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Trend Report
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Goal 1

Strategic Plan

Goal 2

Strategic Plan

Goal 3

Targeted Interventions
Academic Plan

Goal 1

Academic Plan

Goal 2

Academic Plan

Goal 3

Summary
Progress Report

School Vision

Vision of the Kahuku Elementary School Graduate

All Kahuku Elementary School graduates will:

Realize their goals and aspirations

Have attitudes, knowledge and skills to contribute positively to and compete in a global society

Exercise rights and responsibilities of citizenship

Pursue post-secondary education or careers without need for remediation

 

General Learner Outcomes

Public school students will be able to:

Be responsible for their own learning

Work well with others

Engage in complex thinking and problem solving

Recognize quality performance and produce quality products

Communicate effectively

Use a variety of technologies effectively and ethically

 

Hawaii Content and performance Standards III (HCPSIII)

The HCPS III cover nine content areas:

Language arts

Mathematics

Science

Social Studies

Career and Life skills

Fine arts

Health

Physical Education

World Languages

 

What we have learned from our data

School student performance, federal program compliance, and student attendance, behavior, and participation data was analyzed. A representative group engaged in data analysis, led by the school principal and augmented with technical assistance from the Complex Area, utilizing training from the Hawaii Principal Academy. The summary of findings was then presented and discussed with the school staff, School Community Council, and greater school community.

As evidenced in the following trend report, student performance data shows that the number of students reaching proficiency in reading has greatly increased over the last two years. These gains in student achievement put us well ahead of the 44% Adequate Year Progress goal. Increases in student proficiency for math have been at a much slower pace. Evaluation of the data shows that although 5th grade students have increased their numbers by 18% since 2003, 3rd grade students show only a 5% increase. We also know that we failed to meet AYP in Mathematics for SY2004-2005 by two percentage points in the disadvantaged subgroup. Further data reveals that students do not receive the full amount of points possible for the written portion of the HSA. The math curriculum that was implemented during SY04-05 was initially published in 1991 and not aligned with the Hawaii Content and Performance Standards.

A school Strategic plan (SSP) was completed in SY05-06. Complex area staff along with school administrators, resource teachers and consultants, provided technical assistance in conducting a comprehensive needs assessment and developing the SSP. The SY05-06 improvement activities were successfully completed with one exception. There were insufficient resources, time and funds, to train teachers in helping students to set goals and conducting self assessments. The recently completed data analysis shows this continues to be an important student skill in helping students demonstrate proficiency in the three (3) student priorities and assessing progress in meeting their age appropriate General Learner Outcomes.

We have also come to realize that we need to provide more interventions at each grade level to provide adequate support for the below proficiency learner. This realization came early in SY05-06, but without a significant increase in money and personnel, we were only able to make small gains in this area. With the flexibility that is built into the Weighted Student Formula budgeting system, we will be able to completely redesign our program for interventions and we will be able to provide more focused and timely support for those students who are not proficient in reading and /or math.

Finally, the data has shown that while the school staff has been supportive of the new initiatives and programs that we have begun to implement this year, there is still a lack of understanding among the staff and greater school community regarding the purpose and intent of these initiatives, and directions. Better communication is essential for staff morale and improving parent participation.

  

Home
Vision
Trend Report
Strategic Plan

Goal 1

Strategic Plan

Goal 2

Strategic Plan

Goal 3

Targeted Interventions
Academic Plan

Goal 1

Academic Plan

Goal 2

Academic Plan

Goal 3

Summary
Progress Report