Hawaii School for the Deaf & the Blind

Transcription

1 Code: 470 Hawaii for the Deaf & the Blind Status and Improvement Report Year -14 Focus On Standards Grades K-12 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary of Progress Resources Certified Staff Facilities Vital Signs Quality Survey Student Conduct Retention or Completion Hawaii State Assessment Program Address: p. 1 p. 1 pp. 2-3 p. 4 p. 5 pp. 6-8 Other Information Hawaii for the Deaf & the Blind 3440 Leahi Avenue Honolulu, Hawaii This 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. Description The Hawaii for the Deaf and the Blind (HSDB) is at the foot of Diamond Head in Kapahulu, Oahu, and was established in This year marks HSDB s centennial anniversary as a school that services students throughout the state of Hawaii. The school and residential programs are under the supervision of Department of Education Honolulu District, Kalani Complex. The school serves the state s deaf and deaf-blind students from preschool through high school. All faculty are certified teachers of the Deaf and are required to use American Sign Language (ASL) to teach a standards and research based curriculum. Teachers and educational Assistants use ASL and Literacy in English as the learning focus to build students first language proficiency. This process bridges and supports the English language learning for students. Support staff, including clerical, cafeteria, office, and custodial are also expected to use ASL, and HSDB students have full access to language and communication in ASL and English. HSDB students are able to participate with neighboring schools for Oahu Interscholastic Association (or OIA) sports activities as well as academic classes that are not offered at HSDB. College and Career emphasis are provided to students as they prepare for postsecondary education and/or employment through the work study program, research-based best practices, Common Core State Standards, and assessments. The residential or dormitory program enables neighbor island students to access educational programs on Oahu. Neighbor island students are flown home every weekend to maintain close family ties. The cost of the home-going program, including airfare, and ground transportation is paid for by HSDB. Parents are encouraged to take an active part in their child s education, e.g., ASL classes to parents at the campus and in rural communities on Oahu throughout the year; parent/teacher conferences each semester; Shared Reading Saturdays that bring together deaf tutors and hearing parents in an effort to promote literacy in the home. Parents meet with deaf tutors on campus to learn how to read to their deaf child using ASL. Other opportunities for volunteering on campus by parents are strongly promoted. Hawaii for the Deaf & the Blind 01/2015 Page 1 of 8

2 Setting Year -14 Student Profile year Fall enrollment Number and percent of students in Special Education programs % Number and percent of students enrolled for the entire school year Number and percent of students receiving free or reduced-cost lunch Number and percent of students % 91.1% 97.9% with limited English proficiency 28.6% 30.4% 35.4% % 75.0% 70.8% Percent of Kindergartners who attended preschool 100% 100% -- Student Ethnicity, Year -14 Native American 1 1.7% Black 1 1.7% Chinese 2 3.4% Filipino % Native Hawaiian % Japanese 1 1.7% Korean 0 Portuguese 2 3.4% Hispanic 1 1.7% Samoan 3 5.1% Indo-Chinese 0 Micronesian % Tongan 1 1.7% Guamanian/Chamorro 0 White 3 5.1% White two or more 0 Other Asian 0 Other Pacific Islander 0 Pacific Islander two or more 0 Asian two or more 0 Multiple, two or more 1 1.7% 0% 20% 40% 60% 80% 100% n = 59 Hawaii for the Deaf & the Blind 01/2015 Page 2 of 8

3 Community Profile Setting Year -14 The Community Profile information updated in this school report reflects selected 2010 demographics for the High Complex (HSC) area in which this school resides. Profile data are based on the 2010 U.S. Census, the American Community Survey (ACS) five-year estimates (centric to 2008), and the incorporation of Hawaii s HSC boundary areas with updated 2010 Census geography. Figures for educational attainment and median household income are sample estimates obtained from the ACS, adapted to conform to HSC geography, and should be considered rough approximations of census counts. Based on the 2010 U.S. Census Kalani HSC Complex Total population Community 38,374 State of Hawai`i 1,360,301 Percentage of population aged % 18.4% Median age of population Number of family households 10, ,907 Median household income $102,844 $66,420 Community Educational Attainment Level College Graduate 29.4% 51.5% Some College 24.0% 31.4% High 20.0% 29.0% Less than High Graduate 4.5% 10.2% 0% 10% 20% 30% 40% 50% 60% State of Haw ai`i Community Hawaii for the Deaf & the Blind 01/2015 Page 3 of 8

4 Summary of Progress Improvement Year -14 Common Core State Standards (CCSS) is implemented using the framework of individualized needs determined by each student s Individualized Education Program (IEP). Each student s IEP aligns with the CCSS standards and benchmarks. Progress on those standards and benchmarks are reported to parents on at least a quarterly basis, and reviewed and revised annually. The Hawaii for the Deaf and the Blind (HSDB) has focused on improving student achievement and support during school year 14 thought the following: A Improvement Grant (SIB) implemented Specifically Pearson and Learning Center for the Deaf at Boston University The implementation of standards-based, bilingual education that incorporates American Sign Language and English/Language Arts throughout the content areas Extended Learning Time for students and collaboration time for teachers Assessing and providing focused and meaningful professional development for all HSDB staff members. Working to create a safe and positive learning environment that supports students, parents, staff and community Increased use of multiple assessments for Deaf/Hard of Hearing students Strategies that have been used by HSDB to achieve these goals: Opportunities provided during the school year for professional development workshops for teachers to incorporate ELA and ASL into all grades and content areas Continued support in ELA and math through the Pearson Improvement Model Implementation of Measures of Academic Progress (MAP), American Sign Language Assessment Inventory (ASLAI), and Achieve 3000 Ongoing school leadership, Data Team, Academic Review Team (ART), Admin Support Team, and curriculum and instruction meetings Technology Coordinator assisted teachers in incorporating technology in the classroom Parent Community Network Coordinator (PCNC) coordinated three, nine-week sessions of Family ASL throughout the year; Shared Reading Saturdays that bring together tutors and hearing parents in an effort to promote literacy by teaching parents how to read to their Deaf child using ASL; school volunteers; publication of monthly newsletter Open House held in August to inform parents of school initiatives and to provide an opportunity to meet their child s teachers. wide parent/teacher conferences in Fall of and Spring of for all students. Support to students families provided through assistive technology, home visits, and transportation for neighbor island families to attend school events. Transition teacher and school counselor worked with high school students who applied for postsecondary education, including opportunities for job training, and other work experiences Student participation in extra-curricular activities including Student Body Government, Special Olympics, Deaf Academic Bowl, and community service projects Quarterly student assemblies were held to recognize students who made academic, attendance, and behavioral progress Students, faculty/staff, parent, and community groups encouraged to participate in school s SCC. Hawaii for the Deaf & the Blind 01/2015 Page 4 of 8

5 Certified Staff Teaching Staff Resources Students per Teaching Staff Year -14 Total Full-Time Equivalent (FTE) Regular Instruction, FTE 0.0% Special Instruction, FTE 100.0% Supplemental Instruction, FTE 0.0% Teacher headcount Teachers with 5 or more years at this school Teachers' average years of experience Teachers with advanced degrees Professional Teacher Credentials Fully licensed 64.3% Regular Instruction Special Instruction Administrative and Student Services Staff Administration, FTE Librarians, FTE Counselors, FTE Regular instruction includes both regular and supplemental teaching staff. Therefore, these figures do not indicate class size Emergency hires 35.7% 5 Number of principals at this school in the last five years 2 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Student Services Coordinators, Registrars, and Athletic Directors Facilities Adequacy of 's Space Year Ending State Standard Classrooms available 22 Number of classrooms short (-) or over (+) 0 Administration 40% facilities inspection results Library 61% From the 2011 school year, school facilities inspection data are no longer available at the state level. Department schools are still required to do an annual assessment of its facilities in the following areas: Grounds, Building exterior, Building interior, Equipment/Furnishings, Health/Safety and Sanitation. All department schools should have their annual inspections completed by the second quarter of the school year. Caf eteria/ Auditorium Classrooms 1500% 669% Historically, the majority of the department schools attained inspection assessment points in the following ranges: 9-15, earning a "Satisfactory" rating, and points, earning the highest "Very Good" rating. 0% 100% 200% facilities are considered inadequate if below 70%; marginal if between 70% and 99%; and in excess of state standard if above 100%. population is placed into size categories and is used in formulas to determine State standards for space. Graph does not display capacity exceeding 200%. Hawaii for the Deaf & the Blind 01/2015 Page 5 of 8

6 Quality Survey Vital Signs Year -14 The Quality Survey (SQS), administered periodically by the Accountability Section, is used for strategic planning and to comply with state accountability requirements. Percent of Positive Responses Quality Survey Dimensions Teachers Parents Students State State State Standards-Based Learning 82.6% 95.9% 100.0% 83.6% 66.7% 79.1% 86.7% 82.9% 73.5% 83.3% 86.1% 80.1% Quality Student Support 73.7% 87.4% 100.0% 83.1% 46.7% 64.2% 74.8% 93.0% 73.5% 84.3% 78.0% 72.4% Professionalism & System Capacity 81.3% 93.3% There are no parent 50.0% items for this 86.7% 77.7% dimension 91.7% 89.9% 85.9% Coordinated Team Work 35.3% 81.8% 100.0% 73.3% 52.2% 72.7% 55.0% 65.1% 94.4% 64.6% 75.0% 69.4% Responsiveness of the System 76.2% 92.0% 100.0% 86.4% 63.6% 84.1% 71.7% 78.5% 100.0% 75.7% 87.5% 78.7% Focused & Sustained Action 66.7% 90.2% 100.0% 78.7% 61.8% 63.3% 71.8% 88.9% 67.0% 83.3% 91.5% 87.0% Involvement 75.0% 91.1% 100.0% 87.2% 46.7% 76.7% 74.3% 98.1% 77.6% 61.1% 77.9% 73.6% Satisfaction 23.5% 82.0% 100.0% 80.9% 69.6% 79.0% 36.7% 55.2% 83.3% 69.3% 80.0% 73.4% Student Safety & Well Being 84.4% 88.5% 100.0% 84.4% 46.4% 75.3% 74.3% 75.1% 92.7% 75.1% 85.2% 69.5% Survey Return Rate 81.8% 44.3% 15.0% 19.7% 95.0% 56.6% 71.4% 75.5% 25.0% 11.9% 87.5% 85.3% State Teacher and Parent positive response figures are one of four 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 six grade spans (Elementary, Elementary/Middle, Elementary/Middle/High, Middle, Middle/High, High) that corresponds to this school. Hawaii for the Deaf & the Blind 01/2015 Page 6 of 8

7 Year -14 Student Conduct Vital Signs Attendance and Absences Year Average Daily Attendance: % (higher is better) State Standard Non-suspended: 41 Suspended: 7 Suspensions, Year - 15% 85% These 7 students were responsible for these 9 suspensions. 91.6% 89.6% 89.3% 95.0% Class A: 5 56% Average Daily Absences: in days (lower is better) Class B: 4 Class C: 0 Class D: 0 0% 0% 44% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Examples of class of suspension: Class A: Burglary, robbery, sale of dangerous drugs Class B: Disorderly conduct, trespassing Class C: Class cutting, insubordination, smoking Class D: Contraband (e.g. possession of tobacco) Completion Dropouts Graduates and Other Completers Year Number Percent % % % The dropout figures are based on the cohort of first-time 9th graders who dropped out prior to graduating. Total number of Seniors Percent of Diploma graduates Percent of Certificate of Course Completion Percent of Individually Prescribed Program % 0.0% 33.3% 85.7% 0.0% 14.3% 40.0% 0.0% 60.0% Percent of school completers 100.0% 100.0% 100.0% Total number of Freshmen Percent graduated on time 50.0% 54.5% Freshmen who began high school in school year and graduated in -14. Note. " -- " means missing data. " " means data not reported to maintain student confidentiality (see FERPA). Hawaii for the Deaf & the Blind 01/2015 Page 7 of 8

8 Year -14 Vital Signs Hawaii State Assessment Program HCPS Reading HCPS Mathematics 10 68% 10 42% 8 72% 8 59% Grade 7 70% Grade 7 55% 6 70% 6 55% 5 69% 5 65% 0% 20% 40% 60% 80% 100% Percent Proficient 0% 20% 40% 60% 80% 100% Percent Proficient HCPS Science Grade HS 8 30% 35% 0% 20% 40% 60% 80% 100% Percent Proficient The HCPS Science assessment is given in grades 4 and 8. High (HS) HCPS Science assessment results are from an end-of-course exam given to high school students enrolled in Biology I. State Other Information A school's bar may not be shown to maintain student confidentiality (see FERPA). Published on January 9, Accountability Section, Assessment and Accountability Branch, Office of Strategy, Innovation and Performance, Honolulu, HI: Hawaii State Department of Education. Hawaii for the Deaf & the Blind 01/2015 Page 8 of 8