Hawaii School for the Deaf & the Blind

Transcription

1 Code: 470 Hawaii for the Deaf & the Blind Status and Improvement Report Year -10 Contents Focus On Standards Grades K-12 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 02A-1004, Hawai'i Revised Statutes. Focus on Standards Description p. 1 p. 1 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. 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 Other p. 8 Information Address: p. 2 p. p. 4 pp. 5-7 Hawaii for the Deaf & the Blind 440 Leahi Avenue Honolulu, Hawaii Description The Hawai'i for the Deaf and the Blind (HSDB) is at the foot of Diamond Head in Kapahulu, and was established in Effective July 1,, the school and residential programs moved under the supervision of Honolulu District, Kalani Complex, while the diagnostic team and resource component remained with OCISS. The school program returned to its previous name, the Hawai'i for the Deaf and the Blind (HSDB). The school serves the state's deaf and deaf-blind students from preschool through high school. The school provides a standards based, American Sign Language (ASL) immersion instructional program with an emphasis on bilingual education. This approach is delivered by certified teachers of the deaf that utilize specialized teaching methods for deaf students. All faculty and staff are required to use ASL with the deaf students. This includes the support staff clerical, cafeteria, and custodial. HSDB students have full access to language and communication. HSDB students are able to participate with Kalani High for sports activities that are not offered at HSDB. Transition services are provided to students as they prepare for postsecondary education and/or employment. The residential (dormitory) program enables neighbor island students, and students from Oahu that live excessive distances, to access the school program on Oahu. Neighbor island students are flown home every weekend to maintain close family ties. The cost of the homegoing program, including airfare, ground transportation and adult supervision, is paid for by HSDB. Parents are encouraged to be an active part of their child s education. HSDB has provided, ten-week ASL classes to parents at the campus. Childcare is provided so that the entire family can attend. The Shared Reading Project (SRP) has brought together deaf tutors and hearing parents in an effort to promote literacy. The tutors visit the home and teach the hearing parents how to read to their deaf child using ASL. Opportunities for volunteering on campus by parents are strongly promoted, and have increased this school year. Hawaii for the Deaf & the Blind 11/10 Page 1 of 8

2 Status and Improvement Report Setting Year -10 Student Profile year Fall enrollment 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 in Special Education programs Number and percent of students with limited English proficiency Percent of Kindergartners who attended preschool % 77.8% 1.9% % 8.8% % % 70.6% % % Student Ethnicity, Year -10 Native American 2 2.6% Black 1 1.% Chinese 2 2.6% Filipino % Hawaiian 1 1.% Part-Hawaiian % Japanese 1 1.% Korean 0 Portuguese 0 Hispanic 0 Samoan 2 2.6% White % Indo-Chinese 0 Other n = 76 Community Profile Kalani Complex Total population Percentage of population aged 5-19 Based on the 2000 U.S. Census State of Community Hawai`i 6, % 1,211, % Community Educational Attainment Level College Graduate 26.2% 44.8% Median age of population Number of families , ,068 Some College 2.7% 29.9% Percentage of families with children under 18 Percentage of families with children headed by a single mother Average family size Median household income 2.9% 12.4%.1 $81, %.42 $49,820 High Less than High Graduate 8.8% 15.4% 22.7% 28.5% Percent of households with Public Assistance income 2.1% 7.6% Percent of families with children living in poverty.1% 11.2% State of Haw ai`i Community Hawaii for the Deaf & the Blind 11/10 Page 2 of 8

3 Status and Improvement Report Summary of Progress Year -10 Hawaii Content and Performance Standards III are implemented using the framework of individualized needs determined by each student s Individualized Education Program (IEP). Each student s IEP aligns with HCPS III 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 SY09-10 through: Implementing standards-based, bilingual education that incorporates reading and writing throughout the content areas, and increases the amount of time students spend reading and writing. Creating a safe and positive learning environment that supports student, parent, staff and community involvement and communication, and provides opportunities for students to demonstrate civic responsibility and involvement in their community. Assessing and providing comprehensive and connected professional development for all HSDB staff members. Strategies that have been used by HSDB to achieve these goals are: Accelerated Reader and Math programs that have provided students with additional practice time on skills needing improvement Literacy It All Connects that utilizes nine areas of literacy to be incorporated into the full school day Academic ASL Approach (A) a program that utilizes webcams for students to compose and edit in their first language ASL and then translate into their second language English Writing All Day, Everyday trainings have provided teachers the strategies to assist students to develop their written English skills in all content areas Differentiation for the diverse learning needs of the students Portfolios to document student growth A Literacy specialist to provide teachers with strategies to assist students in bridging the gap between their first and second language Bilingual professional development provided to the teachers, with a second cohort of teachers completing the two-year training Incorporating technology to facilitate learning and achievement o videophones to promote the connection between home and school teachers, who are o deaf, and students are able to communicate with parents on a regular basis a collaborative technology grant with the Gallaudet University Regional Center has provided additional opportunities to promote literacy through interactive story DVDs and a TV production studio Curriculum mapping of the HCPS III standards using the Tech Paths program Parent Community Network Coordinator (PCNC) coordination of the Family ASL courses, the Shared Reading Program (SRP), school volunteers, and the publication of a bimonthly newsletter o o Improvement three sessions of Family ASL courses were offered throughout the year classes were open to all families that have a deaf or hard-of-hearing child Shared Reading Program (SRP) brought together deaf tutors and hearing parents in an effort to promote literacy by teaching the hearing parents how to read to their deaf child using ASL Transition Teachers worked with high school students to provide them with job training and experiences, some resulting in continued employment Student participation in extra-curricular activities including athletics (in collaboration with Kalani High ), Academic Bowl, Student Body Government, and community service projects Hawaii for the Deaf & the Blind 11/10 Page of 8

4 Status and Improvement Report Certified Staff Teaching Staff Resources Students per Teaching Staff Year -10 Total Full-Time Equivalent (FTE) Regular Instruction, FTE 0. Special Instruction, FTE 100. Supplemental Instruction, FTE 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 64.7% Regular Instruction Special Instruction Administrative and Student Services Staff Administration, FTE Librarians, FTE Counselors, FTE 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 Provisional credential 29.4% 5 Number of principals at this school in the last five years 1 Emergency credential 5.9% 1 Administration includes Principals, Vice-Principals, Student Activity Coordinators, Student Services Coordinators, Registrars, and Athletic Directors Facilities Adequacy of 's Space Year Ending Classrooms available 0 Number of classrooms short (-) or over (+) 0 facilities inspection results Score Grounds Building exterior Building interior Equipment/Furnishings Health/Safety Sanitation Data not available Total 16 For each category: 1 = Unacceptable; 2 = Satisfactory; = Very Good For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; = Very Good facilities are considered inadequate if below 7; marginal if between 7 and 99%; and in excess of state standard if above 10. population is placed into size categories and is used in formulas to determine State standards for space. Graph does not display capacity exceeding 20. Hawaii for the Deaf & the Blind 11/10 Page 4 of 8

5 Status and Improvement Report Quality Survey Vital Signs Year -10 The Quality Survey (SQS), administered periodically by the System Evaluation and Reporting 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 87.8% 85.4% 71.4% 78.1% 85.5% 91.7% 60.6% 57.6% 56.1% 55.5% Quality Student Support 8.2% 70.2% 65.1% 76.4% 70.% 96.6% 59.8% 62.7% 45.8% 45.8% Professionalism & System Capacity 65.9% 75.2% % 8.% 61.9% 7.% 5.7% 52.9% Coordinated Team Work 80.% 64.6% 52.4% 56.5% 62.9% 6.5% % 68.9% 56.8% Responsiveness of the System 78.5% 74.6% 76.7% 75.8% 79.2% 57.6% There are no student items for this dimension Focused & Sustained Action 77.% 71.4% 60.% % 80.6% 51.1% % 56.% Involvement 71.4% 6.7% 5.4% 62.5% % 60.8% % Satisfaction 72.7% % 52.7% 56.7% 59.9% 95.8% % 52.4% Student Safety & Well Being 85.1% 71.% 59.4% 45.7% 82.9% 71.7% 98.% 59.5% 6.5% 45.7% Survey Return Rate 7.% 64.6% 95.2% 88.% 71.4% 56.2% 19.4% 19.% 96.8% 87.4% 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. The Parents survey for the school year was cancelled. 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. Hawaii for the Deaf & the Blind 11/10 Page 5 of 8

6 Status and Improvement Report Year -10 Student Conduct Vital Signs Attendance and Absences Year Average Daily Attendance: % (higher is better) State Standard Non-suspended: 68 Suspended: 0 Suspensions, Year - No students were suspended at this school % 95.5% 9.2% 95. Class A: 0 Average Daily Absences: in days (lower is better) Class B: 0 Class C: 0 Class D: 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 Percent of school completers Total number of Freshmen Percent graduated on time % Freshmen who began high school in school year and graduated in -10. Note. " " means missing data. " " means data not reported to maintain student confidentiality (see FERPA). Hawaii for the Deaf & the Blind 11/10 Page 6 of 8

7 Status and Improvement Report Year -10 Vital Signs Hawaii State Assessment Program HCPS Reading HCPS Mathematics % 71% 72% % 44% 7 7% 7 52% Grade % 64% Grade % 4 6% % 58% Percent Proficient Percent Proficient HCPS Science 10 27% Grade % 49% Percent Proficient The HCPS Science assessment is given in grades 4, 6 and 10. State A school's bar may not be shown to maintain student confidentiality (see FERPA). Grade TerraNova, 2nd Edition Percent Average and Above Reading National Norm is 77% Mathematics National Norm is 77% State State 76% 25% 78% 4 77% 77% 5 76% % % 75% 7 74% 75% 8 82% 77% 10 11% 77% 11% 76% The TerraNova is a national norm-reference assessment with 9 stanine levels. Scores in stanines 1 to represent "Below Average," and scores in stanines 4 to 9 represent "Average and Above." Note. From , 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). Hawaii for the Deaf & the Blind 11/10 Page 7 of 8

8 Status and Improvement Report Other Information Year -10 Published on November 22,. System Evaluation and Reporting Section, Systems Accountability Office, Office of the Superintendent, Honolulu, HI: Hawaii State Department of Education. Hawaii for the Deaf & the Blind 11/10 Page 8 of 8