Gold Seal Lessons across all content areas that stretch student learning and provide them opportunities to create new meaning.

Professional Learning Communities: The Roosevelt staff continues to collaborate in Professional Learning Communities school wide to discuss how best to use data to inform and improve instruction and curriculum. The PLC teams also met to discuss implementation of various literacy strategies in all content areas to provide students with more structures for learning. The PLCs will continue to meet next school to advance this work.

Summer Bridge Program: Roosevelt High School has developed a Summer Bridge Program for incoming ninth-graders who need extra support or instruction in the areas of math and literacy. The program is designed to provide the students with additional skills prior to their enrollment in Algebra and English to ensure their success in those respective courses.

Goal 2: Provide comprehensive support for all students

Expand and improve existing academies for 11th and 12th graders: Based on feedback on student interests, the Roosevelt High School staff continued to look for new and innovative ways to support student learning. The latest developments in this area are the expansion of the 11th and 12th grade academies to include the new Law and Leadership Academy or school year 2010-2011. We have also expanded the number of students enrolling in the Building and Construction Academy as well as the two Learning Centers.

Advisory Program/PTP: The RHS advisory program continues to provide each student with an adult mentor for 4 continuous years. Adult mentors include teachers, counselors, registrar and student activities coordinators, student services coordinators, librarians, and technology coordinator. We have also implemented a new 5-year program to support parent involvement in college planning called CRASH (College Readiness and Academic Success Hawaii) which focuses on school success and study skills for students and preparation of parents and their children for the college admission process.

Advancement via Individual Determination (AVID): The AVID program was implemented for selected ninth-grade students who were the “first in the family to go to college” and who have the desire to go to college. The program will be expanded next school year to the tenth grade.

Goal 3: Continuously improve performance and quality

Peer observations: This year, the Roosevelt High School faculty participated in peer observations multiple times throughout the school year to learn effective teaching strategies from their colleagues. These visits also provided the opportunity for teachers to de-privatize their educational practices and create more collegiality amongst the staff. The data collected from the observations will be analyzed to give us a better understanding of the instructional culture of our school.

Community connections: This year, Roosevelt High School expanded its level of community connections through the students’ participation in Career Day and Senior Projects. The Career Day brought approximately 30 professionals from various fields to speak with our students about possible career opportunities. This was organized through the City and County’s Oahu Workforce Investment Board. The Senior Projects were completed through the students’ requirement of 25 hours of field work which partnered each student with a community mentor.

School Improvement

Summary of Progress



School Resources






Teacher headcount





Regular Instruction

Special Instruction


Administration, FTE

Librarians, FTE

Counselors, FTE


13.2

84.5

64.0

16.0

4.5

75.7%

18.9%

5.3%

83

0

3

96.5%

0.0%

3.5%

18.2

8.4

31

51

2

86

9.0

1.0

6.0Fully licensed




*


*


Facilities


Total 15

Score

3

2

2

3

3

2

Grounds

Building exterior

Building interior


Health/Safety

Sanitation

1 2 3




Number of classrooms short (-) or over (+) -17


106%

74%

66%

125%

0% 100% 200%

Classrooms


Library

Administration



State Standard



Vital Signs


Dimensions



State







Involvement

Satisfaction


2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010

2009

2010


86.2% 68.4% 52.9%

82.7% ** 59.0%

75.2% 67.9% 48.5%

69.5% ** 52.0%

82.4% 67.4% 52.5%

73.1% ** 61.0%

59.5% 57.1% 59.0%

53.3% ** 60.2%

69.1% 57.6%

60.3% **

71.4% 55.5% 57.0%

64.1% ** 62.0%

60.7% 56.3% 47.6%

51.1% ** 45.8%

72.7% 70.1% 51.8%

63.8% ** 57.4%

78.5% 68.3% 48.6%

72.1% ** 51.3%

86.4%

84.1%

71.9%

68.2%

76.6%

72.8%

65.4%

60.9%

74.5%

69.8%

72.1%

67.1%

63.2%

58.6%

64.7%

60.6%

71.5%

68.7%

61.8%

**

58.9%

**

59.4%

**

51.3%

**

54.2%

**

48.5%

**

55.5%

**

64.8%

**

57.2%

**

55.5%

56.1%

45.8%

45.8%

52.9%

53.7%

56.8%

56.5%

56.3%

55.7%

48.3%

47.0%

52.4%

52.7%

45.7%

45.7%


dimension




2010 73.5% 22.0% 85.9%

75.3% ** 71.2%

62.7% 17.8% 84.3%

74.7% ** 74.9%***



*




Student Conduct

Vital Signs


369

97.3%

0.0%

1.6%

98.9%

366

98.9%

0.0%

1.1%

100.0%

317

97.5%

0.0%

0.9%

98.4%

31 8.8%

37 10.4%

30 10.3%

School Completion

School Dropouts

School Year Number Percent

2007-08

2008-09

2009-10

Total number of Seniors

Percent of Diploma graduates

Percent of Certificate of Course Completion

Percent of Individually Prescribed Program

Percent of school completers

Graduates and Other Completers

2007-08 2008-09 2009-10

312

88.6%

307

86.2%

Total number of Freshmen

Percent graduated on time

Freshmen who began high school in school year 2006-07 and graduated in 2009-10.

253

87.2%

The dropout figures are based on the cohort of first-time 9th graders who dropped out prior to graduating.


94.5%

9.8

92.5%

13.2

94.1%

9.7

School Year



State Standard

95.0%

9

2007-08 2008-09 2009-10



5%

31%

33%

31%

4%

96%

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

Non-suspended: 1,330

Suspended: 55

Class A: 26

Class B: 28

Class C: 26

Class D: 4



11/10Theodore Roosevelt High School Page 6 of 8


Vital Signs





School State

78%

71%

0% 20% 40% 60% 80% 100%

10

Gra

de

Percent Proficient

49%

38%

0% 20% 40% 60% 80% 100%

10

Gra

de

Percent Proficient

33%

27%

0% 20% 40% 60% 80% 100%

10

Gra

de

Percent Proficient

HCPS Science



StateSchool



StateSchoolGrade


10 84%78% 76%77%


11/10Theodore Roosevelt High School Page 7 of 8


Theodore Roosevelt High School was accredited by the Western Association of Schools and Colleges for a period of three years with a mid-term review. This school's accreditation term expires in 2012.





State of HawaiiDepartment of eDucation

Continuous ImprovementBuilding for the Future

2 0 0 9 SuperintenDent’S 20th Annual Report

The honorable Linda Lingle, Governor, State of Hawaii

RS 10-0736 February 2010Systems Accountability Office

boarD of eDUCaTIon

Garrett toguchi, Chairperson

Lei ahu isa, Ph.D., First Vice Chairperson

Karen Knudsen, Second Vice Chairperson

Janis akuna

eileen clarke, Ed.D.

mary J. cochran, Esq.

margaret a. cox

Breene Y. Harimoto

Donna r. ikeda

Kim coco iwamoto, Esq.

carol mon Lee, Esq.

Kelly maeshiro, Student Member

John r. penebacker

Herbert Watanabe

DeParTMenT of eDUCaTIon

Kathryn S. matayoshi Interim Superintendent of Education

ronn K. nozoe Acting Deputy Superintendent of Education

James m. Brese Assistant SuperintendentOffice of Fiscal Services

Diana m. niles-HansenAssistant SuperintendentOffice of Human Resources

Daniel S. Hamada Assistant SuperintendentOffice of Curriculum, Instruction and Student Support

randolph G. moore Assistant SuperintendentOffice of School Facilities and Support Services

David Wu Assistant SuperintendentOffice of Information Technology Services

2 2009 SuperintenDent’S Annual Report

Dear Educational Partners,

Welcome to the Superintendent’s 20th Annual Report. Under the focused leadership and guidance of former Superintendent Patricia Hamamoto, the Department of Education is proud to present this comprehensive overview of Hawaii public schools for school year 2008-09. This Report contains essential progress indicators and measures and strives to display the highlights and comparisons of core data in a concise and user-friendly format.

This year’s report re-focuses our efforts to continuously improve all aspects of our system. New indicators were added, in addition to updates to tables and figures that annually provide trend and baseline information. Other charts display information that offer a wide array of data on vital areas of interest to both the public and to schools.

This Report is but one tool in our endeavor to provide public accountability and to continuously improve instruction and educational programs. To this end we will depend on practical and rigorous analyses of student and school performance as we build and strengthen Hawaii’s public education system, striving to advance student achievement and excellence in our schools. As a graduate of Hawaii’s public schools, I am grateful for the many dedicated individuals who generously devote their time and personal resources to nurture our students’ academic prow-ess and overall well-being, in preparation for whatever the future holds for them. These are trying times, but I truly look forward to the challenges and opportunities ahead in our mutual quest to build the highest quality public educational system for Hawaii.

Very truly yours,

Kathryn S. matayoshiInterim Superintendent of Education

MeSSaGe from the InTerIM SUPerInTenDenT

2009 SuperintenDent’S Annual Report 3

aT-a-GlanCe Students and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Resource Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Progress and Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

oUr CoMMITMenT to eDUCaTIon Our Strategic Goals 2008-2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Ten-Year Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Annual Update of Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

ProfIleS and TrenDS State Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Resource Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Progress and Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Complex Summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Map of Complex Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Assessments – Reading (HCPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Assessments – Mathematics (HCPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Assessments – Reading (TerraNova) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Assessments – Mathematics (TerraNova) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

aPPenDICeS Appendix A. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Appendix B. References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Appendix C. Data Tables – Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Table of ConTenTS


aT-a-GlanCe

Official Fall Enrollment��

SY 2006-07 2007-08 2008-09Public Schools 179,234 178,369 177,871

83.5% 83.2% 83.3%Private Schools 35,407 36,128 35,715

16.5% 16.8% 16.7%Total 214,641 214,497 213,586

Sources: Fall enrollment count, Hawaii State Department of Education;Hawaii Association of Independent Schools.

Hawaii State School Readiness Assessment

Statewide 2006-07 2007-08 2008-09Kindergarteners who attended preschool

61% 60% 61%Kindergarten teachers with Early Childhood Endorsement Certificates

21% 20% 19%Source: Hawaii State Department of Education, System Evaluation & Reporting Section.

Source: Hawaii State Department of Education, System Evaluation & Reporting Section.Composite of selected annual enrollment rosters, unduplicated count.

English LanguageLearners

3%

Special Education5%

MultipleSpecial Needs

13%

NoSpecial Needs

48%

EconomicallyDisadvantaged

31%

Total may not be exactly100% due to rounding.

Section 5041%

Percent of Students with Special Needs2009

Educators��

2007 2008 2009

Fully Licensed 86% 88% 90%Advanced Degree 29% 30% 31%5+ Yrs at the Same School 52% 53% 55%Note. These figures do not include teachers at charter schools.

Source: Hawaii State Department of Education, Office of Human Resources.Based on head counts.

Students and Schools

Enrollment Trends Since public school enrollment peaked in 1997-98 (N=189,281), the total number of students has declined to 177,871 in 2008-09. This trend parallels an overall drop in the State’s population demographics for school-age children. Enrollment in private schools has been slowly rising over the last five years to represent almost 17% of the State’s students. Not since the late 1980’s has private school enrollment reached a high of 17% of the State’s total student enrollment.

Hawaii State School Readiness Assessment The HSSRA is a collaborative project between the Hawaii Department of Education and Good Beginnings Alliance. The HSSRA survey annually looks at schools’ readiness for incoming kindergarteners and students’ readiness for school. The HSSRA results can be a vital resource to improve services to our children. The P-3 Demonstration Projects (a part of the Hawaii P-20 Partnerships for Educa-tion) in the Farrington, Nanakuli, and Waianae Complexes is an initiative which uses the HSSRA results in its pursuit to increase children’s experiences in quality early learning programs, and also provides early childhood and elemen-tary educators with quality professional development opportunities.

Special Needs Student populations with special needs have constituted the majority of those enrolled in Hawaii public schools since 1996. In 2009, there were approximately 52% of students with special needs. The responsibility and cost of educating special needs students are challenges faced in Hawaii and nationally, particularly since “closing the achievement gap” among students has become a federal accountability goal.

EducatorsTeacher licensure and advanced degrees, along with teach-ers staying five or more years at the same school, have seen gradual but consistent increases over the past three years. This trend is a positive sign of improvements in overall teacher quality and staffing stability within schools.


aT-a-GlanCe

Funding by Source and Year��

2007 2008 2009Appropriated FundsSTATE

General $ 2,029 $ 2,154 $2,246Special 45 58 69Trust 17 18 23

FEDERAL 352 311 393Source: Hawaii State Department of Education, Office of Fiscal Services.

Safety and Well-Being of Students

2007 2008 2009

Students Not Suspended* 94% 95% 95%Perceptions of safety & well-being

Students** 52% 54% 55%Teachers** 78% 76% 78%

*Does not include charter schools**Percent reporting positively on School Quality Survey

Source: Hawaii State Department of Education, System Evaluation & Reporting Section.

Hawaii State Assessment 2008 & 2009��

STANDARDS-BASED 2007 2008 2009(Hawaii Content & Performance Standards)

��

Reading 60% 62% 65%Mathematics 38% 43% 44%

NORM-REFERENCED 2007 2008 2009(TerraNova)

��

Reading 76% 76% 76%Mathematics 75% 75% 75%

Source: Hawaii State Department of Education, Student Assessment Section.

Resource Support

Funding Support Hawaii’s public education system, unlike the other 49 states, receives its funding predominantly from State and federal sources. Hawaii is the only state not dependent on local property taxes as a major source of revenue. As a result, it is one of the most equitable school finance systems in the nation.

Progress and OutcomesSafety & Well-BeingSafe and supportive educational environments promote student success. Student and teacher self-reported percep-tions of campus safety and well-being are collected by the Department’s School Quality Survey (SQS). The percent of positive responses of students and teachers on the SQS in the safety and well-being dimension have remained consis-tent. Beginning in 2008, the SQS doubled the number of respondents previously included, and changed the survey administration schedule from every other year to yearly.

Hawaii State AssessmentThe Hawaii State Assessment (HSA) program includes two general types of assessments to measure student perfor-mance. Standards-based assessments, on one hand, measure how well Hawaii’s students have learned knowledge and skills as specified in the Department’s content and perfor-mance standards. These assessments contain multiple choice items as well as items that require students to explain their answers. In contrast, norm-referenced tests are designed to measure how Hawaii’s students have not only learned a subject area, but how they compare in performance to others, relative to a national norm group in which 77% score average or above. These tests typically contain multiple choice items only.

In 2007, a new standards-based assessment aligned with the newly implemented Hawaii Content and Performance Standards (HCPS III) was administered. Also in 2007, the TerraNova replaced the long-standing Stanford Achieve-ment Test as the norm-referenced test. The 2009 test results provide a three-year trend comparison for both the standards-based and norm-referenced outcomes. Standards-based outcomes for both reading and mathematics from 2007 to 2009 reveal steady and consistent improvement. Norm-referenced outcomes are stable throughout the three-year period.


aT-a-GlanCe


(%) P

erce

nt P

rofic

ient

60

50

40

30

20

10

0

Percent Proficient AYP Mathematics and ReadingState Summary

School Years Ending 2003 to 2009

19%

39%

23%

45%

24%

47%

27%

47%

60%

39%

2003 2004 2005 2006 2007 2008 2009

MATHEMATICS2003 2004 2005 2006 2007 2008 2009

READING

43%

62%

45%

65%

SchoolImprovement Year 2

1%

CorrectiveAction7%

In GoodStanding,Pending17%

School ImprovementYear 18%

Restructuring32%

Total may not be exactly 100% due to rounding.Source: Hawaii State Department of Education, System Evaluation & Reporting Section.

In Good Standing,Unconditional

32%Planning

forRestructuring

4%

NCLB Sanction Status2010

No Child Left Behind (NCLB) The percentage of schools meeting Adequate Yearly Progress (AYP) has steadily decreased between 2007 and 2009. The 23 percentage point decrease from 2007 to 2008 is primarily due to increases in the Annual Measureable Objectives (AMO) in 2008 for reading, mathematics, and graduation/retention. Although nearly one-half of schools are in “Good Standing,” only Waiahole Elementary and Kailua Intermediate schools exited sanction for 2010. This low number of schools exiting sanctions speaks to the challenge of having to meet AYP two years in a row in light of increasing AMO targets that will require 100% student proficiency by the year 2014.

Adequate Yearly Progress (AYP) Each year since 2003, the percent of students scoring proficient or above has increased continually in both reading and math, despite increases in Annual Measur-able Objectives that are used to calculate AYP. In 2007, a revised set of Hawaii Content and Performance Standards (HCPS III) was established, and a new series of assessment instruments, developed to reflect the revised standards, was implemented. The relatively large gain in the number of students who scored proficient and better between 2006 and 2007 may be due to a number of factors, one of which is the concomitant change in standards and assessment; but there is evidence that this difference may also be a reflection of true improvement in student learning, as demonstrated by consistent yearly gains since 2007 as well. Also, the reputable, independent, National Assessment of Educational Progress, or NAEP, as it is more commonly known, is widely considered to be a model assessment program. Since 2005, Hawaii has increased NAEP achieve-ment scores for mathematics and reading for each of the grades tested by NAEP.

Note. State totals include proficiency scores of all students enrolled in one or more schools within the DOE system for at least a full academic year.

No Child Left Behind��

Adequate Yearly Progress 2007 2008 2009

Percent schools met AYP 65% 42% 36%Sanctions* 2008 2009 2010

Percent In Good Standing 43% 56% 48%Number Exiting Sanctions 12 29 2*AYP results determine sanctions for the following year.



aT-a-GlanCe

Four-Year Graduation & Dropout Rates

2006-07 2007-08 2008-09

Graduation 78.9% 79.9% 79.9%

Dropouts 16.5% 16.0% 15.6%Source: Hawaii State Department of Education, System Evaluation & Reporting Section.

High School Diplomas

2006-07 2007-08 2008-09

BOE Diploma 31.5% 30.8% 31.7%

Regular Diploma 62.7% 63.2% 62.5%

Note: Totals do not sum to 100% because non-diploma (certificate) recipientsmake up the remainder of school completion statistics.

Source: Hawaii State Department of Education, Office of Information Technology Services.

Advanced Placement Program

Advanced Placement Results 2007 2008 2009

Number of students enrolledin AP courses �: 2,725 3,064 3,252

Number of studentswho took AP exam�: 2,516 2,932 3,209

Number of exams taken �: 3,827 4,498 4,961

Number of AP exam resultswith a score of 3 or higher �: 1,782 1,934 2,072

Percent of exams passed �: 47% 43% 42%

Sources: �Hawaii State Department of Education, Information Resource Management Branch;�College Board.

Graduation & Dropouts Each year a cohort of first-time 9th graders are tracked to their fourth year in the public school system. About 80% of each cohort, over the last 3 years, have graduated on-time. During this time there has been a moderate yet steady decrease in the dropout rate. The remaining students are either continuing or have completed school with a special education certificate of program completion.

High School DiplomasFor the past three years, nearly a third of the senior class have earned the more challenging Board of Education Recognition Diploma, which requires additional credits and a minimum 3.0 grade point average.

Advanced Placement ProgramRigorous Advanced Placement (AP) courses provide additional challenges and opportunities for Hawaii students. After AP course completion, students may take College Board AP exams. Students achieving a score of 3 or higher on various exams can earn college credit based on their results.


oUr CoMMITMenT to eDUCaTIon



oUr CoMMITMenT to eDUCaTIonOur Strategic Goals 2008-2011

Improve student achievement through standards-based educationStandards-based education is the critical planning, delivery, and monitoring of academic programs. These programs have clearly defined content and performance standards that provide the basis for instruction and assessment. Standards identify what is important for students to learn and be able to do.

Provide comprehensive support for all studentsComprehensive support for all students requires the Department to develop programs and activities that address students’ academic and personal needs so that they can succeed in school. These programs help to foster their sense of belonging; mentor them through close adult contact; and create partnerships between parents, families, and the schools.

Successful schools create an environment that helps students develop a sense of commitment to the school community. Teachers who foster a sense of school membership attend to students’ social and personal develop-ment as well as their intellectual growth.

Continuously improve our performance and qualityContinuously improving performance and quality has three goals. The first is our ongoing effort to improve student performance by ensuring that instruction in our schools is rigorous and relevant. The second is improv-ing the quality of our schools by ensuring that we hire qualified teachers and administrators and help them to be effective leaders. The third is improving the quality of our educational system by developing clear communication with all stakeholder groups so that they know what we do and why we do it.

Ten-year Strategic Plan

By 2018, we envision ...1. Standards are the foundation of our system.

2. All students and staff demonstrate the six General Learner Outcomes.

3. All students are educated to be responsible and productive citizens.

4. All graduates personify the “Vision of the Public School Graduate.”

5. All schools are fully staffed with highly qualified and highly effective educators.

6. Parents and community members actively participate in developing and supporting their schools.

7. Schools are flexible, customized, and inclusive learning environments.

8. Employees work in a safe and productive environment.

9. Accountability is a standard operating procedure.



Annual Update of Data for the Strategic Plan BenchmarksThe Department’s Strategic Plan for 2008-11 was based on results from school year 2006-07 and prior. Even though the first target measures were set for school year 2008-09, the Department has monitored its progress toward each of those indicators from school year 2007-08.

The following table contains the 2008-2011 Strategic Plan goals, objectives, and measures. The available results for 2008-09 are provid-ed; however, some results are still pending or not available (na). The colors indicate whether the results are moving towards the target, have met, or did not exceed the original baseline figures (see legend below). Also included are new indicators for which results will be available in 2009-10.

Color Key Legend*Result did not exceed baseline.

Result indicates movement from the baseline towards the target.

Result met or exceeded the target.

Targets for current and future years.

*Color Key definitions revised from previous year.

BASELINE ACTUAL ACTUAL TARGET TARGET TARGET 2006-07 2007-08 2008-09 2008-09 2009-10 2010-11

(continued on following page)

GOAL 1: Improve Student Achievement Through Standards-Based Education

OBjECTIvE 1.1.1. Increase the percent of elementary and secondary classrooms that are determined to be standards-based. Elementary 81% 83% 89% 83% 85% 87% Secondary 66% 65% 66% 68% 70% 72%

2. Increase the number of first-time grade 9 students who are promoted to grade 10. na na na1 na 89% 91%

3. Increase the number of students taking on-line learning courses. 500 9782a 1,424 2,500 5,000 10,000

4. Decrease the percent of DOE completers who as first-year UH students are enrolled in remedial classes. English 11%2b 12%2b na 21% 18% 15% Mathematics 12%2b 14%2b na 26% 23% 20%

5. Increase the percent of students graduating within four years with a high school diploma. 80% 80% 80% 82% 84% 86%

6. Increase the number of students who take AP courses. 2,725 3,064 3,252 2,825 2,925 3,0257. Increase the number of students who take the AP exam. 2,516 2,932 3,209 2,616 2,716 2,8168. Increase the number of AP exam results with a 3 or higher. 1,782 1,934 2,072 1,882 1,992 2,0929. Increase the percent of elementary and secondary classrooms that are determined to incorporate rigor and relevance. na na na na baseline TBD





OBjECTIvE 1.2.1. Increase the percent of students attaining proficiency on statewide assessments in: Reading 60% 62% 65% 64% 68% 72% Mathematics 38% 42% 44% 44% 50% 55% Science na 38% 37% 44% 50% 55%2. Increase the percent of students who are proficient in reading by the end of third grade. 61% 61% 62% 65% 68% 72%

3. Increase the percent of students in each subgroup (Disadvantaged, Special Education [SPED], Limited English Proficient [LEP], White, Black, Asian, Pacific Islander, Native American, and Hispanic) who are proficient on the statewide assessments in: Disadvantaged Reading 47% 49% 53% 52% 57% 62% Mathematics 27% 31% 33% 32% 37% 42% Science na 26%3 25% 31% 36% 41% SPED Reading 13% 14% 16% 18% 23% 28% Mathematics 6% 7% 6% 11% 16% 21% Science na 7%3 7% 12% 17% 22% LEP Reading 23% 28% 30% 28% 33% 38% Mathematics 17% 21% 20% 22% 27% 32% Science na 9%3 11% 14% 19% 24% White Reading 73% 75% 77% 78% 83% 88% Mathematics 47% 52% 54% 52% 57% 62% Science na 55%3 53% 60% 65% 70% Black Reading 61% 63% 66% 66% 71% 76% Mathematics 30% 37% 37% 35% 40% 45% Science na 35%3 35% 40% 45% 50% Asian Reading 64% 69% 69% 69% 74% 79% Mathematics 45% 52% 50% 50% 55% 60% Science na 44%3 42% 49% 54% 59% Pacific Islander Reading 48% 50% 54% 53% 58% 63% Mathematics 25% 30% 31% 30% 35% 40% Science na 23%3 24% 28% 33% 38% Native American Reading 61% 63% 63% 66% 71% 76% Mathematics 31% 38% 38% 36% 41% 46% Science na 38%3 38% 43% 48% 53% Hispanic Reading 55% 57% 61% 60% 65% 70% Mathematics 30% 34% 36% 35% 40% 45% Science na 32%3 32% 37% 42% 47%





4. Increase the percent of students who have moved to a higher proficiency level on the statewide assessments in: Disadvantaged Reading 23% 23% 25% 28% 33% 38% Mathematics 21% 19% 19% 26% 31% 36% Science na na 26%3 26% 31% 36% SPED Reading 13% 17% 15% 18% 23% 28% Mathematics 9% 10% 8% 14% 19% 24% Science na na 7%3 7% 12% 17% LEP Reading 19% 23% 25% 24% 29% 34% Mathematics 19% 18% 18% 24% 29% 34% Science na na 11%3 11% 16% 21% White Reading 32% 22% 25% 37% 42% 47% Mathematics 31% 20% 21% 36% 41% 46% Science na na 53%3 53% 58% 63% Black Reading 29% 24% 24% 34% 39% 44% Mathematics 23% 21% 21% 28% 33% 38% Science na na 35%3 35% 40% 45% Asian Reading 30% 23% 27% 35% 40% 45% Mathematics 31% 20% 21% 36% 41% 46% Science na na 42%3 42% 47% 52% Pacific Islander Reading 22% 22% 25% 27% 32% 37% Mathematics 19% 19% 18% 24% 29% 34% Science na na 24%3 24% 28% 33% Native American Reading 24% 23% 19% 29% 34% 39% Mathematics 23% 22% 16% 28% 33% 38% Science na na 38%3 38% 43% 48% Hispanic Reading 25% 24% 24% 30% 35% 40% Mathematics 22% 18% 21% 27% 32% 37% Science na na 32%3 32% 37% 42%

5. Increase the percent of limited English proficient students who become proficient in the English language. (2005-06) 20% 9% 14% 22% 24% 27%

OBjECTIvE 1.3. 1. Increase the percent/number of elementary students receiving a “usually” or “consistently” rating on all general learner outcomes at the end of the school year. 52% 53% 56% 56% 60% 64%

OBjECTIvE 1.4. 1. Increase the number of schools that report service activities during the school year. 209 234 218 225 250 255

2. Increase the percent of elementary students receiving a “usually” or “consistently” rating on GLO #2: Community Contributor. 19% 62% 64% 24% 29% 34%





GOAL 2: Provide Comprehensive Support for All Students

OBjECTIvE 2.1.1. Increase the percent of students who are not suspended from school by school type (elementary, middle/intermediate, high). (2004-05) Elementary 99% 99% 99% 99% 99% 99% Middle/Intermediate 89% 89% 88% 90% 91% 92% High 91% 91% 91% 92% 93% 94%

2. Increase the percent of students reporting that they feel safe at their school by school type (elementary, middle/intermediate, high). (2004-05) Elementary 83% 75% 75% 85% 87% 89% Middle/Intermediate 70% 54% 55% 72% 74% 76% High 75% 47% 48% 77% 79% 81%

3. Increase the percent of students by school type (elementary, middle/intermediate, high) reporting that most of the students in their school are well-behaved. (2004-05) Elementary 38% 49% 50% 42% 46% 50% Middle/Intermediate 18% 23% 24% 22% 26% 30% High 20% 21% 20% 24% 28% 32%

4. Increase the percent of students reporting they have a significant adult connection with someone on campus. Elementary na 74%3 74% 77% 80% 83% Middle/Intermediate na 54%3 55% 57% 60% 63% High na 48%3 48% 52% 55% 58%

5. Increase the percent of schools with well-established home/preschool to kindergarten transition programs. 29% 34% 26% 33% 37% 41%

6. Increase student daily attendance. Elementary 94% 94% 95% 95% 95% 95% Secondary 92% 92% 91% 95% 95% 95%

7. Increase the number of school lunches and breakfasts served to students during the year. Lunch 19,378,879 18,529,459 20,324,708 19,378,879 19,766,456 20,161,785 Breakfast 6,127,993 6,414,018 6,641,337 6,127,993 6,250,552 6,375,563

8. Increase the percent of schools that meet student performance indicators for learner engagement. na na na na baseline TBD

9. Increase the percent of schools that meet student performance indicators for personal skill development. na na na na baseline TBD

10. Increase the percent of schools that meet student performance indicators for stretch learning. na na na na baseline TBD





OBjECTIvE 2.2.1. Increase the percent of parents who respond positively that they participate in important decisions about their children’s education (for example, year-round school, discipline, homework). (2004-05) 66% 65% na4 70% 74% 78%

2. Increase the percent of teachers who respond positively that a majority of their students’ parents/guardians participate in important decisions about their children’s education. na 38% 41% 42% 46% 50%

3. Increase the percent of parents reporting satisfaction with their school. (2005-06) Elementary 71% 71% na4 75% 79% 83% Middle/Intermediate 56% 60% na4 60% 64% 68% High 53% 53% na4 57% 61% 65% Total 67% 66% na4 71% 75% 79%

4. Increase the percent of parents who report that they have opportunities to get involved at school (for example, volunteer activities, tutoring, chaperoning events). (2004-05) 70% 73% na4 74% 78% 82%

GOAL 3: Continuously Improve Performance and Quality

OBjECTIvE 3.1.1. Increase the number of 10th and 11th grade students who take the PSAT. 8,131 11,004 12,315 8,531 8,931 9,331

2. Maintain the number of schools that increased the proportion of their proficient students by five percentage points from the prior school year by school level in: Reading 226 77 91 226 226 226 Mathematics 240 111 65 240 240 240 Science na na 703 70 70 70

3. Increase the number of National Board Certified Teachers. 125 1622c 203 135 145 155

4. Increase the percent of teachers who have been in the same school for five or more years. (2005-06) 52% 53% 55% 54% 56% 58%

5. Increase the percent of fully licensed teachers teaching in low performing schools. 83% 84% 89% 100% 100% 100%

6. Increase the percent of principals who have been in the same school for five or more years. (2005-06) 38% 55% 55% 40% 42% 44%




7. Increase the percent of teachers and instructional support staff reporting satisfaction with their school. (2004-05) Elementary 66% 63% 74% 70% 74% 78% Middle/Intermediate 56% 68% 69% 60% 64% 68% High 56% 59% 61% 60% 64% 68% Multi-level 55% 49% 64% 59% 63% 67% Teachers Total 61% 71% 75% 65% 69% 73% Instructional Support Staff Total na 78%3 79% 80% 82% 84%

8. Maintain the percent of high schools that actively participate in high school redesign through the Hawaii High School Leadership Compact. na na na na baseline TBD

9. Increase the percent of teachers that have been trained in rigor and relevance. na na na na baseline TBD

10. Increase the number of teachers that develop and publish exemplary learning modules. na na na na baseline TBD

11. Increase the number of “high performing complexes” in the Department of Education. na na na na baseline TBD

OBjECTIvE 3.2.1. Increase the percent of classes taught by highly qualified teachers. Elementary 87% 91% 89% 100% 100% 100% Secondary 54% 63% 62% 100% 100% 100%

2. Increase the average number of instructional days that teachers are present in the classroom. 173 173 175 174 175 176

3. Increase the percent of schools making Adequate Yearly Progress (AYP) each year. 60% 42% 36% 62% 64% 66%

4. Increase the percent of teachers remaining in the profession within their first five years. 48% 44% 44% 49% 50% 51%

5. Increase the percent of kindergarten teachers with an Early Childhood Endorsement. 21% 20% 19% 25% 29% 33%

6. Increase the percent of Hawaii residents who believe their neighborhood public schools are improving. na 27% na5 33% 38% 43%

7. Increase the percent of longitudinal identifications and match rates on students within and returning to DOE. (2004-06) 85% 90%2d 90% 87% 89% 91%

1 Results will be available in 2009-10.2a Revised from previous reports to reflect updated figures. Source: Office of Curriculum, Instruction and Student Support.2b Revised from previous reports to reflect updated figures. Source: University of Hawaii, Institutional Research Office.2c Revised from previous reports to reflect updated figures. Source: Hawaii Teacher Standards Board.2d Revised from previous reports to reflect updated figures. Source: Student Assessment Section.3 Figure represents baseline.4 Results are not available for the 2009 parent portion of this survey.5 Data not available due to fiscal restraints and the resulting temporary suspension of the Hawaii Public Education Poll (HPEP).


ProfIleS and TrenDSSCHOOLS 2007 2008 2009Total 286 100% 287 100% 289 100%

Elementary 169 59% 169 59% 168 58%Middle/Intermediate 36 13% 37 13% 37 13%High 33 12% 33 11% 33 11%Multi-level 18 6% 17 6% 18 6%Charter 27 9% 28 10% 31 11%Special 3 1% 3 1% 2 1%

Complex Areas 15 15 15

STUDENTS 2007 2008 2009Official Enrollment CountTotal 179,234 100% 178,369 100% 177,871 100%K-6 97,383 54% 97,272 55% 98,180 55%7-8 27,052 15% 26,669 15% 26,036 15%9-12 54,799 31% 54,428 31% 53,655 30%Totals may not be exactly 100% due to rounding.

Special Education (SPED)* 19,030 11% 18,650 10% 18,108 10%English Language Learner (ELL) 16,132 9% 17,659 10% 19,504 11%Economically Disadvantaged 71,037 40% 69,091 39% 74,902 42%*Excludes Speech only and Hearing-Impaired only categories.

STAFF (Full Time Equivalents) 2006 - 07 2007 - 08 2008 - 09Classroom Teachers 11,270.3 11,395.8 11,294.2Librarians 271.5 257.5 248.5Counselors 669.5 659.5 659.5Administrators

School 531.0 544.0 519.0State & Complex Area 214.5 228.5 227.5

Other Support Staff 8,102.6 8,566.3 8,654.3Total 21,059.4 21,651.6 21,603.0

STATE DEMOGRAPHICS 2000 Census 2007 Est 2008 Est

Population 1,211,537 100% 1,283,388 100% 1,288,198 100%Under 5 yrs 78,163 87,727 85,7575-9 84,980 73,564 75,11510-14 83,106 75,097 74,84015-19 81,002 83,026 82,570Median Age, in years 36.2 38.1 38.3

HouseholdsTotal 403,240 100% 439,685 100% 437,105 100%Families 287,068 306,623 303,344Avg. Family Size 3.4 3.9 3.4

IncomeMedian Family Income $65,027* $73,879 $78,659Per Capita Income $24,513* $28,287 $29,386Poverty, Families in 7.7% 5.4% 6.0%

Educational AttainmentPercent high school or higher 84.6% 89.4% 90.3%Percent 4-yr degree or higher 26.2% 29.2% 29.1%

Source: NCES CCD Agency Report Submitted. IRM CCD coordinator.

Source: U.S. Census Bureau. *2004 inflation-adjusted dollars.

State SummaryBackground For the following tables in the Profiles and Trends section, an “na” stands for “not applicable” or “not reportable,” while a “--” stands for “missing or unavailable data.” Due to rounding of percentages, there may be slight differences between published reports. (For example, 9.6% may be reported as 10% for the same measure in different reports.)


ProfIleS and TrenDSSTATE SCHOOL BUDGET 2007 2008 2009APPROPRIATED FUNDS (millions)State

General 2,028.6 $2,154.3 $2,246.0Special 45.1 58.2 68.5Trust 16.7 18.4 23.4

Federal 351.9 310.7 392.8Total $2,442.3 $2,541.6 $2,730.7

EXPENDITURES�(millions)State

General $1,985.0 $2,113.3 $2,231.2Special 36.6 32.3 39.8Trust 5.3 5.5 7.7

Federal 249.4 225.1 209.3Total $2,276.3 $2,376.2 $2,488.0

SCHOOL FINANCE: National Perspective 2004 2005 2006Key Finance Indicators

Per pupil expenditures $8,533 $8,997 $9,876Percent State & local expenditures for public education (per capita) 19.3% 18.5% 19.7% National Rank 49th 50th 47th

Source: Hawaii State Department of Education, Office of Fiscal Services.

Sources: U.S. Census Bureau; National Center for Education Statistics.

Percent of State and Local ExpendituresSupporting Public Education, by Year & Comparison States

Source: National Center for Education Statistics, 2008 Digest. The most current comparative figures are for 2006.

30%

25%

20%

15%

10%

1994

-95

1995

-96

1997

-98

1998

-99

1999

-200

0

2001

-02

Nebraska

Rhode Island

Wyoming

Delaware

Hawaii

U.S. Average

2003

-04

2004

-05

2005

-06

State SummaryResource Support

State School Budget Funding and expenditures for Hawaii public education have increased over the past three years primarily due to: higher fixed costs including debt service and fringe benefits; higher payroll costs; the transfer of repair and maintenance from another state agency; and, the federal No Child Left Behind Act requirements.

School Finance The School Finance: National Perspective table provides statistics that compare Hawaii with other states using the most current figures available. From 2004 thru 2006, Hawaii ranked at or near the bottom in the proportion it spends on education.

Percent Expenditures Over a 12-year period (1995 - 2006), Hawaii has made gains in its resource commitment to public education, moving from 14% of public expenditures in 1995 to 20% in 2006. The U.S. average remained stable at about 23-24% during the same period. Given its resources, Hawaii still spends less on education than the national average. In 2006, Hawaii ranked 47th in the percent of state and local expenditures for public education in the nation.


ProfIleS and TrenDSPROGRESS & COMPLETION 2007 2008 2009Attendance Rates

Elementary 94.4% 94.4% 94.5%Middle/Intermediate 94.0% 93.9% 93.9%High 91.2% 90.4% 89.9%Multi-level 90.4% 89.6% 90.8%Charter 93.8% 93.0% 93.6%

Retention RatesElementary 1% 1% <0.5%Middle/Intermediate 2% 1% 1%

Graduate Rate (on-time) Grades 9 through 12 78.9% 79.9% 79.9%Dropout Rate Grades 9 through 12 16.5% 16.0% 15.6%

EDUCATIONAL ASSESSMENTNATIONAL ASSESSMENT of EDUCATIONAL PROGRESS (NAEP) 2003 2005 2007 2009

(Percent Proficient and Advanced)Hawaii Nation Hawaii Nation Hawaii Nation Hawaii Nation

ReadingGrade 4 21% 30% 23% 30% 26% 32% - - - -Grade 8 22% 30% 18% 29% 20% 29% - - - -

MathematicsGrade 4 23% 31% 27% 35% 33% 39% 37% 38%Grade 8 17% 27% 18% 29% 21% 31% 25% 33%

WritingGrade 4 - - - - - - - - - - - - - - - -Grade 8 - - - - - - - - 20% 31% - - - -

ScienceGrade 4 - - - - 19% 27% - - - - - - - -Grade 8 - - - - 15% 27% - - - - - - - -

Note: 2007 reading and mathematics figures for Hawaii and the nation were revised from earlier reports.


State SummaryProgress and Outcomes

National Assessment ofEducational ProgressThe NAEP is a national assess-ment of grade 4 and 8 students that serves as a comparison of a state’s achievement against other states and the nation as a whole. All states participate in the NAEP. Hawaii’s grade 4 and 8 students have made steady gains with the exception of grade 8 reading. The four achieve-ment levels of NAEP are Advanced, Proficient, Basic, and Below Basic. According to NAEP, students achieving Proficient reflect solid academic performance, and have “...demonstrated competency over challenging subject matter, includ-ing subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.” It is important to note that some of the subject matter associated with Proficient is above the grade level of the student. NAEP Basic denotes, “…partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.” Since 2003, the majority of Hawaii’s grade 4 and 8 students (53% - 77%) have achieved at or above NAEP Basic for reading and math.

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ProfIleS and TrenDSEDUCATIONAL ASSESSMENT

HAWAII STATE ASSESSMENT 2007 2008 2009STANDARDS-BASED (Hawaii Content & Performance Standards) (Percent Proficient and Exceeds Proficiency)Reading

Grade 3 62% 62% 62%Grade 4 54% 61% 62%Grade 5 60% 57% 61%Grade 6 55% 57% 65%Grade 7 62% 64% 67%Grade 8 60% 66% 68%Grade 10 65% 67% 73%

MathematicsGrade 3 49% 53% 48%Grade 4 48% 49% 50%Grade 5 40% 44% 46%Grade 6 39% 42% 44%Grade 7 37% 40% 47%Grade 8 26% 35% 39%Grade 10 29% 34% 34%

NORM-REFERENCED (TerraNova) (Percent Average and Above Average)Reading

Grade 3 74% 73% 74%Grade 4 77% 77% 78%Grade 5 78% 79% 74%Grade 6 78% 77% 79%Grade 7 71% 70% 71%Grade 8 79% 80% 81%Grade 10 78% 77% 78%

MathematicsGrade 3 75% 74% 75%Grade 4 77% 76% 76%Grade 5 77% 78% 77%Grade 6 73% 73% 74%Grade 7 74% 72% 72%Grade 8 76% 76% 76%Grade 10 75% 75% 75%



Hawaii State Assessment For further details, see the Complex Summaries: Assess-ments, within the Profiles and Trends section.


EDUCATIONAL ACCOUNTABILITYNo Child Left Behind (NCLB) 2007 2008 2009Adequate Yearly Progress (AYP)All Schools

Met 184 65% 119 42% 101 36%Not Met 98 35% 164 58% 183 64%

Title IMet 118 61% 65 36% 54 30%Not Met 75 39% 118 64% 126 70%

ChartersMet 18 67% 8 29% 8 29%Not Met 9 33% 20 71% 20 71%

2008 2009 2010Sanction StatusAll SchoolsNo Sanctions

In Good Standing, Unconditional 118 42% 113 40% 90 32%In Good Standing, Pending 2 1% 45 16% 47 17%Totals 120 43% 158 56% 137 48%

SanctionsSchool Improvement Year 1 38 13% 2 1% 24 8%School Improvement Year 2 12 4% 20 7% 4 1%Corrective Action 19 7% 8 3% 19 7%Planning for Restructuring 45 16% 17 6% 10 4%Restructuring 48 17% 78 28% 90 32%Totals 162 57% 125 44% 147 52%

Charter SchoolsNo Sanctions

In Good Standing, Unconditional 13 48% 8 29% 6 21%In Good Standing, Pending 2 7% 9 32% 4 14%Totals 15 56% 17 61% 10 36%

SanctionsSchool Improvement Year 1 2 7% 2 7% 7 25%School Improvement Year 2 2 7% 1 4% 2 7%Corrective Action 5 19% 1 4% 1 4%Planning for Restructuring 2 7% 5 18% 3 11%Restructuring 1 4% 2 7% 5 18%Totals 12 44% 11 39% 18 64%


Totals may not be exactly 100% due to rounding.


Educational AccountabilityWhile the percent of “All Schools” meeting Adequate Yearly Progress (AYP) decreased between 2007 and 2009, both “Title I” and “Charter” schools reflected proportionally larger decreases. These lower rates of schools making AYP suggest Title I and Charter schools, in par-ticular, are facing greater challenges associated with the 2008 increases in Annual Measureable Objectives (AMO).


ProfIleS and TrenDS


AYP Determinations, 2008 & 2009

All Schools

AYP Met

36%AYP Not Met

64%AYP Not Met

58%AYP Met

42%

2008 2009

2008 2009Charter Schools

AYP Met

29%AYP Not Met

71%

NCLB Sanctions, 2009 & 2010

All Schools


NotSanctioned

56%

Sanctioned

44%

2009 2010

2009 2010Charter Schools

NotSanctioned

48%

Sanctioned

52%

NotSanctioned

61%

Sanctioned

39%

NotSanctioned

36%Sanctioned

64%



AYP Met

29%AYP Not Met

71%


Adequate Yearly Progress (AYP) Determinations and NCLB SanctionsThe increase in the Annual Measurable Objectives (AMO) in 2008 continue to impact All Schools in their ability to sustain increased levels of achievement over time. Although proportion-ately more Charter Schools have not made AYP, their rates remained stable between 2008 and 2009. Difficulties in meeting AYP are expected to continue as AMO targets rise to 100% in 2014.

The percentage of schools in sanction status crossed over the 50% mark for both All Schools and Charter Schools in 2010. Charter schools were impacted particularly hard with 39% in sanction in 2009 and increasing to 64% in 2010, compared to 44% to 52% for All Schools (See Figure to the left, NCLB Sanctions, 2009 & 2010).


ProfIleS and TrenDS

Hawaii Public EducationComplex Areas (15 Total)

SCHOOL YEAR 2008-09KapaaKauaiWaimea

MolokaiLanaiHanaLahainaluna

BaldwinMauiKekaulike

LaupahoehoeHiloWaiakeaKohala

HonokaaKealakehe

Konawaena

KeaauPahoaKau

MililaniLeilehuaWaialua

KahukuCastle

KalaheoKailua

FarringtonKaiserKalani

KaimukiRooseveltMcKinley

RadfordAiea

Moanalua

WaianaeNanakuli

KapoleiCampbell

Farrington/Kaiser/Kalani (26)Kaimuki/McKinley/Roosevelt (29)Aiea/Moanalua/Radford (22)Leilehua/Mililani/Waialua (20)Campbell/Kapolei (15)Nanakuli/Waianae (9)Pearl City/Waipahu (17)Castle/Kahuku (16)Kailua/Kalaheo (14)

Hilo/Laupahoehoe/Waiakea (14)Kau/Keaau/Pahoa (9)Honokaa/Kealakehe/Kohala/Konawaena (19)Baldwin/Kekaulike/Maui (19)Hana/Lahainaluna/Lanai/Molokai (12)Kapaa/Kauai/Waimea (16)

Complex Area Names and Number of Schools in Each Area

WaipahuPearl City


ProfIleS and TrenDSSTUDENTS 2009 Complexes

Attended Economically Special GraduatedEnrollment* Preschool Disadvantaged Education** ELL On-time

State Overall 177,871 8,966 74,902 18,577 19,50461% 42% 10% 11% 80%

HONOLULU: 2 Complex Areas / 6 ComplexesFarrington 8,141 50% 66% 8% 29% 65%

Kaiser 3,498 90% 13% 9% 6% 94%Kalani 3,885 92% 18% 9% 10% 92%

Kaimuki 4,844 61% 52% 10% 28% 70%McKinley 4,566 60% 62% 10% 29% 78%Roosevelt 6,065 84% 33% 8% 9% 87%

CENTRAL: 2 Complex Areas / 6 ComplexesAiea 4,309 64% 37% 11% 11% 88%

Moanalua 4,869 53% 22% 7% 9% 94%Radford 5,969 54% 30% 10% 8% 88%

Leilehua 7,456 45% 49% 12% 9% 83%Mililani 7,991 74% 15% 11% 3% 93%

Waialua 1,295 62% 50% 13% 9% 89%

LEEWARD: 3 Complex Areas / 6 ComplexesCampbell 9,256 52% 40% 9% 9% 84%

Kapolei 6,253 55% 29% 10% 4% 87%

Nanakuli 2,400 33% 72% 17% 5% 61%Waianae 5,619 46% 68% 14% 6% 64%

Pearl City 6,567 60% 29% 10% 6% 83%Waipahu 8,479 46% 52% 9% 24% 79%

WINDWARD: 2 Complex Areas / 4 ComplexesCastle 5,032 71% 39% 14% 3% 72%

Kahuku 3,567 64% 49% 10% 7% 87%

Kailua 3,019 74% 49% 14% 5% 78%Kalaheo 3,717 70% 32% 12% 4% 89%

HAWAII: 3 Complex Areas / 10 ComplexesHilo 4,075 67% 55% 13% 7% 83%

Laupahoehoe 203 65% 60% 23% 13% 67%Waiakea 3,791 77% 43% 10% 5% 86%

Kau 930 25% 71% 14% 23% 84%Keaau 2,836 56% 71% 14% 10% 74%Pahoa 1,806 70% 77% 15% 11% 84%

Honokaa 2,714 59% 46% 12% 10% 76%Kealakehe 4,851 61% 43% 9% 14% 86%

Kohala 860 67% 53% 19% 7% 89%Konawaena 2,176 55% 50% 11% 15% 73%

MAUI: 2 Complex Areas / 7 ComplexesBaldwin 4,040 61% 33% 10% 7% 87%

Kekaulike 4,213 68% 36% 11% 3% 83%Maui 7,268 53% 39% 9% 18% 85%

Hana 334 77% 62% 16% 1% 79%Lahainaluna 2,992 52% 32% 11% 24% 88%

Lanai 559 68% 23% 18% 11% 89%Molokai 891 83% 69% 16% 5% 88%

KAUAI: 1 Complex Area / 3 ComplexesKapaa 3,054 67% 41% 11% 7% 84%Kauai 3,873 64% 34% 8% 7% 85%

Waimea 2,437 58% 39% 8% 7% 85%

OTHER:Public Charter Schools 7,373 na 45% 8% 6% 77%

Hawaii Center for Deaf & Blind 68 na 84% 100% 41% 40%

*Official Fall enrollment count. **Includes Speech only and Hearing-Impaired only categories.

Complex SummariesStudents

Student background characteris-tics such as preschool attendance, poverty, special education, and non-English or limited English speaking, help to illustrate the diverse makeup and related challenges faced by Complexes. For example, some Complexes have over 80 percent of their entering kindergarten students having attended preschool, while for other Complexes, less than one-half of their entering students have attended preschool. Complexes where at least 50 per-cent of students are economically disadvantaged have increased dramatically by 45% compared to 2008; and in the area of special education services, nearly three-fourths of the Complexes (31 of 42) serve double-digit percentage rates of students. Similarly, 16 Complexes have enrolled students with non-English or limited English proficiency con-stituting 10 percent or more of their total enrollment, 6 Complexes enroll more than 20 percent.

As with student background characteristics, graduation rates vary across Complexes. Some of these differences are substantial and speak to the ongoing challenges and range of special services schools provide to ensure all students succeed to their utmost potential.


ProfIleS and TrenDS

Percent of KindergartenersWho Attended Preschool,SY 2009, By Complex

75 – 100%

50 – 74%

25 – 49%

0 – 24%

Percent of On-time(Four year) Graduates,SY 2009, By Complex

91 – 100%

81 – 90%

71 – 80%

Less than, or equal to 70%


ProfIleS and TrenDSTEACHERS 2009 Complexes

Classroom Average K teachers w/ EarlyTeachers Fully Licensed 5+ Years at Same School Advanced Years Childhood Endorsement

(head count) Percent 07 vs 09* Percent 07 vs 09* Degree Experience Percent 07 vs 09*

State Overall 11,488 87% 54% 31% 11.4 19%

HONOLULU: 2 Complex Areas / 6 ComplexesFarrington 530 93% 53% 32% 11.6 17%

Kaiser 216 94% 59% 34% 12.6 20%Kalani 238 97% 53% 42% 12.4 6%

Kaimuki 337 96% 64% 35% 14.1 30%McKinley 301 96% 66% 36% 14.9 15%Roosevelt 378 94% 62% 34% 12.7 9%

CENTRAL: 2 Complex Areas / 6 ComplexesAiea 273 91% 55% 33% 11.9 24%

Moanalua 286 95% 60% 36% 12.4 29%Radford 366 94% 59% 25% 11.8 13%

Leilehua 509 87% 50% 31% 11.7 32%Mililani 479 92% 51% 35% 11.9 13%

Waialua 99 97% 62% 38% 13.8 33%

LEEWARD: 3 Complex Areas / 6 ComplexesCampbell 570 85% 43% 26% 9 18%

Kapolei 371 89% 53% 29% 9.5 35%

Pearl City 416 92% 61% 29% 12.5 17%Waipahu 546 88% 60% 28% 11.9 19%

Nanakuli 180 78% 43% 25% 9.3 40%Waianae 380 83% 47% 25% 9.1 19%

WINDWARD: 2 Complex Areas / 4 ComplexesCastle 357 95% 64% 32% 13.6 5%

Kahuku 250 93% 63% 17% 13 20%

Kailua 244 87% 49% 31% 9.9 7%Kalaheo 254 94% 52% 37% 11.5 10%

HAWAII: 3 Complex Areas / 10 ComplexesHilo 280 95% 60% 28% 12.9 6%

Laupahoehoe 24 88% 33% 33% 6.6 0%Waiakea 226 97% 64% 31% 14 9%

Kau 77 88% 32% 40% 8.3 20%Keaau 199 94% 55% 28% 10.8 10%Pahoa 130 87% 50% 33% 11.3 13%

Honokaa 176 86% 45% 30% 10.8 24%Kealakehe 264 81% 48% 33% 9.7 19%

Kohala 73 89% 58% 34% 12.5 33%Konawaena 157 91% 56% 29% 12.3 11%

MAUI: 2 Complex Areas / 7 ComplexesBaldwin 247 87% 56% 32% 12.4 7%

Kekaulike 271 87% 54% 38% 12 20%Maui 437 86% 53% 27% 10.9 20%

Hana 31 90% 58% 32% 10.1 0%Lahainaluna 190 84% 52% 36% 8.6 8%

Lanai 46 91% 57% 35% 9.5 67%Molokai 77 87% 58% 21% 10 50%

KAUAI: 1 Complex Area / 3 ComplexesKapaa 192 88% 58% 26% 11.9 42%Kauai 238 90% 55% 34% 11.4 19%

Waimea 161 89% 55% 29% 13.9 20%

OTHER:Public Charter

Schools na na na na na na na na na

Hawaii Center forDeaf & Blind 18 72% 67% 89% 11.3 0% 0

*For descriptions of color coded cells, see the legends on the following page.

Complex SummariesTeachers

Change in Percent of Fully Licensed Teachers by Complex, 2007- 2009The percent of fully licensed teachers is one indicator of teacher quality. Typically, rural or remote regions are more challenged to recruit fully licensed teachers. However, over the past two years (2007- 2009) the majority of complexes (60%), including rural areas and neighbor island complexes, have increased the percentage of teachers who are fully licensed.

Change in Percent of Teachers at the Same School Five or More Years, by Complex, 2007-2009The percent of teachers at the same school for five or more years is an indicator of staffing stability. Research suggests that schools experiencing high levels of staff turn over have difficulty establishing a culture of continu-ous school improvement, while schools with little or no change in staff over many years have difficulty sustaining momentum. Schools with moderate levels of mobility are considered most successful in implementing and sustaining school improvement efforts. Between 2007 and 2009, 55% of school complexes have seen increases in teachers staying at the same school.


Change in Percent ofFully Licensed Teachers,2007 - 2009, By Complex

[ > 6% ][ 3 to 5.9% ][ –2.9 to 2.9% ][ –3 to –5.9% ][ < –6% ]

IncreaseSlight IncreaseMinimal or No ChangeSlight DecreaseDecrease

Note:Qualifications of a “Fully Licensed Teacher” are determined by State regulationsand differ from the federal definition of a “Highly Qualified Teacher.”Figures reflect Hawaii Department of Education Public Schools under the jurisdictionof the State Superintendent. Submission of data not required from Public Charter Schools.

ProfIleS and TrenDS

Change in Percent ofTeachers at the Same SchoolFive or More Years,2007 - 2009, By Complex

Note:Percentages for small schools are substantially affected by changes in staffing.Figures reflect Hawaii Department of Education Public Schools under the jurisdictionof the State Superintendent. Submission of data not required from Public Charter Schools.


[ > 6% ][ 3 to 5.9% ][ –2.9 to 2.9% ][ –3 to –5.9% ][ < –6% ]

Change in Percent ofKindergarten Teachers withEarly Childhood Endorsement2007 - 2009, By Complex

[ > 6% ][ 3 to 5.9% ][ –2.9 to 2.9% ][ –3 to –5.9% ][ < –6% ]


Note:Percentages for small schools are substantially affected by changes in staffing.Figures reflect Hawaii Department of Education Public Schools under the jurisdictionof the State Superintendent. Submission of data not required from Public Charter Schools.

Change in Percent ofKindergarten Teachers with Early ChildhoodEndorsement, by Complex, 2007- 2009Early childhood endorsement denotes coursework or practicum specifically in early childhood edu-cation. Hawaii kindergarten teach-ers with early childhood endorse-ment must have had 18 credits in Child & Family Studies; completed all course requirements for Elemen-tary Education and an additional 12 credits in Early Childhood Education; and have success-fully completed student teaching in kindergarten, first or second grade. The majority of complexes (52%) have seen a decrease in the percentage of teachers with Early Childhood Endorsements. Revers-ing this trend is a performance and quality goal under the Department of Education’s Strategic Plan.

The extent of licensed teachers, staff stability, and early childhood credentials taken together provide a more accurate picture of school staffing characteristics than any one viewed alone.


ProfIleS and TrenDSASSESSMENT 2009 Complexes

READINGStandards-Based Assessment (HCPS)

Percent Proficient and Exceeds

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10 All Tested Grades

STATE 62% 62% 61% 65% 67% 68% 73% 65%

HONOLULU: 2 Complex Areas / 6 ComplexesFarrington* 49 50 48 51 56 67 65 55

Kaiser 77 80 80 77 80 72 78 78Kalani 79 77 80 76 75 85 88 80

Kaimuki 65 65 66 63 68 72 67 67McKinley 61 56 57 45 54 58 74 60Roosevelt 80 78 80 73 71 69 79 75

CENTRAL: 2 Complex Areas / 6 ComplexesAiea 64 62 68 70 75 78 73 69

Moanalua 69 63 66 74 78 79 86 76Radford 67 68 72 78 69 74 81 72

Leilehua 62 66 61 67 65 67 76 66Mililani 79 75 77 80 82 87 85 81

Waialua 76 71 67 78 73 73 83 74

LEEWARD: 3 Complex Areas / 6 ComplexesCampbell 63 64 61 71 70 72 78 68

Kapolei 58 61 58 65 77 73 79 68

Pearl City 69 70 71 77 70 70 78 72Waipahu 52 51 52 67 58 66 67 59

Nanakuli 32 36 31 48 37 46 53 40Waianae 37 46 45 52 49 50 54 48

WINDWARD: 2 Complex Areas / 4 ComplexesCastle 71 64 66 74 70 61 66 67

Kahuku 65 68 63 60 67 63 71 65

Kailua 64 55 55 64 50 46 64 59Kalaheo 71 73 70 71 72 72 77 72

HAWAII: 3 Complex Areas / 10 ComplexesHilo 59 60 57 64 67 65 66 62

Laupahoehoe 71 65 59 42 50 50 58 57Waiakea 63 62 64 63 70 68 76 66

Kau 23 31 29 27 56 49 71 41Keaau 58 56 58 45 54 54 58 55Pahoa 48 42 41 42 45 54 59 47

Honokaa 56 55 52 54 66 75 63 58Kealakehe 58 55 60 57 65 64 76 62

Kohala 61 42 38 58 56 56 63 52Konawaena 65 67 60 68 70 72 68 67

MAUI: 2 Complex Areas / 7 ComplexesBaldwin 64 61 51 58 63 68 76 64

Kekaulike 68 73 60 59 59 63 77 66Maui 64 58 59 61 64 67 73 63

Hana 65 60 39 43 63 64 75 58Lahainaluna 48 47 51 50 60 60 71 56

Lanai 59 52 75 62 71 67 72 65Molokai 47 53 70 60 36 46 64 53

KAUAI: 1 Complex Area / 3 ComplexesKapaa 61 51 60 58 73 64 71 63Kauai 68 66 57 67 77 73 74 69

Waimea 62 49 60 57 76 62 79 63

OTHER:��

58 65 57 60 68 70 85 65

��na na na na na na na na

*Second grade scores for a Farrington Complex elementary school are included in 3rd grade percents.

Source: Hawaii State Department of Education, Student Assessment Section�

Complex SummariesAssessment-reading

Hawaii Content& Performance Standards(HCPS III)The 2009 state assessment results reflect the third year of implementation of the HCPS III, and provides an opportunity to compare results with 2007 baseline achievement. Reading results ranged from a low of 40% (Nanakuli Complex) to a high of 81% (Mililani Complex) for All Students across complexes and public charter schools. Consistent with previous years, proficiency rates for Oahu students were, on average, higher than those of neighbor island students.

The maps that follow display visual analyses of 2009 student performance on the standards-based tests across the State. They present overall complex level achievement that are composites of data from schools that face various educational challenges and risk factors.


ProfIleS and TrenDS

TrendsHCPS ReadingGrades 3-8 and 10, by Complex

Change in Percent 2007 to 2009,By Complex

[ > 6.0% ][ 2.1 to 5.9% ][ –2.0 to 2.0% ][ –2.1 to –5.9% ][ < –6.0% ]




MATHEMATICSStandards-Based Assessment (HCPS)

Percent Proficient and Exceeds

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10 All Tested Grades

STATE 48% 50% 46% 44% 47% 39% 34% 44%


Kaiser 62 68 70 60 71 53 44 62Kalani 71 73 71 67 57 59 48 64





Waialua 64 47 45 65 57 39 28 49


Kapolei 46 46 36 36 53 37 31 41




Kahuku 53 59 49 42 48 30 31 44

Kailua 52 47 39 43 32 17 23 38Kalaheo 51 61 47 49 61 46 45 52



Kau 16 14 18 11 27 22 14 17Keaau 40 40 44 30 42 37 15 35Pahoa 23 26 24 20 22 27 31 25




Kekaulike 61 62 49 34 36 23 34 44

Maui 51 52 47 38 47 33 22 43


Lanai 34 40 56 28 38 27 24 34Molokai 43 46 65 49 27 29 27 38


Waimea 47 47 46 38 51 23 31 41

OTHER:��

41 42 35 34 39 30 33 37

��na na na na na na na na

*Second grade scores for a Farrington Complex elementary school are included in 3rd grade percents.


Complex SummariesAssessment-mathematics

Hawaii Content& Performance Standards(HCPS III)The 2009 state assessment results reflect the third year of implementation of the HCPS III, and provides an opportunity to compare results with 2007 baseline achievement. Across all grade levels tested, mathematics results ranged from a low of 17% (Kau Complex) to a high of 64% (Kalani Complex). In 2009, 35 (83%) of the 42 Complexes (does not include charter schools or HCDB) showed improvement compared to 2007 proficiency rates (see map on following page). On average, proficiency rates for Oahu Complexes were approximately 10 percentage points higher than those on the neighbor islands.


ProfIleS and TrenDS

TrendsHCPS MathematicsGrades 3-8 and 10, by Complex

Change in Percent 2007 to 2009,By Complex

[ > 6.0% ][ 2.1 to 5.9% ][ –2.0 to 2.0% ][ –2.1 to –5.9% ][ < –6.0% ]




READING Norm-Referenced Test (TerraNova)Percent Average and Above

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10 All Tested GradesNat’l Norm 77% 77% 77% 77% 77% 77% 77% 77%

STATE 74% 78% 74% 79% 71% 81% 78% 76%


Kaiser 88 90 86 88 91 90 83 88Kalani 86 88 90 86 80 89 87 86





Waialua 79 86 78 91 73 86 78 81


Kapolei 70 76 73 79 75 84 81 77




Kahuku 77 82 78 76 78 83 74 78

Kailua 76 78 68 78 59 74 70 73Kalaheo 83 87 83 89 85 91 81 86



Kau 39 42 50 46 67 64 68 54Keaau 74 76 76 72 71 80 67 74Pahoa 62 70 61 64 58 70 66 64




Kekaulike 79 83 73 75 68 81 87 78Maui 75 79 73 73 65 77 74 74


Lanai 76 78 84 54 67 80 84 75Molokai 62 75 73 76 38 59 87 66


Waimea 71 68 72 86 77 82 77 75

OTHER:��

71 79 69 76 77 88 91 78

��na na na na na 7 na 3

*There are no TerraNova scores for one Farrington Complex elementary school.


Complex SummariesAssessment-reading TerraNovaThe national achievement norm of 77% average or above average was met or exceeded by 19 of 42 (45%) complexes. Statewide, Hawaii students met or exceeded the national norm in four of the seven grade levels tested.



MATHEMATICS Norm-Referenced Test (TerraNova)Percent Average and Above

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 10 All Tested GradesNat’l Norm 77% 77% 77% 77% 77% 77% 77% 77%

STATE 75% 76% 77% 74% 72% 76% 75% 75%


Kaiser 86 90 92 83 87 85 83 87Kalani 89 88 94 90 89 93 92 90





Waialua 82 88 74 80 81 78 78 80


Kapolei 71 71 76 71 76 77 72 74




Kahuku 79 81 81 79 78 78 77 79

Kailua 74 78 72 75 62 67 74 73Kalaheo 85 88 84 84 84 85 83 85



Kau 55 39 45 39 57 46 64 49Keaau 71 70 75 60 62 62 54 65Pahoa 58 59 56 47 52 57 57 55




Kekaulike 80 86 79 67 62 70 79 75Maui 80 79 78 68 70 74 73 75


Lanai 78 76 88 72 79 75 72 76Molokai 68 71 93 76 70 70 76 74


Waimea 83 71 80 70 83 80 79 78

OTHER:��

65 75 73 72 72 79 80 73

��na na na na na 0 na 0

*There are no TerraNova scores for one Farrington Complex elementary school.


Complex SummariesAssessment-mathematics

TerraNovaThe national achievement norm of 77% average or above average was met or exceeded by 16 of 42 (38%) complexes. Statewide, Hawaii students met or exceeded the national norm in one of the seven grade levels tested.


aPPenDICeSAppendix A:Appendix B:Appendix C:

GlossaryReferences and ResourcesData Tables – Online



Appendix A. GloSSaryThis glossary explains the educational and fiscal terms and measures contained in the 2009 Superintendent’s 20th Annual Report.

Adequate Yearly Progress (AYP): This is the minimum standard for improvement that all schools must achieve each year according to the federal No Child Left Behind accountability requirements. To meet AYP, all students and all student subgroups (i.e., Special Educa-tion, English Second Language Learner, Economically Disadvantaged, and five ethnic groups) must achieve a certain level of partici-pation and proficiency on the State reading and mathematics tests. In addition, schools must meet either an on-time graduation rate for high schools or must not exceed a retention rate for elementary and middle/intermediate schools. If a school meets the minimum standard for all 37 indicators, it has “Met” AYP. If a school fails to meet one (or more) of the 37 indicators, it has “Not Met” AYP.

Administrators, School: This is a Full-Time Equivalent (FTE) count of all principals and vice-principals.

Administrators, State and Complex Area: The FTE count is the sum of positions that have responsibility for the administrative support of programs, curriculum, and State or federal legal requirements. These FTE position counts include complex areas superin-tendents, evaluation specialists, facilities planners, personnel specialists, test development specialists, budget specialists, information (data) specialists, state and district curriculum/educational specialists, safety/security program specialists, to list a few.

Appropriated Funds: Funds determined by the state legislature, and enacted by the governor, to provide basic support for the Hawaii Department of Education to operate a statewide school district.

Attendance Rate: The percent of the official student enrollment attending school every day during the school year. For example, 95% means that on any given day during the past school year, 95% of the students are in school on the average.

Average Years Experience: This is a simple average of the number of years of approved teaching experience.

Charter Schools: Charter schools are independent public schools designed and operated by educators, parents, community leaders, educational entrepreneurs, and others. They were established by State legislation and are directly responsible to the Hawaii Board of Education, which monitors their quality and effectiveness, but allows them to operate outside of the traditional system of public schools.

Classroom Teachers, FTE or Headcount: A Full-Time Equivalent (FTE) position count comprises of all teachers who are directly teaching students. Unlike FTE, “Headcount” is a simple count of the number of teachers who are directly teaching students.

Complex Areas: These are administrative units made up of two or more complexes.

Complex: This smaller division within a Complex Area consists of a comprehensive high school and middle/intermediate and elemen-tary schools within its attendance boundary.

Demographics, State: Figures reported by the U.S. Census Bureau are estimates and are updated periodically. The estimates in this report are from the American Community Survey. For an explanation of terms, definitions, and criteria used for classification, please go to the U.S. government website for the census: www.census.gov or www.proximityone.com

Dropout Rate: This four-year dropout rate is the percent of high school students who have not returned to school and have either officially exited as “drop-outs”, whose school enrollment statuses are undetermined, or who have not graduated within four years.

Early Childhood Endorsement: To earn an Early Childhood Endorsement certificate, a teacher must have had 18 credits in Child & Family Studies; completed all course requirements for Elementary Education and an additional 12 credits in Early Childhood Educa-tion; and have successfully completed student teaching in kindergarten, first or second grade.


Economically Disadvantaged: These are students whose families meet the income qualifications for the federal free/reduced-cost lunch program. Note that this is an indicator of school-community poverty.

English Language Learners (ELL): These students are certified as receiving English-as-a-Second-Language services.

Enrollment Count, Official: The official enrollment count of each school is reported to the State upon the yearly opening of school. A school’s enrollment may fluctuate over the course of the school year, so that an enrollment count taken mid-year may be different from its official enrollment count. “Speech only and Hearing-Impaired only” special education students are excluded from the special education student count in the official enrollment report.

Federal Funds: Funds provided by the federal government for use by the State public school system, through grants from various federal agencies, such as the U.S. Department of Education, U.S. Department of Defense, and U.S. Department of Agriculture.

Five or More Years at Same School: Percent of teachers who have taught at one school for five or more years. It is an indicator of school staffing stability.

Fully Licensed: Teachers who meet requirements (e.g., completed at least a bachelor’s degree and an approved teacher training program) to be fully licensed by the Hawaii State Teachers Standards Board.

Full-Time Equivalent (FTE): These are position counts and not “head counts,” and are the sum of full- and part-time positions. Note that fractions are possible. For example, one full-time (1.0 FTE) and one half-time (0.5FTE) sum to 1.5 FTEs.

General Funds: The primary source of funding for the state public school system, provided by the state through taxpayer revenues.

Graduation, Graduation Rate, Graduate On-Time, Four-Year Graduation: Count or percent of all high school students, including public charter school students, who had completed high school within four years of their 9th grade entry date. Special Education stu-dents receiving certificates of completion and students requiring more than four years to complete high school are not included.

National Assessment of Educational Progress (NAEP): This refers to federal tests in reading, mathematics, writing, and science developed and given by the United States Department of Education (USDOE) to samples of students in grade 4 and 8 in all states. The data from the NAEP include results for demographic groups of students, but not for complex areas, schools, or individual students. The metrics that NAEP uses include average scale scores and the percentages of students achieving NAEP Advanced, NAEP Proficient, NAEP Basic, and NAEP Below Basic. Advanced and Proficient denote mastery of challenging subject matter include success on some items that are above the grade level of the students being tested. NAEP defines Basic as denoting partial mastery of prerequisite knowl-edge and skills that are fundamental for proficient work at each grade assessed. Below Basic means performing below the grade level being tested. These achievement levels overlap with but are not identical to the proficiency levels of the Hawaii State Assessment.

NCLB Sanctions: Mandates imposed on schools “in sanction” status by No Child Left Behind guidelines. The sanctions are increasingly stringent the longer a school stays in sanction status. Initial sanctions include school choice and supplemental educational services.

No Child Left Behind (NCLB): This law, enacted in 2001, is a reauthorization of the Elementary and Secondary Education Act, and consists of many Title programs (e.g., Title I, Title IV, etc.) each with its own funding and reporting requirements. The Act specifies school and state accountability mandates and reporting requirements for Title I funds, and requires that all schools in a state must be subject to the same accountability system.

No Sanctions: Schools whose NCLB status for the coming year is either “In Good Standing, Unconditional” or “In Good Standing, Pending.” If a school meets all 37 AYP indicators for two consecutive years, or if a school In Good Standing has not met AYP for one year, then it is given “no sanctions” by the State.

Appendix A. GloSSary


Appendix A. GloSSaryNorm-Referenced Test, TerraNova: The TerraNova Assessment is a norm-referenced test that shows how well students’ test scores compare to those of a nationally selected group of students (called the “norm group”). For the TerraNova norm group, 77% always score “average and above average.”

Not Suspended, Students: The number of students who are not suspended by the school and therefore an indicator of appropriate student behavior at school.

Perceptions of Safety and Well-Being, Student and Teacher: Positive responses to a set of items on the Department Of Education’s annual School Quality Survey (SQS) regarding school safety and well-being. The percent of positive responses are reported.

Per Pupil Expenditure: The numbers reported from National Center of Education Statistics (NCES) may be used for state to state com-parisons. Numbers are based on membership and can be expected to be smaller than per pupil expenditures based on average daily attendance. Current expenditure for public elementary and secondary education in a state is divided by the student membership. Current expenditures are funds spent for operating local public schools and local education agencies, including such operating expenses as salaries for school personnel, student transportation, school books and materials, and energy costs, but excluding capital outlay and interest on school debt.

Preschool, Attended: This is the percent of entering kindergarten students reported as having attended preschool.

Private Schools: Privately operated schools not under the direction of the Hawaii Department of Education.

Relative Wealth, Per Capita Revenue: The per capita revenue is reported by the U.S. Census Bureau as a result of their Annual Survey of Government Finances 2005a survey completed by all states. Per capita amounts are based on population figures as of July 1, 2005, and are computed on the basis of amounts rounded to the nearest thousand figures obtained also from the U.S. Census Bureau.

Retention Rates:Elementary: Percent of students, excluding kindergarteners, who are not promoted to the next grade level. A low retention rate is desired

Middle & Intermediate: Percent of 8th grade students who are not promoted to 9th grade the following year. A low retention rate is desired.

Sanctions: If a school fails to meet Adequate Yearly Progress (AYP) for two consecutive years, it receives the sanction associated with NCLB status of School Improvement Year 1. If it continues to not meet AYP, it receives progressively greater sanctions associated with each NCLB status of School Improvement Year 2, Corrective Action, Planning for Restructuring, and Restructuring.

Schools, Total: The total number is the sum of all public schools. All regular public schools, public charter schools, and special schools are in this count. Adult Community Schools are not counted.

Special Education (SPED): This count and percent contain all special education students listed on the official enrollment report as re-ceiving special education services and includes special education students with a “Speech only and Hearing-Impaired only” condition.

Special Funds: Funds generated through revenue sources other than state taxpayer revenues, such as cafeteria collections from stu-dents; adult education tuition/fees; summer school tuition; driver education fees; facility rental fees; and lost textbook penalty fees.

Special Needs, Multiple: Students identified and/or qualified as special needs under more than one of the following categories: economically disadvantaged as determined by receiving free/reduced-cost lunch, Section 504 classification, and certified as receiving special education or English Language Learner services.


Standard-based Assessment, Hawaii Content and Performance Standards: These tests measure student achievement in reading and mathematics based on Hawaii content standards. The percents shown are assessment results, not No Child Left Behind (NCLB) accountability results. “Percent Proficient & Exceeds Proficiency” is derived from test results that meet or exceed proficiency (i.e., proficiency cut-score).

State and Local Expenditures Supporting Public Education, Percent: This percentage is published by the National Center of Education Statistics (NCES), U.S. Department of Education in their Digest of Educational Statistics 2007 publication. The percent-age is calculated by dividing the states’ “Total, all general expenditures per capita” by the states’ “Elementary and secondary education expenditures” per capita. The Total, all general expenditures per capita includes state and local government expenditures for education services, social services, and income maintenance, transportation, public safety, environment and housing, governmental administra-tion, interest on general debt, and other general expenditures, including intergovernmental expenditure to the federal government, as reported by the State’s NCES Common Core of Data Financial Survey.

Support Staff, Other: This is a Full-Time Equivalent count that encompasses a wide range of positions that support schools. These categories may include school assessment liaisons, athletic directors, registrars, State and district resource teachers, school psycholo-gists, custodians, cafeteria workers, school secretaries, school security guards, educational assistants, occupational therapists, mental health assistants, behavioral specialists, student service coordinators, to name a few. Note that the assignment of positions to categories is based on USDOE National Center for Education Statistics, Common Core of Data, Non-Fiscal Survey requirements.

Title I: A school is designated as a “Title I” school and receives supplemental federal funding under NCLB if its student population meets a specified poverty rate. Title I schools are obligated to follow federal requirements regarding Title I funds.

Trust Funds: Funds segregated for specific purposes, such as foundation grants, and athletic gate receipts.

Appendix A. GloSSary


Appendix B. referenCeS & reSoUrCeSFor more information and online access, please go to the internet address listed below each report.

EDUCATIONAL and ACCOUNTABILITY REPORTS

Enrollmenthttp://doe.k12.hi.us/reports/enrollment.htm

Hawaii State and School Readiness Assessmenthttp://arch.k12.hi.us

High School Completer Statisticshttp://doe.k12.hi.us/reports/highschoolcompleter.htm

National Assessment of Educational Progress (NAEP)http://sas.sao.k12.hi.us/STATE/SAO/SASWebsite.nsfhttp://nces.ed.gov/nationsreportcard

No Child Left Behind (NCLB)http://arch.k12.hi.us

School Quality Survey (SQS)http://arch.k12.hi.us

School Status and Improvement Report (SSIR)http://arch.k12.hi.us

Trend Report: Educational & Fiscal Accountabilityhttp://arch.k12.hi.us

FINANCIAL REPORTS

Allocations by School Programhttp://doe.k12.hi.us/reports/allocations.htm

Annual Financial Reportshttp://doe.k12.hi.us/reports/financialreports.htm

Audithttp://doe.k12.hi.us/reports/auditreports.htm

Budgethttp://doe.k12.hi.us/reports/budget.htm

Expenditures by Schoolhttp://doe.k12.hi.us/reports/expenditures.htm


SPECIAL EDUCATION REPORTS

Due Process Hearings Findingshttp://doe.k12.hi.us/reports/specialeducation/dueprocess/index.htm

Annual Performance Report & State Performance Planhttp://doe.k12.hi.us/reports/specialeducation/stateperformanceplan/

LEGISLATIvE REPORTS

Reports to 2009 Legislaturehttp://doe.k12.hi.us/reports/tolegislature/index.htm

OTHER RESOURCES Center on the Familyhttp://uhfamily.hawaii.edu

Proximityhttp://proximityone.com/hidmi2.htm

Appendix B. referenCeS & reSoUrCeS


Appendix C. DaTa TableS – onlIneData tables are available online at:http://arch.k12.hi.us/state/superintendent_report/annual_report.html

DATA TABLES

1. Enrollment in Hawaii Public and Private Schools

2. Enrollment by District

3. Special Needs Affecting Public School Students in Hawaii

4. Average Attendance Rates by School Type

5. Four-year Graduation and Dropout Rates

6. Ethnicity of Students and Teachers

7. Hawaii Content and Performance Standards Assessments

8. Norm-Referenced Tests

9. Chapter 19 Charges Categorized by Type of Incident

10. Administrative Staff as a Proportion of Total Staff-Hawaii and Comparison States

11. Expenditures per Pupil, Hawaii and Comparison States

12. Hawaii and States with Similar Financial Resources

13. Percent of State and Local Expenditures Supporting Public Education (K-12) by Year & Comparison States

14. Percent of State and Local Expenditures Supporting Public Education (K-12) vs. Per Pupil Expenditure


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