the Deaf and the Blind

Hawai i School Accountability System School Year 2001-02 Focus on Standards School Description Context: School Setting Student Profile Community Profile Process: Standards Implementation Design Process: School Resources Certified Staff Facilities Outcomes: Vital Signs Contents Hawai`i Center for the Deaf and the Blind p. 1 p. 1 p. 2 p. 3 p. 4 pp. 5-6 Focus On Standards T School Description Grades K-12 his has been prepared as part of the Department s educational accountability system to provide regular, understandable accounts of our schools performance and progress, as required by 302A-1004, Hawai i Revised Statutes. The report includes a description of the school and information on the context, process, and outcomes at the school for the 2000-2001 school year, including a summary of the school s Standards Implementation Design (SID) process. T he Hawai i Center for the Deaf and the Blind has a school component that serves the State s deaf students and deaf-blind students. The school program of the Center provides a full -immersion instructional program with an American Sign Language focus and the use of specialized teaching methodologies for deaf students. A boarding (dormitory) program enables neighbor island students to access the school program. The other activities of the Center include: diagnostic evaluations for students statewide who are deaf, blind, hard-of-hearing, deaf-blind or partially-sighted; Braille and large type materials dissemination to students who are blind or partially-sighted; and technical assistance to teachers and families of children in the target groups statewide. Effective School Practices Student Conduct Statewide Testing School Completion School Address: the Deaf and the Blind 3440 Leahi Avenue Honolulu, HI 96815

Student Profile Context: School Setting Student Ethnicity, School Year 2001-02 School year ending 2000 2001 2002 Fall enrollment 64 72 74 Native American 0 Black 0 Chinese 0 Number and percent of students enrolled for the entire school year 63 59 58 98.4% 81.9% 78.4% Filipino 13 Hawaiian 3 4.9% 21.3% Part-Hawaiian 15 24.6% Number and percent of students receiving free or reduced-cost lunch 52 56 59 81.3% 77.8% 79.7% Japanese 3 Korean 0 4.9% Number and percent of students in Special Education programs 61 68 74 95.3% 94.4% 10 Portuguese 1 Hispanic 4 Samoan 3 1.6% 6.6% 4.9% Number and percent of students with limited English proficiency 11 23 16 17.2% 31.9% 21.6% White 6 Indo-Chinese 0 All Others 13 9.8% 21.3% 1 2 3 Community Profile Based on the 2000 U.S. Census Kaimuki Complex School Community State of Hawai`i Community Educational Attainment Level Total population 77,753 1,211,537 Percentage of population aged 5-19 13.4% 20.6% College Graduate 26.2% 29.8% Median age of population 40.6 36.2 Number of families 17,698 287,068 Some College 28.1% 29.9% Percent of families with children under 18 33.3% 45. Percentage of families with children headed by a single mother 24.6% 18.3% High School 27.2% 28.5% Average family size 3.0 3.4 Median household income $40,122 $49,820 Percent of households with Public Assistance income Percent of families with children living in poverty 5. 7.6% 15.4% 11.2% Less than High School Graduate 14.9% 15.4% 1 2 3 4 State of Hawai'i School Community Hawai i School Accountability System Page 2

Process: Standards Implementation Design The following is a summary of the school s standards implementation design for the 2000-01 school year. HCDB is Hawaii s primary source statewide of specialized educational and family support services for preschool, elementary and secondary students who are deaf, hard-of-hearing, blind, partially-sighted, or deaf-blind. HCDB s mission is to provide: educational, intellectual, speech/language, social work and audiological evaluations by uniquely qualified personnel; technical assistance and consultative expertise to Hawaii's teachers and districts serving these students, including: curricular support; and behavior management support; technical assistance to Hawaii's families with children who are deaf, hard-of-hearing, blind, partially-sighted or deaf blind; transition services; an ASL immersion (Bilingual/Bicultural) instructional program with appropriately qualified personnel that is designed to promote the independence of the students; a dormitory program for neighbor island students attending the HCDB school program; adapted media (e.g., braille, Captioned Media for the Deaf) dissemination to Hawaii's deaf, hard-of-hearing, blind, visually impaired or deaf-blind students. We believe that all individuals, including those who are deaf, hard-of-hearing, blind, partially-sighted, or deafblind, can and do learn. Our democratic society grants each student the right to a free, appropriate public education. Public education's primary responsibility is to provide educational experiences and opportunities that allow students to develop their unique abilities and skills with high expectations of success, according to their communication, intellectual, emotional, psychological, social, cultural and physical needs as individuals. Ideally, students should leave school with a broad base of knowledge and effective skills for daily living, including those for decision-making, problem-solving, and lifelong learning as contributing adult citizens. At HCDB, we respect and value the communication needs and diversity of the individuals in our unique community. We offer multicultural educational experiences and services that promote the students' participation in the wider society. We offer these experiences so that the students we serve can achieve success as independent adults through optimal development of their unique abilities and skills. 2. Learner outcomes HCDB is a special education school. Every student who is eligible for HCDB must have an In dividualized Education Plan under state and federal laws. Learner outcomes are focused on ensuring each student meets individualized goals and objectives on his/her IEP, aligned to the maximum extent possible with HCPS II in accordance with the child s identified needs and abilities. 3. SID Process Because HCDB is a special education school, it has a Strategic Plan rather than an SID (because Standards must be implemented in the framework of individualized needs determined by the IEP process for each child). The Strategic Plan during 2001-2002 called for IEP development for every child to include goals aligned with HCPS II as the major implementation focus, as noted previously. 4. Action Plan- Key elements The HCDB Strategic Plan key elements support effective provision of the mission areas noted above. Special foci: ensuring all evaluations are completed in accordance with timelines and by qualified evaluators for each student s needs; ensuring every IEP goal reflects HCPS II standards for students in the school program; ensuring dormitory staff receive inservice training to support their work in implementing standards-based tutoring for students who board. Hawai i School Accountability System Page 3

Process: School Resources Certified Staff School year ending 2002 Teaching Staff Teacher Counts Total Full-Time Equivalent (FTE) 14.0 Regular Instruction, FTE 0.0 Special Education, FTE 14.0 Supplemental Instruction, FTE 0.0 Total FTE 14 Teacher headcount 15 Teachers with 5 or more years at this school 5 Regular FTE 0 Teachers' average years of experience 15.3 Teachers with advanced degrees 12 Special Education FTE 14 per Teaching Staff Member Regular Instruction #DIV/0! Supplemental FTE 0 Special Education 5.3 Administrative and Student Services Staff Administration*, FTE 2.0 Total Headcount 15 Librarians, FTE 1.0 Counselors, FTE 2.0 Teachers with 5 or More Years Experience in this School 5 Number of principals at this school in the last five years 1 0 5 10 15 20 * Administration includes Principals, Vice-Principals, Student Activity Coordinators, Student Services Coordinators, Registrars, and Athletic Directors Facilities School year ending 2002 Classrooms available 23 Number of classrooms short (-) or over (+) 23 Adequacy of School's Space Compared with State Standards School facilities inspection results Score Administration 39% 1 2 3 Grounds Library 67% Building exterior Building interior Equipment/Furnishings Health/Safety Sanitation Cafeteria/ Auditorium Classrooms Total 0 For each category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good 10 20 School facilities are considered inadequate if below 7 of the state standard and marginal if between 7 and 99% of the state standard. For Total: 6-8 = Unacceptable; 9-15 = Satisfactory; 16-18 = Very Good Hawai i School Accountability System Page 4

Outcomes: Vital Signs Dimension Group School Quality Survey Percent Positive Response A. Standards-Based Teachers Learning 81.1% 70.4% 71.8% 72.5% 68.7% B. Quality Student Support Teachers 80.8% 74.4% 77.1% 81. 70.3% C. Professionalism and Teachers Capacity of the System 5 66.7% 62.5% 77.8% 10 D. Coordinated Team Teachers Work E. Responsiveness of the Teachers System 69.4% 68.4% Note: There are no student items for this dimension. 75. 64.7% 86.7% 95.2% 66.7% F. Focused and Sustained Teachers Action 62.9% 59.2% 66.7% 73.7% 86.7% Involvement Teachers 59.5% 62.5% 72.2% 8 83.3% Satisfaction Teachers 61.1% 69.4% 72. 73.3% 70.5% Student Safety and Well Being Teachers 73.5% 76.7% 75. 68.1% 88.9% 2 4 6 8 10 12 Hawai i School Accountability System Page 5

. Outcomes: Vital Signs Student Conduct Suspensions, School Year 2001-02 Attendance and Absences School Year 1999-2000 2000-01 2001-02 Average Daily Attendance: % (higher is better) 93.2% 92.5% 88.8% 95. Average Daily Absences: in days (lower is better) State Standard 12.5 12.5 20 9 Non-suspended: 74 Suspended: 0 Class A: 0 Class B: 0 Class C: 0 Class D: 0 10 2 4 6 8 10 No students were suspended at this school. 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) School Completion Graduates and Other Completers School Dropouts 1999-2000 2000-01 2001-02 School Year Number Percent Number of Seniors 0 0 5 1999-2000 0 Diploma graduates 10 2000-01 0 Certificate of Course Completion 2001-02 1 2.1% Individually Prescribed Program Total school completers 10 Page 6

. HCPS-II HCPS-II Performance Grade Tested: 10 100 Percent Proficient Reading Mathematics 80 60 40 20 There were no HCPS-II assessments in 2000 or 2001. These assessments were administered for the first time in 2001-02. 0 2000 2001 2002 State '02 2000 2001 2002 State '02 Meets Proficiency Exceeds Proficiency The figures below show the average score in the center, with a bar around it representing about two-thirds of the scores. A school's score that differs from the state score will have little or no overlap between the two ranges. The writing scores are on a 50 point scale for all grades. Stanford scores are "scaled" scores, which vary from about 400 to 800 depending on the grade tested. HCPS-II Writing Assessment Stanford Achievement Test (9th Ed.) 35 30 25 20 15 10 5 0 2000 There were no HCPS-II assessments in 2000 or 2001. These assessments were administered for the first time in 2001-02. 2001 15 2002 22 750 700 650 600 550 500 450 400 712 Math 697 685 650 Reading School State School State Hawai i School Accountability System Page 7

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